Discussion: QUALITATIVE RESEARCH — Topic, Problem, Purpose, & Research Questions
REPLY TO THESE TWO DISCUSSION POSTS:
Brenda Webb
Mar 26, 2023Mar 26 at 4:25pm
1) EXPLORING PARENTAL EXPERIENCES DURING THE IDENTIFICATION PROCESS FOR EARLY INTERVENTION OF DEVELOPMENTAL DISABILITIES
2) Purpose statement: The purpose of this transcendental phenomenological study will be to understand the lived experiences of the parents of children with developmental disabilities during the initial identification process for early childhood special education services (age three to age six) in a small school system in Coastal Georgia. At this stage in the research, the lived experience being studied is the identification process for early childhood special education services. It will be defined as the process of first conducting developmental observations and screening procedures that lead to a referral for a more comprehensive evaluation through the local educational agency (with parental consent) to determine if a child does, in fact, have a delay in development or a disability and thereby qualify for early childhood special education services
3) Problem statement: Research has found that children are particularly sensitive to sensory experiences during specific biologically driven certain time periods in their development that, by definition, cannot be intervened upon at another time (Nickerson, 2021) necessitating the need for early intervention for children with developmental disabilities (Shonkoff et. al., 2021). Recent findings, rooted in neuroscience, point to the importance of early childhood as a time period of increased brain plasticity and a greater susceptibility to environmental intervention (Sripada, 2012). Paff et. al. (2023) recently found through direct testing measures that approximately 13.22% of children in early childhood qualify for early intervention services (using state qualification guidelines). Data from the U.S. Department of Education (2014) found that around 2.9% of children below age three utilize early intervention services. Paff et. al. (2023) found that there is a similarly continuing trend of underutilization of early childhood special education services beginning at age three across all racial and socioeconomic groups. However, Black children were even less likely than their White counterparts to be identified for early intervention services. Other studies have also found that African American/Black children, children of low socioeconomic status, and children without insurance are less likely to receive early intervention services than children from other racial and socioeconomic groups (Barfield et al, 2008; Fefferman et al, 2017, Sapiets et al, 2021). More information is needed related to the lived experiences of individuals of these minority groups to better understand the gaps in the utilization of early intervention services and increase equitable access to early childhood special education for children that would benefit from the supportive services.
4) Research questions:
How do parents know to seek out early intervention services for their child with a developmental disability?
What developmental observations, screening procedures, and/or in-depth evaluations are currently utilized for a parent of a child with a developmental disability in early childhood?
What barriers do parents encounter when seeking out early intervention services?
How do parents perceive the process of identification of their child for early intervention services?
References
Barfield, W. D., Clements, K. M., Lee, K. G., Kotelchuck, M., Wilber, N., & Wise, P. H. (2008). Using linked data to assess patterns of early intervention (EI) referral among very low birth weight infants. Maternal and Child Health Journal, 12(1), 24–33. https://doi.org/10.1007/s10995-007-0227-y
Fefferman, M. L., Andrews, B. L., & Msall, M. E. (2017). Disparities in access to early intervention services for extremely preterm infants by family income. International Public Health Journal, 9(2), 155–168.
Nickerson, C. (2021, July 21). Critical period in brain development and childhood learning. Simply Psychology. www.simplypsychology.org/critical-period.html
Paff, M. L., Harrison, A. J., Erickson, S. R., Ferster, A. E., & Neuharth-Pritchett, S. M. (2022). Calculating “at-risk” rates and service utilization disparities in early intervention and early childhood special education services. Adversity and Resilience Science, 4(1), 57–70. https://doi.org/10.1007/s42844-022-00075-9
Sapiets, S. J., Totsika, V., & Hastings, R. P. (2021). Factors influencing access to early intervention for families of children with developmental disabilities: A narrative review. Journal of Applied Research in Intellectual Disabilities, 34, 695–711. https://doi.org/10.1111/jar.12852
Shonkoff, J. P., Boyce, W. T., Levitt, P., Martinez, F. D., & McEwen, B. (2021). Leveraging the biology of adversity and resilience to transform pediatric practice. Pediatrics, 147(2), 1-9. https://doi.org/10.1542/peds.2019-3845
Sripada, K. (2012). Neuroscience in the capital: Linking brain research and federal early childhood programs and policies. Early Education & Development, 23(1), 120–130. https://doi.org/10.1080/10409289.2012.617288
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Sydney Wilkerson
Mar 29, 2023Mar 29 at 10:39pm
Title: Exploring Post-High School Transitions for Adults with ID/ DDs.
Purpose Statement: Students with intellectual and developmental disabilities (IDDs) are often well-serviced, accommodated, and provided for throughout their public school educational journey, but what happens after they reach high school graduation or age out?
This study will work to identify what happens to students with intellectual disabilities after they graduate from the K-12 public school system and transition into the next steps (continued education, new education, vocational training, staying at home, etc.
Problem Statement: During the high school experience, students with ID/DDs have services and supports put into place to best assist them, however when leaving the daily supported environment, the built and prepared transition into life after high school does not always go as planned. More often than not (for various reasons) young adults are unable to work towards the transitional goals that were set in place throughout their educational experience, as stated in their Individual Education Plan (IEP). This means that there are a multitude of students who are unable to participate in their goals within the community as desired, meaning that there is potential left unreached, not to mention what is actually taking place, or not taking place instead of working towards their goals. Research Questions: What are the key reasons that young adults who recently exited the K-12 public school system do not continue working towards the transitional goals stated in their IEPs? What supports that are put into place best support the young adults to transition to life after high school? What resources are available to hold families accountable after their students with IDD/DDs exit the K-12 traditional school setting? What can assist in promoting young adults and their families to work towards and/or complete their transitional goals? What is the biggest hiccup that families tend to identify when working through the transition from school to post-secondary goals? Is there a post-secondary resource that is found to be most reliable and successful in aiding the transitional process into post-secondary living? My Goal: It is my dream to open a coffee shop to employ adults with intellectual disabilities so that I can provide a working environment that is suitable for young adults with some extra needs, while also exposing our community to diverse populations that can also contribute to society, contrary to the belief of many. I want my study to embody and drive my mindset related to my long-term goal.