The field of special education is entering a multiparadigmatic stage, which the authors argue is a positive development in that multiple paradigms of inquiry provide unique perspectives capable of illuminating aspects of persistent and heretofore intractable problems. the authors describe four major paradigms adapted from burrell and morgan's (1979) sociological paradigms, focusing specifically on work currently under way in the field within a critical interpretivist paradigm. methodological and substantive implications for special education are discussed.
No takes yet. Share an insight, caveat, or question.
Anderson et al. (1995) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: