For this Assignment, you will evaluate the validity of a qualitative research study and examine the role of qualitative research in special education.

To prepare:

· Review a selection of the qualitative studies listed in this module’s Learning and Additional Resources. Examine the findings of the studies to determine the appropriateness for special education.

· Consider how validity threats in the studies you review could be minimized to increase the contributions of qualitative research for special education.

· Select one study from the Learning Resources or the Additional Resources to evaluate its validity.

Develop a 3–4 page paper that includes the following sections:

Note: The Validity of the Findings should refer to the study you selected and The Role of Qualitative Research should address the larger issues concerning qualitative research and special education.

1. The Validity of the Findings

a. How valid is this study? Explain what you believe supports the validity of this study, citing specifically from your selected study.

b. What are the threats to the internal and external validity of the study? Explain what might prevent you from trusting the results and generalizing the findings to other people or situations. Then, explain how you might minimize threats to validity in the study.

2. The Role of Qualitative Research

a. What are the inherent benefits and challenges of qualitative research? Support your response with specific reference to the Learning Resources and outside resources.

b. What role does qualitative research play in supporting the field of special education? Be sure to explain whether qualitative research benefits the field of special education.

Cite specific references to your selected study and at least 3–5 peer-reviewed outside resources.

Note: For this Assignment and all scholarly writing in this course and throughout your 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

Rumrill, P. D., Cook, B. G., & Wiley, A. L. (2011). Research in special education: Designs, methods, and applications. Springfield, IL: Charles C. Thomas.

• Chapter 7, “Qualitative Research Designs” (pp.      153–178)

  Focus onthe major assumptions of qualitative research. Reflect on      ethnography, case study, multisite, phenomenological, and grounded theory      approaches. Look carefully at methodological issues and the role of      qualitative research in studies in special education.

Bettez, S. C. (2015). Navigating the complexity of qualitative research in postmodern contexts: Assemblage, critical reflexivity, and communion as guides. International Journal of Qualitative Studies in Education, 28(8), 932–954.

Focus on the ethical dilemmas that social justice-oriented qualitative researchers may encounter as a result of conflicting multiplicities of difference among researcher(s), participants, and readers.

Trainor, A. A., & Graue, E. (2014). Evaluating rigor in qualitative methodology and research dissemination. Remedial and Special Education, 35(5), 267–274.

Focus on the different elements of rigor required in qualitative methods.

Consult the following readings for work on your course project component during this module:

O’Neill, R. E., McDonnell, J. J., Billingsley, F. F., & Jenson, W. R. (2011). Single case research designs in educational and community settings. Upper Saddle River, NJ: Pearson.

• Chapter 8, “Changing      Criterion Designs” (pp. 117–136)

  Focus onthe characteristics of changing criterion designs. Review      defining the behavior, setting a goal, and implementation techniques.      Consider variations, such as changing criterion with a multiple baseline.

• Chapter 9, “Multiple Treatment Designs” (pp.      137–150)

  Focus onthe characteristics of multiple treatment designs. Study      the guidelines for implementing such an approach. Pay particular attention      to design variations.

Additional Resources

Although not required, it is highly recommended that you read all of the Additional Resources.

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

Case Study

Angelides, P., Antoniou, E., & Charalambous, C. (2010). Making sense of inclusion for leadership and schooling: A case study from Cyprus. International Journal of Leadership in Education, 13(3), 319–344.

Retrieved from the Walden Library databases.

Focus on the characteristics of the multiple-probe design. Reflect on the number of behaviors that were evaluated in this study.

Content Analysis

Vostal, B. R., Hughes, C. A., Ruhl, K. L. Benedek-Wood, E., & Dexter, D. D. (2008). A content analysis of learning disabilities research & practice: 1991–2007. Learning Disabilities Research & Practice, 23(4), 184–193.

Retrieved from the Walden Library databases.

Focus on the analysis of the content of learning disability research and practice. Reflect on the designs, participants, strategies, and settings. Pay particular attention to reading, assessment and identification, and inclusion.

Discourse Analysis

Vehmas, S. (2010). Special needs: A philosophical analysis. International Journal of Inclusive Education, 14(1), 87–96.

Retrieved from the Walden Library databases.

Focus on the description of needs, special, and exceptional. Consider the extent to which separating students into ordinary and special is discriminatory. Reflect on improving individuals’ capabilities.

Ethnography

Brown, S. (2009). Learning to read: Learning disabled post-secondary students talk back to special education. International Journal of Qualitative Studies in Education, 22(1), 85–98.

Retrieved from the Walden Library databases.

Focus on the experiences of those previously identified as learning disabled. Recognize the meanings and experiences of students. Read about the work of these students.

Field Study

Dexter, D. D., Hughes, C. A., & Farmer, T. W. (2008). Responsiveness to intervention: A review of field studies and implications for rural special education. Rural Special Education Quarterly, 27(4), 3–9. 

Retrieved from the Walden Library databases.

Focus on the summaries of field studies. Study the style to classifying studies. Recognize that findings must be met with reservation.

Narrative Research

Applequist, K. L. (2009). Parent perspectives of special education: Framing of experiences for prospective special educators. Rural Special Education Quarterly, 28(2), 3–16.

Retrieved from the Walden Library databases.

Focus on the use of a narrative approach and semi-structured interviews. Study the descriptions provided by subjects. Read about their concerns.

Hillel, L. R. (2015). Masters of weaving: The complex role of special education teachers. Teachers and Teaching: Theory and Practice, 2(1), 103–126.

Retrieved from the Walden Library databases.

Life History

Madriaga, M., & Goodley, D. (2010). Moving beyond the minimum: Socially just pedagogies and Asperger’s syndrome in UK higher education. International Journal of Inclusive Education, 14(2), 115–131.

Retrieved from the Walden Library databases.

Focus on the design of this longitudinal study. Read about the selection of eight students. Consider the extent to which the analysis expands to identify specific pedagogies.

Phenomenological

Stamp, R., & Loewenthal, D. (2008). Can counseling/psychotherapy be helpful in reducing barriers to learning for the person with specific learning disabilities? Counselling Psychology Quarterly, 21(4), 349–360.

Retrieved from the Walden Library databases.

Focus on the use of an empirical phenomenological research approach. Recognize how the study includes an exploration of understanding. Consider next steps for continued research.