Further, the debate around evidence-based research in education has promoted and supported this view, despite some acknowledgement of the relevance of qualitative methods (Feuer, Towne, & Shavelson, 2002). The history of special education, based on a medical model of disability, has not only mirrored but has intensified a positivist epistemology. Indeed, Skrtic’s (1991) analysis of special education concluded that the field has been grounded in a “functionalist paradigm,” whose emphasis has been on the teaching of discrete skills and measureable, quantifiable outcomes, while Artiles (2011) emphasized that categorical thinking has reified beliefs about disabilities and racial inferiority.
ASJC Scopus subject areas
- Social Sciences(all)