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.
kazemi, S. (2013). Dominant paradigms on Special Education From the perspective of the sociology of science. Foundations of Education, 3(1), 111-136. doi: 10.22067/fe.v3i1.20468
MLA
sedighe kazemi. "Dominant paradigms on Special Education From the perspective of the sociology of science", Foundations of Education, 3, 1, 2013, 111-136. doi: 10.22067/fe.v3i1.20468
HARVARD
kazemi, S. (2013). 'Dominant paradigms on Special Education From the perspective of the sociology of science', Foundations of Education, 3(1), pp. 111-136. doi: 10.22067/fe.v3i1.20468
CHICAGO
S. kazemi, "Dominant paradigms on Special Education From the perspective of the sociology of science," Foundations of Education, 3 1 (2013): 111-136, doi: 10.22067/fe.v3i1.20468
VANCOUVER
kazemi, S. Dominant paradigms on Special Education From the perspective of the sociology of science. Foundations of Education, 2013; 3(1): 111-136. doi: 10.22067/fe.v3i1.20468
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