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There has been a growing interest in the potential contributions qualitative research could make to “scientific”/scholarly inquiry in special education (Edgerton, 1984; Stainback & Stainback, 1984; Taylor & Bogdan, 1984). The purpose of this paper is to provide an impetus for more widespread familiarity with and use of qualitative research methodology among educators concerned with the education of persons with severe handicaps by drawing together and attempting to clarify the present state of the art in qualitative research methodology.
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Stainback et al. (1984) studied this question.
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