Bos, C., Richardson, V. (1993). Qualitative research and learning disabilities. In Vaughan, S., Bos, C. (Eds.), Research issues in learning disabilities (pp. 178–201). New York: Springer-Verlag.

This article differs from the others I have researched. While most of my research has focused on the content of disproportionality within special education, this article discusses examples of qualitative research on special education. After writing my extended outline, I realized that I would be conducting interviews to gather the data I need. I thought I should know more about the qualitative research within special education. This article, published in Exceptional Children journal, provides an overview of the various studies conducted qualitatively in special education. They also prove the importance and validity of qualitative research in the field of special education. The researchers sought to analyze the data gathering methods for research in special education and, through meta analysis, find the effects on policy of the respective methods. They looked at the following methods: case study, collective case study, ethnography, action research, collaborative action research, grounded theory, phenomenology, symbolic interactionism, narrative research, life (oral) history, quasi-life-history research, interpretive research, content analysis, conversational analysis, discourse analysis, and ideological critique. I found this study really informative to my research and this course. They reinforced some topics we talked about in class and introduced new ones as well. It was really interesting to read about the influential early studies on special education. Anne Sullivan Macy’s work with Hellen Keller (Keller, 1955) and Itard’s case study The Wild Boy of Aveyron (1806/1962) were two particularly interesting early examples that impacted the world of disability studies and special education. I was really interested in this article, mostly for the information and the impact of the highlighted studies.