Dominant paradigms on Special Education From the perspective of the sociology of science

پژوهش نامه مبانی تعلیم و تربیت

Article 6, Volume 3, Issue 1 - Serial Number 5, December 2013, Pages 111-136   

Document Type: پژوهشی

DOI: 10.22067/fe.v3i1.20468

Author

sedighe kazemi^*

Abstract

The main objective of this study was to examine the dominant paradigms on special education from the perspective of the sociology of science, to achieve this goal, used from the method of analytical - adaptive method. With this explanation that because of impact of dominated scientific paradigms on researchers, theories and scientific developments in the field identifying the major paradigms is important. Therefore, this study aims to identify major changes and emerging paradigms in the field of Special Education to describing, categorizing, analyzing and evaluating exist paradigms identified by experts in the field is done. Then, to select one of these categories, change and develop of the paradigm formed in four stages -Pre-paradigm, normal, crisis and revolution- from the perspective of science sociology of Kuhn.

Keywords

pre-paradigm; paradigm; Special Education; Disability; Theory