ABSTRACT

“How to Examine Special Needs Education?” clarifies how interactive stories can play a special phenomenological and psychological role in understanding the lifeworlds of children with special needs. The phenomenological participant-observer is personally committed to the lifeworlds of the children. Personal involvement is derived from the nature of the present study as a pedagogical study seeking pedagogical phenomenological understanding. Thus, the phenomenology of story is explored and articulated as a mode of researching the lives of children with special needs.