Towards an integrated theoretical framework for research into special educational needs

ABSTRACT This paper examines the principal theoretical frameworks within which research into special educational needs (SEN) is currently conducted. It is argued that three paradigms can be distinguished, namely the psycho‐medical, the sociological and the organizational paradigms, which contrast along the following dimensions: conceptualization of special needs, comprising a model of causation and corresponding proposal for intervention; level of focus; and underlying epistemology. The argument is illustrated through a critical survey of recent work which exemplifies the principal characteristics of each paradigm. It is argued that the existing paradigms share the common limitation of reductionism. The case for an integrated theoretical framework which avoids reductionism' is made. Candidate theories at each level of focus are identified which might be used as the basis from which to develop such a framework. The principal qualities of the proposed anti‐reductionist theoretical framework are briefly outlined.