special education students autism

Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2015). Which terms should be used to describe autism? Perspectives from the UK autism community. Autism, 20(4), 442–462. doi:10.1177/1362361315588200
Autism spectrum disorders are diverse, as are the populations affected by them. Cultural diversity and additional factors like socioeconomic class can confound approaches to autism in special education programs. One of the most important issues when working in special education generally, and with children with autism specifically, is communication. Communication includes how to speak about autism, whether or how to label students, and which terms the students and their parents prefer to use. Educators, special education teachers, and school administrators need to be aware of parent and student perceptions of different autism-related terms, and remain sensitive to their needs. In “Which Terms Should Be Used to Describe Autism? Perspectives from the UK Autism Community,” Kenny, Hattersley, Mollins, et al. (2015) start with a problem statement or research question related to preferences for how to refer to autism. The purpose or intent of the research was to inform educators and administrators in best strategies for communication related to autism, but also to inform the media, healthcare workers, and community at large.
The researchers in this study use a mixed methods design, but separated the results of the qualitative component from the quantitative. After a review of literature focusing on the different types of terminology including disability first versus person first or identity first, the researchers set out to resolve the vast differences in opinion over which nomenclature is more acceptable. The overall theoretical framework is related to identity theories, and the “relationship between...language and the identity of autistic people,” (Kenny, Hattersley, Mollins, et al., 2015, p. 3). Identity is shaped by other people’s perceptions and reactions, which in turn leads to internalization of labels. Therefore, it is important to know how labels are formed and what effect they are having on children with autism. The ultimate goal of the research is to use qualitative and mixed methods to find out what people in the autism community feel about language, seeking input from people with autism and their family members primarily, but also professionals who work with people with autism.
A convenience sample was used, including a method known as snowball sampling, which entails having an initial list of participants spread the word through their own online or in person communities. The researchers received formal ethical approval from the Research Ethics Committee at the university. An online survey was used, which included a numerical component for the quantitative analysis as well as open-ended questions for the qualitative part. Over four thousand persons completed the survey. 233 autistic adults, 758 family members and 340 professionals completed the qualitative component of the study. The researchers based the qualitative data analysis on the thematic groups, using an inductive approach. They also offered “descriptive overviews of the key features of the semantic content of data within an essentialist framework,” (Kenny, Hattersley, Mollins, et al., 2015, p. 6). Transcripts were also coded, and then themes were further analyzed and included “autism is not separate from the person,” “disorder vs. difference,” and “Asperger’s vs. autism,” (Kenny, Hattersley, Mollins, et al., 2015, p. 7).
Using mixed methods allowed for a rich data set and the potential to minimize researcher bias when analyzing the results of the qualitative component of the study. Likewise, the researchers eliminated bias by dividing the results by the participant’s status (persons with autism, professionals, or family members). An abundance of quotes are provided for context, and the researchers draw conclusions accurately based on the nuanced responses. The research builds upon other studies showing that the terminology used when referring to students with disabilities does matter, and has a bearing on identity, performance, and outcomes. For example, Ballard (2016) shows how important it is to use terms that are empowering to the students and the parents. Likewise, Back, Keys, McMahon, et al. (2016) found that improving the language used to refer to students with any type of disability promotes “a more positive disability identity,” (p. 1).
Qualitative Research Paper 2:
Starr, E. M., Martini, T. S., & Kuo, B. C. H. (2014). Transition to Kindergarten for Children With Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities, 31(2), 115–128. doi:10.1177/1088357614532497
One of the most important issues in special education is how to effectively work with the diverse range of students with autism. It is important to communicate effectively with students and parents, while also remaining aware of and sensitive to cultural differences that also impact perceptions, attitudes, and beliefs. Moreover, administrators and educators need to provide the most effective evidence-based practices that can prepare all students on the autism spectrum for educational transitions. In “Transition to Kindergarten for Children with Autism Spectrum Disorder,” Starr, Martini & Kuo (2014) use qualitative methods to explore complex research questions related to how educators can enhance the transition to Kindergarten among minority students with autism. Minority students with autism constitute an underserved population. This research aims to contribute to the body of knowledge on best practices when working with minority students with autism in early childhood education. Using a phenomenological framework, the researchers set out to explore the lived experiences of families who are from ethnically diverse backgrounds. The researchers also applied an ecological model or framework to address the multicultural variables and contextual factors. Specifically, the authors use Bronfenbrenner’s Ecological Systems Theory.
The qualitative research design used was a focus group study, in which participants included kindergarten teachers, parents, early childhood resource teachers, and early intervention providers. The authors base their focus group structure on prior research showing the points of anxiety parents often report, as well as research on successful transitions to kindergarten for diverse student populations. Culture has been shown to be a significant factor impacting perceptions of education and the transition to Kindergarten. Research has also shown that minorities are underrepresented in special education and may often not receive the support services or resources they need to ensure children have successful transitions to Kindergarten (Morgan, Farkas & Hillmeier, 2015). The researchers hypothesized that parents did experience some challenges that were unique to their being an underrepresented minority group, and that experiences tended to be universal in spite of the diversity of the population. A total of six focus groups were conducted, and the researchers did receive approval from the formal ethics committee for each one. The focus groups were divided according to cohort, such as parent group and teacher group. This helped to reduce researcher bias, by ensuring that the focus group topics and questions remained relevant to that population cohort. Focus groups were also conducted in the native languages of the identified populations.
Data analysis consisted of analyzing the audio recordings, using open coding, axial coding, and selective coding. Then, the researchers used an established method of deriving themes from the coding methods. To further reduce bias and improve study reliability and validity, the researchers each analyzed the focus group data sets independently and then later compiled results. Overall this focus group study was designed well, with minimal problems related to study design and reliability. The strength of this study is that it contributes to the growing body of knowledge related to the intersection between ethnicity and disability in special education.
Qualitative Research Paper 3:
Van Hees, V., Moyson, T., & Roeyers, H. (2014). Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs. Journal of Autism and Developmental Disorders, 45(6), 1673–1688. doi:10.1007/s10803-014-2324-2
Transitions in special education remain one of the most critical elements in service delivery, ensuring long-term success of students with special needs (Creswell, 2013). The transition from preschool to Kindergarten is a crucial one, which can be potentially problematic (Morgan, Farkas & Hillmeier, 2015). In “Higher Education Experiences of Students with Autism Spectrum Disorder,” Van Hees, Moyson & Roevers (2014) use grounded theory approaches and qualitative research methods to study another major transition point for students with autism: the transition from high school to college. Referring to this transition as a “precarious life stage,” the authors show how important it is for educators and administrators to understand how to best prepare students with autism for college or university and provide them with the resources and support they need (p. 1673). Therefore, the purpose of this study is to directly improve special education programming, especially with regards to transition planning in high school for students with special needs. Another purpose of this study is to inform institutes of higher education with the knowledge they need to create the structural and social supports for incoming students who have autism. Given the high prevalence rate of autism, and the heterogeneity of the population with autism, it is important to understand what constitutes an effective transition from high school to college (Creswell, 2013). Ultimately, the authors of this study claim that the primary objective of the research was to “ gain a thorough understanding of how universities and colleges can optimally support students with ASD,” (p. 1674). The researchers also sought the input of students themselves, providing a rich data set.
The researchers used intentional convenience sampling, of students with autism who were enrolled in their first year in university. A total of 23 participants qualified for inclusion in the study, and formal ethical review including the receipt of informed consent was completed. The researchers used grounded theory approaches to interviewing the students. Data collection was conducted systematically using an interview schedule. Interviews were semi-structured and recorded digitally. The raw data from the interviews was then analyzed using the standard methods in grounded theory, including independent open coding by more than one researcher, followed by secondary stages of more intensive systematic coding and axial coding. The researchers then extracted the abstract themes and then completed check interviews to review the themes. This last stage of the data analysis process helped to improve reliability and validity, reducing the potential for researcher bias given the participants were engaged in reviewing the themes and codes to make sure they were accurate and relevant. The researchers triangulated the data, and ensured dependability through regular consultations.
In fact, this research study exemplifies the grounded theory approach to qualitative research. The study has numerous strengths, the most important of which is the data analysis method used. The methods ensured that the results were reliable. Furthermore, this research contributes to an important and growing body of knowledge on this area related to how to best support students with autism in college and university. For example, White, Elias, Capriola-Hall, et al. (2017) used a randomized controlled trial and quantitative methods to explore very much the same issues related to what students with autism need to maximize their potential for success in college.
References
Back, L. T., Keys, C. B., McMahon, S. D., & O'Neill, K. (2016). How we label students with disabilities: A framework of language use in an urban school district in the United States. Disability Studies Quarterly, 36(4).
Ballard, K. (2016). Children and disability: Special or included. Waikato Journal of Education, 10(1).
Creswell, J. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2015). Which terms should be used to describe autism? Perspectives from the UK autism community. Autism, 20(4), 442–462. doi:10.1177/1362361315588200
Morgan, P. L., Farkas, G., Hillemeier, M. M., Mattison, R., Maczuga, S., Li, H., & Cook, M. (2015). Minorities are disproportionately underrepresented in special education: Longitudinal evidence across five disability conditions. Educational Researcher, 44(5), 278-292.
Starr, E. M., Martini, T. S., & Kuo, B. C. H. (2014). Transition to Kindergarten for Children With Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities, 31(2), 115–128. doi:10.1177/1088357614532497
Van Hees, V., Moyson, T., & Roeyers, H. (2014). Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs. Journal of Autism and Developmental Disorders, 45(6), 1673–1688. doi:10.1007/s10803-014-2324-2
White, S. W., Elias, R., Capriola-Hall, N. N., Smith, I. C., Conner, C. M., Asselin, S. B., ... & Mazefsky, C. A. (2017). Development of a college transition and support program for students with autism spectrum disorder. Journal of autism and developmental disorders, 47(10), 3072-3078.