Qualitative Research and Learning Disabilities

Abstract

More than any other methodology presented in this book, qualitative research has the smallest base of research in learning disabilities yet is gaming growing acceptance as a means of studying the complex questions and issues that arise when understanding learning disabilities from a contextualist perspective. A number of researchers in special education have called for the greater use of qualitative methodologies in special education (e.g., Jacob, 1990; Miller, 1990; Murray, Anderson, Bersani, & Mesaros, 1986; Stainback & Stainback, 1984), but only a handful of researchers in learning disabilities have responded. Therefore, the purpose of this chapter must be necessarily different than the other chapters on methodology. Whereas other chapters have a strong base of research in learning disabilities upon which to draw for determining methodological issues, this chapter is more basic in its approach to qualitative research and naturalistic inquiry. It has been divided into four sections. The first section discusses the parameters of qualitative research and naturalistic inquiry: the purposes, underlying assumptions, characteristics and types. The second section focuses on designing a qualitative study while the third section deals with conducting ethnographies.