Individuals With Extensive Support Needs and Mixed Methods Research: A Systematic Literature Review Across Education Subfields.
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| Title: | Individuals With Extensive Support Needs and Mixed Methods Research: A Systematic Literature Review Across Education Subfields. |
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| Authors: | Roberts, Carly A.1 carober1@uw.edu, Snodgrass, Melinda R.2, Love, Hailey R.3, Badgett, Natalie M.4, Gilson, Carly B.5, Yang, Xueyan6, Peterson, Jeremy2 |
| Source: | Research & Practice for Persons with Severe Disabilities. Dec2024, Vol. 49 Issue 4, p303-326. 24p. |
| Subject Terms: | *Data analysis, *Goal (Psychology), *Research methodology, *Special education, *Needs assessment, *Discrimination against people with disabilities, *People with disabilities, Health status indicators, Systematic reviews, Statistics, Social support, Patients' attitudes |
| Abstract: | Mixed methods research (MMR) can support enhanced understanding of complex educational issues, like the inclusion and support of individuals with disabilities in community and school settings. In this systematic review, we explored the extent to which MMR has been used in research exclusively focused on disability across special education (SPED), general education (GE), and disability studies in education (DSE; n = 115 studies). We examined research explicitly considering individuals with extensive support needs (ESNs) in this literature. We highlight the prevalence of MMR exploring topics relevant to individuals with ESN and features of this body of work, including (a) participants in these studies, (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 used by the authors. We discuss patterns in the data that reflect differences across subfields, presumptions of competence, and ways ableism shapes research studies. Implications for research and practice to improve inclusive experiences for individuals with ESN are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Mixed methods research (MMR) can support enhanced understanding of complex educational issues, like the inclusion and support of individuals with disabilities in community and school settings. In this systematic review, we explored the extent to which MMR has been used in research exclusively focused on disability across special education (SPED), general education (GE), and disability studies in education (DSE; n = 115 studies). We examined research explicitly considering individuals with extensive support needs (ESNs) in this literature. We highlight the prevalence of MMR exploring topics relevant to individuals with ESN and features of this body of work, including (a) participants in these studies, (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 used by the authors. We discuss patterns in the data that reflect differences across subfields, presumptions of competence, and ways ableism shapes research studies. Implications for research and practice to improve inclusive experiences for individuals with ESN are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15407969 |
| DOI: | 10.1177/15407969241291475 |
