EDSP 725 - Discussion Board 1

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Apr 3, 2024

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EDSP 725 – Discussion Board #1 (Jan. 15, 2024) In review of the offered writings from this module, both Graham (2005) and Odom et al. (2005) present an argument regarding the need for quality indicators in relation to scientific research and subsequent documentation. Without a great deal of prior knowledge about the topic, in education and particularly special education, it would be difficult for a reader or consumer to analyze the information presented and determine if it was indeed valid or reliable (Graham, 2005). While research in special education has only been utilized in the last century, not until the turn of the century did the validity and usefulness of this research become of topic on interest on a national and even global stage (Graham, 2005). There are many different methodologies used in scientific research, with some claiming the random clinical trial is the most effective or universally accepted form (Odom et al., 2005). Odom et al. (2005) goes on to explain that while this method is effective, there are other methodologies which have proven quite effective in special education research over the years. According to the majority of researchers and those who evaluate their research, the methodology of the study must align closely with the questions and practices being studied within the research. Without such an alignment, data could be skewed, and results distorted or misinterpreted (Tcherni-Buzzeo & Pyrczak, 2018). Odom et al. (2005) offers several reasons why research in the field of special education offers greater challenges than perhaps any other field of study. Within the boundaries of study, the sheer number of variables within the realm of special needs criteria makes isolating and narrowing research topics to a manageable size nearly impossible (Odom et al., 2005). There are as many different manifestations of disabilities and needs as there are individuals with those needs. This only reinforces the need for a list of suitable quality indicators that can be used by not only consumers, but also journal article reviewers and even the researchers themselves, to help determine the validity of the study, its parameters, results, and shared data (Graham, 2005). A few things within these articles stood out in regard to my own role in special education. As the volume of research increases, so does the need for even better-defined criteria for evaluating effective research, results, and evidence-based practices in special education. In 2023, Exception Children published a second special edition dedicated to quality indicators in special education research, citing Graham (2005) and his original journal offering as a major step in creating a well-defined list of quality indicators (Toste et al., 2023). While looking over this list of new quality indicators and comparing them to the original offerings almost 20 years ago, I was reminded of the scientific method first formally presented by Sir Frances Bacon (1878). Ask a question, look at what has been done before, formulate a hypothesis, test the hypothesis, accept or reject the hypothesis, form a conclusion. We all learned those steps in elementary science. Bacon was not the first to come up with such a plan. Even The Bible speaks of listeners doing their research to verify the teachings of Paul, “ Now these Jews were more noble than those in Thessalonica; they received the word with all eagerness, examining the Scriptures daily to see if these things were so.” ( English Standard Bible , 2016, Acts 17:11). In comparison, the tools for validating sermons, speakers, and even the Bible itself, is not so different than this quality indicator process. The reader or listener should evaluate any material using a list of questions:

1) Who is speaking? 2) From what authority on the subject do they speak? 3) Have others presented this information before? 4) Does the information historically agree or disagree with the new presentation? 5) Have these ideas or results been applied with success in any situation or circumstance? This is certainly not an exhaustive list, but a manageable place to begin evaluating research papers in much the same way as the scriptures. Another insight gained from these articles and the Bible research related to the topic: people with special needs are always going to be a part of God’s world. They are not here because of some unfortunate occurrence; they are with us for the same reason they were mentioned in scripture. They are special, they are a part of everyday life and society, and God is constantly glorified through their presences and the lives of those who are fortunate enough to encounter them on a regular basis. Questions: If you were unaware of quality indicators before this module, what tools or thought processes were you using to accept or reject research articles before now? How does your view of the Bible and scripture impact the way you engage in the field of special education? References Bacon, F. (1878). Novum organum . Clarendon press. English Standard Bible . (2016). https://esv.literalword.com/ (Original work published 2001) Graham, S. (2005). Preview [editorial]. Exceptional Children, 71 (2), 135. Tcherni-Buzzeo, M., & Pyrczak, F. (2018). Evaluating Research in Academic Journals (7th ed.). Taylor & Francis. https://mbsdirect.vitalsource.com/books/9781351260947 Toste, J. R., Talbott, E., & Cumming, M. M. (2023). Special issue preview: Introducing the next generation of quality indicators for research in special education. Exceptional Children, 00144029231174106.

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