The document outlines an assignment where participants articulate a research plan aimed at improving the lives of students with exceptionalities in special education. It includes sections for problem statements, significance of the study, research questions, study design, and the potential for social change, emphasizing the need to address gaps in practice with a focus on literature review. Additionally, it encourages the use of APA style for citations and references.

1. For this Assignment you articulate how you will use research to
improve the lives of students with exceptionalities.
To prepare:
· Read, review, and reflect on your work in this course and your
work in all of the courses that you have taken to date. By now,
you should have a general idea of a topic in the field of special
education that interests you—a topic or
gap in practice
about which you may wish to conduct a research study.
· Consider the course Learning Resources and those listed for
this module. Reflect on your examination of research
methodologies and how each can be applied specifically within
the field of special education.
· Ask yourself: What would I like to contribute to the field as a
leader in special education? Then, identify a specific problem
focusing on a gap in practice in the field of special education
related to improving the lives of students with exceptionalities.
In selecting your problem, consider the relationship between the
identified problem of practice and social change.
Develop
a 3–5 page paper utilizing the following section headings:
1.
Problem Statement
a. Provide a 1- to 2-paragraph statement that is the result of a
review of current literature and practice that contains the

2. following information:
i. A logical argument for the need to address an identified gap
in special education practice. Make sure to clarify why you
believe that this is problem of practice in SPED.
ii. Preliminary evidence that provides justification that this
problem is meaningful. Provide a minimum of 3–5 key citations
that support the relevance and currency of the problem. These
references need not all be from peer reviewed journals but
should be from reputable sources, such as national agency
databases or scholarly books, and should ideally be from the
past 5 years.
2.
Significance
a. Provide 1 or 2 paragraphs informed by the topic outlined in
the problem statement that describe the following:
i. How this study will contribute to filling the gap in SPED
practice identified in the problem statement: What original
contribution will this study make?
ii. How this research will support professional practice or allow
practical application: Answer the “So what?” question.
3.
Questions
a. List the question or a series of related questions that are
informed by the purpose, which will lead to the development of
what needs to be done to research the identified gap in practice.
A research question informs the research design by providing a
foundation for

3. i. generation of hypotheses in quantitative studies,
ii. questions necessary to build the design structure for
qualitative studies, and a
iii. process by which different methods will work together in
mixed-methods studies.
4.
Nature of the Study
a. Using one of the following terms as a subheading, provide a
concise paragraph that discusses the approach that will be used
to address the research question(s) and how this approach aligns
with the problem statement.
i. The subheadings and examples of study design are as follows:
1. Quantitative—for experimental, quasiexperimental, or
nonexperimental designs; treatment-control; repeated measures;
causal-comparative; single-subject; predictive studies; or other
quantitative approaches
2. Qualitative—for ethnography, case study, grounded theory,
narrative inquiry, phenomenological research, policy analysis,
or other qualitative traditions
3. Mixed methods, primarily quantitative—for sequential,
concurrent, or transformative studies, with the main focus on
quantitative methods
4. Mixed methods, primarily qualitative—for sequential,
concurrent, or transformative studies, with the main focus on
qualitative methods
5. Single subject

4. 5.
Social Change
a. Consider the relationship between the identified problem of
practice and social change.
In 2–3 paragraphs, describe:
i. How the claim aligns with the problem statement to reflect
the potential relevance of this study to society? How might the
potential findings lead to positive social change for students
with exceptionalities?
b. Then, given your perspective, craft a Research Promise to
Students with Exceptionalities. Take the researcher’s
perspective as you craft this “promise.”
i.
Example:
As I move through my program, I promise to seek the highest
and deepest levels of scholarship in order to bring about
meaningful social change for students with exceptionalities. As
a part of this promise, I will: list 2–3 ways in which you will
pursue and fulfill this promise.
6.
References
a. On a separate page, cite the text, articles, and other current
peer reviewed research in support of your position. Be specific
and provide examples. Remember to use APA format in
completing this Assignment.
Note:

5. For this Assignment and all scholarly writing in this course and
throughout you program, you will be required to use APA style
(6th edition). Please use the Walden Writing Center as a
resource as you complete assignments.
Learning Resources
Note:
To access this module’s required library resources, please click
on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Florian, L. (Ed.). (2014).
The SAGE handbook of special education
(2nd ed.). London, England: Sage.
Chapter 24, “Research and Pupil Voice”(pp. 405–420)
Focus on
context in the research process and the voices that need to
be heard.
Chapter 25, “Using the Capacity Approach to Evaluate the
Well-Being of Adult Learners with Dis/abilities” (pp. 421–
434).

6. Focus on
the fact that, as special educators, we are called to enhance
life-long learning for ALL individuals. We are called to assist
ALL individuals lead lives of value and meaning.
Kauffman, J. M. (2015). Opinion on recent developments and
the future of special education.
Remedial and Special Education, 36
(1), 9–13.
Social Validity
Select two from the following or reference other scholarly
articles when responding to each Discussion.
Note:
The resources were selected for the quality of the information
and examples that they contain and not the date of publication.
Carter, E. W., Moss, C. K., Hoffman, A., Chung, Y-C., & Sisco,
L. (2011). Efficacy and social validity of peer support
arrangements for adolescents with disabilities.
Exceptional Children, 78
(1), 107–125.
Focus on
the description of social validity. Pay particular attention to the
multiple baseline design. Study the phase change process.
Hodge, D. R., & Limb, G. E. (2011). Spiritual assessment and
Native Americans: Establishing the social validity of a
complementary set of assessment tools.
Social Work, 56
(3), 213–223.

7. Focus on
the importance of validating qualitative assessment methods.
Pay specific attention to the mixed-methods approach to
validating instruments. Study the procedures for determining
congruence between elements.
Justice, L. M., Skibbe, L. E., McGinty, A. S., Piasta, S. B., &
Petrill, S. (2011). Feasibility, efficacy, and social validity of
home-based storybook reading intervention for children with
language impairment.
Journal of Speech, Language, and Hearing Research, 54
(2), 523–538.
Focus on
the issue of social validity. Review the use of initial interviews
and a second battery for children. Reflect on the use of dyads.
Miramontes, N. Y., Marchant, M., Heath, M. A., & Fischer, L.
(2011). Social validity of a positive behavior interventions and
support model.
Education and Treatment of Children, 34
(4), 445–468.
Focus on
the description of social validity. Consider the need to conduct
program evaluations. Review interpretations of participants’
feedback.
Social Change
Note:
The resources were selected for the quality of the information
and examples that they contain and not the date of publication.
Anastasiou, D., & Kauffman, J. M. (2011). A social
constructionist approach to disability: Implications for special

8. education.
Exceptional Children, 77
(3), 367–384.
Focus on
the particular viewpoints of the authors. Consider the degree to
which the research design supports the views of the authors.
Review the role of social constructivism.
Azzopardi, A. (2011). Special issue editorial: Creating inclusive
communities. International Journal of Inclusive
Education, 15
(1), 1–4.
Focus on
the definition of “inclusive communities.” Pay particular
attention the term “community”. Consider the implications for
the field of special education.
Collins, B. C. (2008). Dixie: Evolution and its effect on rural
special education.
Rural Special Education Quarterly, 27
(3), 10–15.
Focus on
the interpretation of results by the author. Review the definition
of “Dixie”. Reflect on the approach to research utilized to
construct this paper.
Liasidou, A. (2008). Politics of inclusive education policy-
making: The case of Cyprus 4784.
International Journal of Inclusive Education, 12
(3), 229–241.
Focus on
the level of support for inclusion education policy. Study the

9. style of critical discourse as an approach to dialogue. Reflect on
the role of children’s human rights.
Nespor, J., & Hicks, D. (2010). Wizards and witches: Parent
advocates and contention in special education in the USA.
Journal of Education Policy, 25
(3), 309–334.
Focus on
the work of parental advocates. Consider the extent to which
interviews provided robust information. Recognize the
interpretation of results.
Runswick-Cole, K. (2008). Between a rock and a hard place:
Parents’ attitudes to the inclusion of children with special
educational needs in mainstream and special schools.
British Journal of Special Education, 35
(3), 173–180.
Focus on the
review of parents’ views. Note the descriptions of current
policy and legislative context. Pay particular attention to
interpretations by the author.
Swartz, A. L., & Triscari, J. S. (2011). A model of
transformative collaboration.
Adult Education Quarterly, 61
(4), 324–340.
Focus on
the description of transformative learning. Consider the extent
to which grounded theory research supports the findings.
Recognize the role of the researcher in interpreting findings.