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

For this Assignment, you will evaluate the validity of a qualitative research study and examine the role of qualitative research in special education. · 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. a 3–4 page paper that includes the following sections: 1. 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. 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. specific references to your selected study and at least 3–5 peer-reviewed outside resources. Learning Resources Required Readings Rumrill, P. D., Cook, B. G., & Wiley, A. L. (2011). . Springfield, IL: Charles C. Thomas. 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. the different elements of rigor required in qualitative methods. O’Neill, R. E., McDonnell, J. J., Billingsley, F. F., & Jenson, W. R. (2011). Upper Saddle River, NJ: Pearson. Additional Resources Although not required, it is highly recommended that you read all of the Additional Resources. Case Study Angelides, P., Antoniou, E., & Charalambous, C. (2010). Making sense of inclusion for leadership and schooling: A case study from Cyprus. (3), 319–344. Retrieved from the Walden Library databases. 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 (4), 184–193. Retrieved from the Walden Library databases. 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 (1), 87–96. Retrieved from the Walden Library databases. 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. (1), 85–98. Retrieved from the Walden Library databases. 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. (4), 3–9. Retrieved from the Walden Library databases. 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. (2), 3–16. Retrieved from the Walden Library databases. 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. (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. (2), 115–131. Retrieved from the Walden Library databases. 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 ful in reducing barriers to learning for the person with specific learning disabilities? (4), 349–360. Retrieved from the Walden Library databases. the use of an empirical phenomenological research approach. Recognize how the study includes an exploration of understanding. Consider next steps for continued research. Purchase the answer to view it

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