Introduction
This proposal aims to investigate the impact of an official diagnosis on students’ self-esteem by employing an adapted version of the Adaptive Behavior Scale (ABS) from the Bayley-III assessment. Specifically, it will examine how a formal diagnosis impacts self-esteem and the resulting connections to the fields of educational psychology, psychometrics, and counseling (Benson et al., 2019). This research proposal outlines the aims and objectives of the proposed study, the methods to be employed, the expected outcomes, and the potential implications of the results.
Literature Review
Earlier research has investigated how receiving a diagnosis impacts the self-esteem of students with disabilities. For example, studies by Lithari (2018) and Cooper et al. (2020) found that an official diagnosis of a disability had a significant effect on self-esteem. They argued that the diagnosis of a disability could lead to negative self-perceptions and a feeling of inferiority among students with special needs, which is also supported by Paseka & Schwab (2019).
Similarly, other studies have highlighted the importance of teachers’ attitudes toward students with special needs and the need for a quality approach to teaching and learning (Servidio, 2021; Paseka & Schwab, 2019). Students treated with a positive attitude tend to fare better than those who receive a negative one. Additionally, studies have also explored the impact of psychometric assessments, educational psychology, and counseling on self-esteem. For instance, Benson et al. (2019) established that psychometric assessments can help students with special needs understand their strengths and weaknesses, leading to improved self-esteem.
Similarly, educational psychology improves self-esteem in students with special needs, as it can provide comprehensive guidance and support (Bipeta et al., 2020; Karaman & Efilti, 2019). Finally, counseling has also been beneficial, as it can help students develop more positive self-concepts and understand their strengths and weaknesses (Musetti & Corsano, 2019). Thus, there is sufficient evidence to validate the study and support evidence-based conclusions.
Objectives
The particular objectives of this research are to:
- Examine the impact of the formal diagnosis on self-esteem (Musetti & Corsano, 2019).
- Investigate the relationship between unique education settings and children’s perceptions of their worth (Paseka & Schwab, 2019).
- Determine effective methods for enhancing the quality of special education professionals (Schwab, 2020).
- Examine the potential for professional development in teachers (Burnette et al., 2019).
- Define the most effective teaching methods for students with special needs (Billingsley & Bettini, 2019).
Methods
The ABS of the Bayley-III will be used to measure the impact of formal diagnosis on students’ self-perception. A sample of UAE students aged 14 to 18 will complete the scale as a self-assessment measure. The students’ demographic information will be collected before administering the scale. The scale will be administered in a classroom free from distractions, and the questions will be read out to the students for clarity (Harman & Smith-Bonahue, 2010).
The collected data will be analyzed to determine the mean scores for each domain of the Bayley-III ABS. The data will also be analyzed to measure the correlation between the official diagnosis and the student’s self-esteem (Harman & Smith-Bonahue, 2010). The research will be conducted in accordance with the ethical standards of the UAE. All participants will be informed of the study’s purpose before the scale’s administration. In addition, all participants will have the right to withdraw from the study at any time. The collected data will be kept confidential, and all results will be reported in aggregate form only.
Expected Outcomes
The expected outcomes of this research project are two-fold. First, it is expected that it will provide insights into the impact of the diagnosis on students’ self-confidence (Pasek et al., 2022). It is hypothesized that the stigma attached to disability can lead to feelings of low self-worth and inferiority.
Second, it is hoped that the findings of this research will provide a better understanding of how to enhance the overall quality of special education programs and the services offered by education (Aylward, 2020). This includes understanding the factors that affect the quality of special education and ways to improve the quality of special education teachers (Dat et al., 2021). Understanding the factors that influence the quality of special needs education will enable educators to better teach lessons and communicate with this group of individuals (Bipeta et al., 2020). Ultimately, the research proposed in this paper will provide insight into the potential for teacher professional development and the necessity of a high-quality approach when creating a supportive working environment for students with special needs.
Assumptions & Range of Validity
This research proposal is based on the assumption that the UAE students aged 14 to 18 who participate can accurately respond to the questions on the ABS. It further assumes that participants fully comprehend the questions and that their answers are not affected by external factors. The study’s validity is restricted to this specific sample, meaning the results are not expected to be generalizable to other student populations or applicable in different countries or contexts.
Limitations
This research project has a few additional limitations that must be considered. First, the data collected from the survey will be limited to the sample of students with official diagnoses and may not be representative of the entire population. The results of the survey may not be generalizable to other individuals (Matías-González et al., 2022).
Second, the ABS is a self-report measure, which may lead to response bias and errors in self-reporting. Additionally, the scale is designed to assess adaptive behavior in children aged 0-5 years, which may not be accurate when determining older adolescents (Harman & Smith-Bonahue, 2010). The scale also has limited psychometric and normative data and may not provide a comprehensive assessment of self-esteem in this population. Finally, the scale may not be appropriate for UAE culture due to cultural differences in communication, daily living, and socialization.
Conclusion
This research proposal examines the impact of official diagnosis on students’ self-esteem, utilizing the Bayley-III Adaptive Behavior Scale. The expected outcomes of this research will provide insights into its impact and how this can be linked to psychology, psychometrics, and counseling. Furthermore, the results of this research will be helpful for practitioners, educators, and policymakers in the field of special education. The findings of this research have the potential to contribute to the advancement of special education and the quality of services provided by the education system.
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