Reverse Inclusion:
Quantitative: What are the advantages of reverse inclusion compared to full inclusion for preschoolers with special needs?
Qualitative: How does reverse inclusion effect preschoolers with special needs in meeting their annual goals and objectives?
The quantitative research question is specific and you are able to research the problem. The importance of this situation reflects the Virginia special education state performance plan indicators, specifically indicator 6: preschool least restrictive environment (retrieved from VA DOE website). The state performance plan lists a number of different types of settings that preschoolers with disabilities can be included with their typically developing peers. These settings include full inclusion, part time ECSE (early childhood special education) and part time ECE (early childhood education) and reverse inclusion. The state is already collecting data on how many students are being included with their typically developing peers and the percentage of the time they are being included with their peers. This question would compare two of the settings (reverse inclusion to full inclusion) and look at the advantages for preschoolers with special needs. This question also asks specifically for the advantages of reverse inclusion.
The qualitative research question will has the focus of reverse inclusion, but it is more general in how it just effects preschoolers with special needs in meeting their annual goals and objectives. The effects are determined by the preschoolers in how they are meeting their goals and objectives in a reverse inclusion classroom. It also states in the question who is to participate (preschoolers with special needs) and where they study should be held (reverse inclusion classroom). Stating that you are looking for the effects from reverse inclusion leaves the question able to go either direction of positive or negative affects to the students and not looking for any specific outcome. This problem could also evolve into many other questions depending of the outcome of the study.
http://www.doe.virginia.gov/data_collection/special_education/performance/indicators_targets.pdf
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Cute blog! Good use of hyperlinks. This is a good start, but it is VERY short and it needs some work. No big deal-take a few minutes and you'll be done.
ReplyDeleteI agree that it's a comparative study, but what makes your quantitative research question "specific"?
I like how you point out that directionality is not implied in the qualitative question.
You need to indicate in the qualitative research problem who is determining the effects. Also, are we looking at instructional? behavioral? That's what the study is about! (BTW: affect is what you do, effect is what you see-it throws everybody ;) )
So, answer these in another post or edit this one, and take another look at the chapter to see what else you can add.
You also need a spell checker (don't we all)!
:) Great start, Bethany!