AN INTRODUCTION TO THE MAJOR RESEARCH PARADIGMS AND THEIR METHODOLOGICAL IMPLICATIONS FOR SPECIAL NEEDS RESEARCH

Abstract

Recently in special needs research qualitative methods have been advocated and utilised. Unfortunately, confusion exists concerning the methods of investigation and the researchers’ paradigmatic assumptions. We argue that it is the paradigmatic lens of the researcher which guide the whole research process rather than the methods employed. In this paper the three major paradigms currently operating in educational research will be described and the distinction between “method” and “paradigm” will be clarified. Although the issues raised here are applicable to all strands of educational research, the purpose of this paper is to guide special needs researchers in identifying their own assumptions and examining for themselves the implications of choices about research methodology based on those assumptions.