Models and Morals: Meanings underpinning the scientific study of special educational needs

This paper discusses and evaluates four different approaches used by the writer and several other researchers to study special educational needs. The first approach, the Difference Model, is seen as poorly suited to addressing both a continuum of special educational needs and motivational issues integral to these needs. The second approach, the Developmental Model, discusses work within a Vygotskian paradigm, and offers important information on the human mediation needed to enhance learning. The third approach, the Ecological Model, highlights contextual factors and the child's perspective, as expounded within Bronfenbrenner's theory. It encourages an understanding of the wider cultural and socio-economic factors impinging on special educational needs. Finally, the fourth approach, the Discursive Model, emphasises a collaborative development of meanings and is valuable in the adoption of a partnership approach towards special educational needs. The evaluation of these differing approaches suggests the wisdom of adopting a multiple approach to the study of special educational needs.