Extensive Support Needs and Mixed-Methods Research: A Systematic Literature Review Across Education Subfields

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Crafting Mixed-Methods Research Designs for Unique Educational Contexts and Purposes (Table 4)

Abstract

Mixed methods research (MMR) can support understanding of inclusion of individuals with disabilities in schools and communities. In this systematic review, we explored how MMR focused on disability across special education, general education, and disability studies in education (n = 115 studies). We specifically examined the studies explicitly considering individuals with extensive support needs (ESN) (n = 68 studies) in this literature to highlight (a) study participants, (b) the presence of theoretical and/or conceptual framing for the research, (c) the goals/aims of the research studies, (d) the purposes for mixing, and (e) the data generation methods. We discuss patterns in the data that reflect differences across subfields, presumptions of competence, and ways ableism shapes research studies.

Authors

• Carly A. Roberts, University of Washington

• Melinda R. Snodgrass, Illinois State University

• Hailey Love, University of Wisconsin - Madison

• Natalie Badgett, University of Utah

• Carly B. Gilson, The Ohio State University

• Xueyan Yang, National Institute of Education - Nanyang Technological University

• Jeremy M. Peterson, Illinois State University