The development of case studies as a method within a longitudinal study of special educational needs provision in the Republic of Ireland

Richard Rose, Michael Shevlin

    Research output: Contribution to JournalArticle


    When developing case studies within a longitudinal study of special educational needs provision within the Republic of Ireland, the authors were conscious of the critiques of the use of this approach within educational research. The difficulties associated with generalisation, challenges of ensuring trustworthiness and the possibilities of researcher bias have been identified as limiting factors in the presentation of case study data. In order to confront these limitations, the researchers developed a framework for case study development that aimed to provide a secure database and trustworthy interpretation in order to make assertions in relation to special educational needs provision. This paper describes this process and suggests that the need to develop safeguards in order to present case studies that have high degree of credibility is essential when using this approach. Furthermore, the transparency of research methods, a significant omission in many reports of research, is necessary in order to demonstrate the trustworthiness of data. (PsycINFO Database Record (c) 2014 APA, all rights reserved) (journal abstract)
    Original languageEnglish
    Pages (from-to)113-121
    Number of pages9
    JournalJournal of Research in Special Educational Needs
    Issue number2
    Early online date23 Apr 2014
    Publication statusPublished - 1 Apr 2016



    • Case study
    • Inclusion
    • Ireland
    • Qualitative data

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