Corwin Research and Evaluation Methods in Special Education

`In an era when government policy emphasizes ′scientifically based research′ (No Child Left Behind), this book provides an important resource in understanding what this means′ - Diane Browder, Snyder Distinguished Professor of Special Education, University of North Carolina, Charlotte `This is a superb book. I learned by reading it, and I found myself rethinking some of my own thinking about research on individuals with disabilities′ - James Ysseldyke, Professor, University of Minnesota The purpose of this book is to enable the reader to use tools to design, conduct, and report research in a way that transforms, when appropriate, the delivery of special education. This book explores ways to adapt those research methods to the special education context by providing the reader with a framework for developing research questions and methods, as well as critically analyzing and conducting research focusing on the specific special education context. Unique contextual factors and populations in special education have implications for research conceptualization, design, implementation, interpretation, and reporting. Types of contextual issues specific to special education research that are addressed in this book are: ] The definition of who constitutes the special education population is not clear-cut. What are the implications of labeling someone "at risk" or disabled? ] How can appropriate identifications be made for such populations as developmentally delayed or learning disabled? ] What are the implications of conducting or critiquing research that addresses different types of functional impairments? The audience for this book includes people who need information to support their decision-making. This includes those who set policy, administer and implement programmes, teach the students, and advocate for people with disabilities. For all these people, this book provides guidance in the conduct or critical analysis of research with special education populations. The populations that are included are primarily those that are eligible for funds under the federal government′s classification system of special education students in the Individuals with Disabilities Education Act (IDEA) of 1997. Additionally, the text includes discussion of infants and toddlers with disabilities and persons with developmental delays and those at risk. Review "In an era when government policy emphasizes ‘scientifically based research’ (No Child Left Behind), this book provides an important resource in understanding what this means." -- Diane Browder, Snyder Distinguished Professor of Special Education "This is a superb book. I learned by reading it, and I found myself rethinking some of my own thinking about research on individuals with disabilities." -- James E. Ysseldyke, Professor "The authors have set for themselves a challenging task--to enable readers to design, conduct, report, and understand research in a way that transforms (when appropriate) the delivery of special education. What is even more amazing is it appears they have developed a guide that makes this task a reality." -- CHOICE, June 2004 About the Author Donna M. Mertens is Professor Emeritus, Department of Education, at Gallaudet University. She taught research methods and program evaluation to deaf and hearing students at the MA and PhD levels for over 30 years. She now teaches courses and professional development workshops around the world. She conducts research and evaluation studies on such topics as improvement of special education services in international settings, planning for the inclusion of students with disabilities in neighborhood schools, enhancing the educational experiences of students with disabilities, preventing sexual abuse in residential schools for deaf students, improving access to the court systems for deaf and hard-of-hearing people, and improving the preparation of teachers of the deaf through approp