For this Assignment you articulate how you will use research to improve the lives of students with exceptionalities.

To prepare:

· Read, review, and reflect on your work in this course and your work in all of the courses that you have taken to date. By now, you should have a general idea of a topic in the field of special education that interests you—a topic or gap in practice about which you may wish to conduct a research study.

· Consider the course Learning Resources and those listed for this module. Reflect on your examination of research methodologies and how each can be applied specifically within the field of special education.

· Ask yourself: What would I like to contribute to the field as a leader in special education? Then, identify a specific problem focusing on a gap in practice in the field of special education related to improving the lives of students with exceptionalities. In selecting your problem, consider the relationship between the identified problem of practice and social change.

Develop a 3–5 page paper utilizing the following section headings:

1. Problem Statement

a. Provide a 1- to 2-paragraph statement that is the result of a review of current literature and practice that contains the following information:

i. A logical argument for the need to address an identified gap in special education practice. Make sure to clarify why you believe that this is problem of practice in SPED.

ii. Preliminary evidence that provides justification that this problem is meaningful. Provide a minimum of 3–5 key citations that support the relevance and currency of the problem. These references need not all be from peer reviewed journals but should be from reputable sources, such as national agency databases or scholarly books, and should ideally be from the past 5 years.

2. Significance

a. Provide 1 or 2 paragraphs informed by the topic outlined in the problem statement that describe the following:

i. How this study will contribute to filling the gap in SPED practice identified in the problem statement: What original contribution will this study make?

ii. How this research will support professional practice or allow practical application: Answer the “So what?” question.

3. Questions

a. List the question or a series of related questions that are informed by the purpose, which will lead to the development of what needs to be done to research the identified gap in practice. A research question informs the research design by providing a foundation for

i. generation of hypotheses in quantitative studies,

ii. questions necessary to build the design structure for qualitative studies, and a

iii. process by which different methods will work together in mixed-methods studies.

4. Nature of the Study

a. Using one of the following terms as a subheading, provide a concise paragraph that discusses the approach that will be used to address the research question(s) and how this approach aligns with the problem statement.

i. The subheadings and examples of study design are as follows:

1. Quantitative—for experimental, quasiexperimental, or nonexperimental designs; treatment-control; repeated measures; causal-comparative; single-subject; predictive studies; or other quantitative approaches

2. Qualitative—for ethnography, case study, grounded theory, narrative inquiry, phenomenological research, policy analysis, or other qualitative traditions

3. Mixed methods, primarily quantitative—for sequential, concurrent, or transformative studies, with the main focus on quantitative methods

4. Mixed methods, primarily qualitative—for sequential, concurrent, or transformative studies, with the main focus on qualitative methods

5. Single subject

5.

Social Change

a. Consider the relationship between the identified problem of practice and social change.
In 2–3 paragraphs, describe:

i. How the claim aligns with the problem statement to reflect the potential relevance of this study to society? How might the potential findings lead to positive social change for students with exceptionalities?

b. Then, given your perspective, craft a Research Promise to Students with Exceptionalities. Take the researcher’s perspective as you craft this “promise.”

i. Example: As I move through my program, I promise to seek the highest and deepest levels of scholarship in order to bring about meaningful social change for students with exceptionalities. As a part of this promise, I will: list 2–3 ways in which you will pursue and fulfill this promise.

6. References

a. On a separate page, cite the text, articles, and other current peer reviewed research in support of your position. Be specific and provide examples. Remember to use APA format in completing this Assignment.

Note: For this Assignment and all scholarly writing in this course and throughout you program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete assignments.

                                            Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage.

Chapter 24, “Research and      Pupil Voice”(pp. 405–420)

Focus on context in the research process and the voices that      need to be heard.
Chapter 25, “Using the Capacity Approach to      Evaluate the Well-Being of Adult Learners with Dis/abilities” (pp.      421–434).

Focus on the fact that, as special educators, we are called to      enhance life-long learning for ALL individuals. We are called to assist      ALL individuals lead lives of value and meaning.

Kauffman, J. M. (2015). Opinion on recent developments and the future of special education. Remedial and Special Education, 36(1), 9–13.

Social Validity

Select two from the following or reference other scholarly articles when responding to each Discussion.

Note: The resources were selected for the quality of the information and examples that they contain and not the date of publication.

Carter, E. W., Moss, C. K., Hoffman, A., Chung, Y-C., & Sisco, L. (2011). Efficacy and social validity of peer support arrangements for adolescents with disabilities. Exceptional Children, 78(1), 107–125.

Focus on the description of social validity. Pay particular attention to the multiple baseline design. Study the phase change process.

Hodge, D. R., & Limb, G. E. (2011). Spiritual assessment and Native Americans: Establishing the social validity of a complementary set of assessment tools. Social Work, 56(3), 213–223.

Focus on the importance of validating qualitative assessment methods. Pay specific attention to the mixed-methods approach to validating instruments. Study the procedures for determining congruence between elements.

Justice, L. M., Skibbe, L. E., McGinty, A. S., Piasta, S. B., & Petrill, S. (2011). Feasibility, efficacy, and social validity of home-based storybook reading intervention for children with language impairment. Journal of Speech, Language, and Hearing Research, 54(2), 523–538.

Focus on the issue of social validity. Review the use of initial interviews and a second battery for children. Reflect on the use of dyads.

Miramontes, N. Y., Marchant, M., Heath, M. A., & Fischer, L. (2011). Social validity of a positive behavior interventions and support model. Education and Treatment of Children, 34(4), 445–468.

Focus on the description of social validity. Consider the need to conduct program evaluations. Review interpretations of participants’ feedback.

Social Change
Note: The resources were selected for the quality of the information and examples that they contain and not the date of publication.

Anastasiou, D., & Kauffman, J. M. (2011). A social constructionist approach to disability: Implications for special education. Exceptional Children, 77(3), 367–384.

Focus on the particular viewpoints of the authors. Consider the degree to which the research design supports the views of the authors. Review the role of social constructivism.

Azzopardi, A. (2011). Special issue editorial: Creating inclusive communities. International Journal of Inclusive Education, 15(1), 1–4.

Focus on the definition of “inclusive communities.” Pay particular attention the term “community”. Consider the implications for the field of special education.

Collins, B. C. (2008). Dixie: Evolution and its effect on rural special education. Rural Special Education Quarterly, 27(3), 10–15.

Focus on the interpretation of results by the author. Review the definition of “Dixie”. Reflect on the approach to research utilized to construct this paper.

Liasidou, A. (2008). Politics of inclusive education policy-making: The case of Cyprus 4784. International Journal of Inclusive Education, 12(3), 229–241.

Focus on the level of support for inclusion education policy. Study the style of critical discourse as an approach to dialogue. Reflect on the role of children’s human rights.

Nespor, J., & Hicks, D. (2010). Wizards and witches: Parent advocates and contention in special education in the USA. Journal of Education Policy, 25(3), 309–334.

Focus on the work of parental advocates. Consider the extent to which interviews provided robust information. Recognize the interpretation of results.

Runswick-Cole, K. (2008). Between a rock and a hard place: Parents’ attitudes to the inclusion of children with special educational needs in mainstream and special schools. British Journal of Special Education, 35(3), 173–180.

Focus on the review of parents’ views. Note the descriptions of current policy and legislative context. Pay particular attention to interpretations by the author.

Swartz, A. L., & Triscari, J. S. (2011). A model of transformative collaboration. Adult Education Quarterly, 61(4), 324–340.

Focus on the description of transformative learning. Consider the extent to which grounded theory research supports the findings. Recognize the role of the researcher in interpreting findings.