Research Design

Research Design 

  Conducting Research In Clayton ask self what is the  Purpose and Explanation of Procedures.  Research and Evaluate the Assessment. See who is Accountable and establish a procedure that is designed to orchestrate research in Clayton.  Be sure to  protect the confidentiality as well as the rights of staff, students, parents and district this is important and can help to avoid law suits. Ask yourself is this research benefits all stakeholders of Clayton. Be sure to always adheres to legal  FERPA, NCLB  Amendment, IDEA, 504. as well as ethical guidelines of ethics established by Georgia Professional Standards Commission, American Educational Research Association. The information that follows contains a list of guidelines and procedures describing the process for which obtaining permission to conduct research in CCPS must be followed. Failure to abide by these guidelines will result in a request being denied and your research request can be denied.

   The process that I will be conducting my research within my  district will be mainly based on the learning outcomes that the post secondary students Learning outcome. To see if they will be able to Identify postsecondary college and university programs available to students with disabilities.

See what Assistance the students with disabilities in applying to postsecondary programs.  Monitor as well as create Create an adapted transition plan for postsecondary education opportunities for student with disabilities.Clayton County is monitoring the COVID-19 pandemic continuously.they are expressing everyone to please check back on the schools website for updated information as they get it. Currently surveys and one on one questions to the teachers, students and administration is at halt due to there is no physical school till next school year August 2020 so far. 

Research Questions

1. What is the role of parental involvement where student preparation is concerned, 

regarding their student in the college application process?

2. Are there any federal mandated programs or those of the private sector geared towards 

college preparation for minorities with special needs? If so, these programs will be 

defined along with their success rate.

3. While in high school what is the college preparatory track for minorities with special 

needs and if so, what is their process as well as success rate?

4. Compared to their white counterparts with special needs, (based on test groups and other 

data), what specific issues have been encountered where post-secondary preparation is 

concerned?

5. What legislative measures have been taken or will be taken for minority education for 

students with special needs and their preparation for college?

6. What is the current preparatory process for post-secondary education and how are all students with special needs trained for their transition?  

   My study will align with the requirements by allowing the educators to stay tasked by helping the parents as well as the  guardians of these students with their intellectual disabilities so that they can learn about postsecondary opportunities for their children.  Keep in mind and be considerate that some students with I/DD can go to college with common support with learned skills of early intervention and planning for the students future. I  would like to be able to use a quantitative research design when the school's are reopen from this pandemic and this is acceptable. As I move forward in this paper I will take on a quantitative approach when conducting my research. 

Purpose Statement and Research Questions

Purpose Statement and Research Questions

 This purpose statement is provide hands on recommendations to all branches of Education being it  public or  private schools from all levels of education.

Being that the Individuals with Disabilities Improvement Act  (IDEIA). Which was created to protect students with physical and/or mental limitations. Ensuring equally appropriate and a fair education, IDEIA was designed to cover students within the appropriate age range for schooling. Enacted by the 101st United States Congress, under the four-part act, IDEIA would mandate that public schools provide special services and programs to meet learning needs of students with disabilities (IDEIA).

1. Ask yourself if  the problem remains, how and would choices based on needs be made ? 

2. If these students decide to pursue a postsecondary degree. Will the disability act still apply? 

3. Even with Protection,  Are  these students  voices still heard  and if so,  what can be done to ensure an even playing field has been set forth for all students? 

1. Should the parents  have the right to challenge and appeal any decision related to the identification, evaluation and placement of, or any issue concerning their educational needs ? 

2. Should the parents  have the right to desire as well as be  involved in every decision for Thor child with a  disability? 

3. Should every school district inform the parents of their rights under the laws that govern all of the special education programs in each district  year round and as changes  policy  occur?

Literature-Map

Literature-Map 

Who gets to define the barriers of whom  is and whom is not Considered  disabled.  Each person deficit and  barriers which prevent persons  with non visional impairments to be judged. Ask yourself why are  Disabilities  being ignored being that you can’t see it doesn’t mean I don't have one  ! For example I suffer from heart problems but I will be judged due to persons don’t see the visual disability.

  Ask yourself what defines one as being disabled? And if being disabled is an disadvantage to the advantage allowing disenfranchisement among the individual. 

Being that an individual with a disability being mental or physical the impairment can be a negative downfall when it comes to certain limitations. Being to disenfranchise is taking ones power abilities away. This can sent one in the mind frame of being isolated as well alone in a mind state. Being deprived always stands out but not restricted to services, support as well as education. 

                      

      

                                              References 

Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., . . . Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121, 121–138.

February 2016 Rostrum Article: Disenfranchised Students—Who Are They? http://asccc.org/content/disenfranchised-students—who-are-they

Janet S. Sauer and Cheryl M. Jorgenson, “Still Caught in the Continuum: A Critical Analysis of Least Restrictive Environment and its Effect on Placement of Students with Intellectual Disability,” Inclusion 4 (2016)