My Research Statement
November 8, 2019
My research interest and publications are in the areas of inclusive education; comparison study of special education in different countries; brain research promoting teaching and learning of children with autism; inclusion, diversity and social justice of individuals with disabilities, and postsecondary education, and the issues of equity and advocacy in special education process.
My dissertation research, titled “Advocacy of Chinese-Speaking Families for the Education of Their Children with Autism,” employed a qualitative descriptive research. This study made efforts to answer the research questions: What are Chinese-speaking families’ perceptions of their experiences in advocating for the education of children with autism?; What are families’ current roles in advocating for the education of their children with autism?; and How do those roles influence their children’s education and the professionals who are involved with their children in providing special education programs and services to their children with autism? The study used a conceptual framework model to demonstrate the concepts which are embedded in advocacy environment of special education. The center of focus was students’ academic achievement.
The conceptual framework attempted to explain the interrelationships among the legal mandates and policies in special education, advocacy in special education, collaboration among stakeholders, multicultural-system perspectives, and advocacy education. The findings indicated that most parents lacked knowledge in navigating educational systems and resources to support their children. They also had negative experiences concerning teacher attitudes, expectations for their child, teacher competency, exclusion over inclusion, and trust that influenced the education of their children. Barriers affecting their advocacy roles and communication with the school included knowledge in special education, advocacy and educational school system, English proficiency, challenges in life, Chinese cultural beliefs and their involvement in decision making with the Individualized Educational Plan (IEP) teams. Participants indicated their reluctance to attend the parent workshops due to language barriers.
According to Hauwadhanasuk (2018), the interpretation of findings of this dissertation study suggested schools and teachers perform their roles as a source of support and resource that provide consultation to families to get access to programs and services that will benefit children with disabilities. In addition, the families’ expectations of their advocacy roles would influence the outcomes of their children’s education upon their cultural perceptions and communication competence in the macro culture. The researcher of this study suggested school districts, and local and state educational agencies implement advocacy education programs and training for families of children with disabilities to gain knowledge of special education, special education law and advocacy and collaborate with educational stakeholders. These training programs will help families improve knowledge and advocacy skills to secure appropriate educational services for their children with disabilities (Burke, 2013).
Identification and presentation of issues. The study showed that higher education is the route to reducing inequalities and enhancing societal inclusion for individuals with disabilities (Bliksvar, 2018). Policies are made on value of democrat society that one believes in social equality (D. Campbell, personal communication, December 4, 2012). Democracy demands that each person has equal access to opportunities available within its society. This includes individuals with disabilities who are leaded by others’ opinions and reflections on who they are (“Alberta Association for Community Living,” n.d.). According to National Conference of State Legislatures (NCSL), the importance of postsecondary education has increased significantly in the last decade. A high school diploma is no longer sufficient in the 21st century. In order to be successful in the current global economy, a person must receive some form of postsecondary education. The economic stability of the state is tied to citizens who are employed and productive (Gilmore, Bose, & Hart, 2001). The literature revealed that post-secondary education leads to greater employment opportunity, future earnings, job satisfaction, and healthier lifestyles (Baum, Ma, & Payea, 2010; Carnevale & Derochers, 2003; Marcotte, Bailey, Borkoski, & Kienzl, 2005). Several studies also identified post-secondary education provide the opportunities of individuals with disabilities to secure gainful employment and financial independence (Flannery, Yovanoff, Benz, & McGrath-Kato, 2008; Grigal, Hart, & Migliore, 2011; Hart & Zafft, n.d.).
Students with disabilities who have received college or university training earned income above federal poverty standards. Those who received postsecondary education services were less likely to receive Supplemental Security Income (SSI) or Social Security Disability Insurance (SSDI) income. Standards of disabilities face a problem of being qualified enough in their training to work at jobs barely above the "poverty level." This means they will earn enough not to qualify for social security for disable as well as not earn enough to meet cost of living needs. The negative implication is that individuals with disabilities seem to be caught in a "Catch-22" situation (C. Cooper, personal communication, December 12, 2012) or a “no win-no win” situation (D. Campbell, personal communication, December 12, 2012). Students with disabilities, on the one hand, need postsecondary education to be able to provide for themselves, yet on the other hand, if they earn wages above the "poverty level," which will then lose their benefits from Social Security Income (SSI) or Social Security Disability Insurance (SSDI). The solution seems quite obvious to raise the income ceiling rates for these individuals. They will be able to work and earn enough money to support themselves and not lose their social security benefits. The problem is, they also lose access to health insurance (Medicaid). Few companies that pay low wages, near poverty level, provide health insurance.
In addition, several parties who are apparently responsible for establishing the direction of education, setting goals, and proposing and implementing policy include federal government, state government, school district, superintendent and board of education. The policies are on the district and state levels. As an educator and a resident in the State of Missouri, Missouri School Improvement Plan (MSIC) is a new direction of how to report the achievement of those students who fall in a “Achievement Gap Group” including African Americans, Spanish Hispanic or Latino, Free Lunch Program students, students with IEP, and ELL students. Contemporarily, “inclusion” is an emerging issue influencing the post-secondary education in special education. It is important and of personal interest to investigate two significant issues of post-secondary education: First, few programs are publicly available to persons with disabilities who are older than twenty-one years of age and have no longer receive the Individualized Educational Plans (IEPs). Second, post-secondary education is a critical step toward competitive employment for individual with disabilities. These are the two predominant issues underlying transition plan and post-secondary education.
To begin the research study on post-secondary education for students with disabilities, the researcher will employ a meta-analysis approach to review any post-secondary programs publicly available. Are these programs continuing education classes with and without credit? Is there any help for individuals with disabilities to attend classes? For example, There are some credit-class programs at community colleges, and bachelor degree programs at colleges and universities. The significant outcomes of the findings will further inform the researcher to build a new effective post-secondary program with the researchers and professionals across disciplines. There is an urgent need for the post-secondary education for students with disabilities research project. It behooves the researcher to seek ways of addressing these issues. As post-secondary education is important, there are the impacts on stakeholders including students with disabilities, families, teachers, educational professionals, school district administrators, community organizations, employers and business interests, politicians, and state and federal policy makers. The supportive and collaborative environment among stakeholders must be promoted in order to create a high quality of special education for secondary and post-secondary education in terms of key elements in special education including competitive employment, public program availability, disability service delivery, preventive barriers, early transition planning, funding, monitoring systems, direction and goal settings, and policy implementation.
References
Alberta Association for Community Living. (n.d.). Living the Dream-Inclusive Post-Secondary Education [Video file]. Retrieved November 8, 2012 from http://www.youtube.com/watch?v=YD5-oXszf30
Baum, S., Ma, J., & Payea, K. (2010). Education Pays, 2010: The benefits of higher education for individuals and society. College Board Advocacy & Policy Center. Retrieved from http://advocacy.collegeboard.org/sites/default/files/Education Pays 2010.pdf
Bliksvaer, T. (2018). Disability, labour market participation and the effect of educational level compared to what? Scandinavian Journal of Disability Research, (1), 6. Tttps://doi.org/10.16993/sjdr.3
Carnevale, A. P., & Desrochers, D. M. (2003). Preparing students for the knowledge economy: What school counselors need to know. Professional School Counseling, 6(4), 228–236.
Flannery, K. B., Yovanoff, P., Benz, M. R., & Kato, M. M. (2008). Improving employment outcomes of individuals with disabilities through short-term postsecondary training. Career Development and Transition for Exceptional Individuals, 31(1), 26–36. doi:10.1177/0885728807313779
Gilmore D.S., Bose J., & Hart, D. (2001). Post Secondary Education as a Critical Step Toward Meaningful Employment: Vocational Rehabilitation’s Roles. Retrieved November 8, 2012 from www.communityinclusion.org/article.php?article_id=44
Grigal, M., Hart, D.,&Migliore, A. (2011). Comparing the transition planning, postsecondary education, and employment outcomes of students with intellectual and other disabilities. Career Development and Transition for Exceptional Individuals, 34(1), 4–17. doi:10.1177/0885728811399091
Hart, D.,&Zafft, C. (n.d.). Follow-up study of the postsecondary educational experiences of twenty youth with cognitive disabilities. Phase II Findings Brief #9(MS#024b(1)-H01). Retrieved from http://www.rrtc.hawaii.edu/documents/products/phase2/pdf/024b(1)-H01.pdf
Hauwadhanasuk (2018). Advocacy of Chinese-Speaking Families for the Education of Their Children with Autism. Unpublished Dissertation. Saint Louis University, St. Louis, MO.
Marcotte, D. E., Bailey, T., Borkoski, C., & Kienzl, G. S. (2005). The returns of a community college education: Evidence from the national education longitudinal survey. Educational Evaluation and Policy Analysis, 27(2), 157–175. doi:10.3102/01623737027002157