An Overview of Mixed Methods Research Questions That Can Be Addressed in Special Education Research

• In Event: Advancing Mixed Methods Special Education Research

Abstract

Over the past decade, special education researchers have advanced quality indicators for correlational, group experimental/quasi-experimental, single-case, and qualitative research designs (e.g., Odom et al., 2005). The result has been the increase of academic and behavioral evidenced-based practices (EBPs) for students with disabilities (SWD). Yet, researchers are increasingly aware of the need to examine general education contextual factors that influence the integration of these EBPs into inclusive settings. While much is known about academic and behavioral EBPs for SWD, there is minimal information about how to integrate them into the least restrictive general education environment. Factors such as (a) the perception of general education teachers, (b) administrative policies, (c) practices associated with the general education setting, and (d) the abilities of general education students in relationship to SWD all influence the adoption and sustention of them over time.

Special education researchers are increasingly aware of the need to use mixed methods research (MMR) designs to address these and other complex issues related to the education of SWD that cannot be fully answered through a single methodology. In a recent Council for Exceptional Children, Division for Research Institute of Educational Sciences feedback document, the need for MMR in special education research was identified as a future direction by numerous researchers.

The first step toward using MMR is identity questions and corollary research design(s) that take into consideration applicable validity and theoretical considerations. Despite being a basic research requirement, all too often there is a disconnect between research questions and the methodology used and this can be especially true in MMR since multiple methods are used. A mismatch between the two creates a Type VI error (Author, 2012). This complexity may help account for why there appears to be an underrepresentation of MMR in special education. Thus, the presenters will focus on the following four topics related to conducting special education MMR.

1. The selection of research methods is determined by the overall research purpose and questions asked. Although we do not advocate that MMR should always be used, an MMR perspective highlights the importance of careful design selection in the context of complex research questions.
2. Measurement and design validity are essential to all studies, and an MMR perspective pushes thinking through design choices that address validity, qualitative credibility and trustworthiness, legitimation (an indicator of quality in MMR), and meta-inference, which are conclusions bolstered by both quantitative and qualitative inquiry (cf. Creswell & Plano Clark, 2011; Johnson & Onwuegbuzie, 2004).
3. Theory plays an important role in an interactive continuum between quantitative and qualitative lenses (Author, 2012).
4. Topics 1-3 above culminate in the idea that when planning high quality and scientifically relevant studies, it is important that there is consistency between research purpose, questions and the design.

Overall, our focus will be to describe the integration of qualitative and quantitative inquiry to further understand EBPs in special education, and how to use an interactive framework to generate and address new types of questions in the field.

Authors

• David Houchins, Georgia State University

• Isadore Newman, Florida International University