ABSTRACT
This chapter presents an exemplar of the write-up of the second main type of study which can be conducted where the central underlying principles are those of the symbolic interactionist theoretical approach within the interpretivist paradigm, namely, studies where the research question is formulated in terms of how participants 'deal with' 'things'. The theory of 'selective adaptation' which emerged from the data represents the basic social-psychological process by which regular classroom teachers deal with their classroom work when one member of their class has a severe or profound intellectual disability. Selective adaptation is a complex theory which is constructed of five distinctive categories: receiving, accepting, committing, adapting, and appraising. Each of these categories, in turn, are comprised of processes and sub-processes.
