Summarizing Qualitative Research in Special Education: Purposes and Procedures

Abstract

In recent years, there has been an extraordinary accumulation of qualitative research in special education. However, as yet, there has been little accumulation of the understandings gained from these studies. This omission has important implications for knowledge development, the utilization of findings in practice, and providing implications for policy. In this chapter, we review and discuss perspectives and procedures from other fields with respect to aggregation of qualitative data. Additionally, we propose a specific method for the meta-synthesis of qualitative research in the area of special education. This synthesis would not be a numerical compilation of outcomes, as in traditional meta-analysis, but would treat individual research reports as “informants,” and employ procedures, such as analytic induction and the constant comparative method to develop higher understandings across individual cases. Such efforts are thought to be essential to reaching higher analytic goals and also to enhancing the generalizability of qualitative research. It is argued that meta-synthesis efforts could do much to promote the impact of the shared understandings gained from individual qualitative research efforts.