Abstract
In this response to the special issue, we would like to offer two additional considerations to the discourse on qualitative research and special education this issue is meant to catalyze. First, we would like to further problematize the question of why qualitative research continues to be so sparsely represented in most prominent publications of special education. Next, we look a little more deeply into the question of what constitutes methodological rigor, especially in a field that seems so resistant, at least from the perspective of its institutional structures, to embracing qualitative research as a worthy, serious enterprise.
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