Summary
Topic and Research Questions
The topic of the dissertation reviewed is Parents Involvement in Transition Planning for Their Young Adult Children with Intellectual Disabilities. Seven specific research questions guided this study, including “What are the desires and expectations of parents for their children’s post-school options in education and employment? What school-sponsored information and transition planning resources do parents of youth with intellectual disabilities access? What are the other information and transition planning resources parents of children with intellectual disabilities access? Where do parents go to get information and resources for transition planning?” (Martinez, 2009, p. 26).
People or Data Sources
The survey respondents were parents of students with intellectual disabilities (aged 14-22 years) in Northern Virginia (Martinez, 2009). A purposive sample (N=61) was determined based on the 2005 census information deposited in a database.
Where and When
The study took place in Northern Virginia. The participants were drawn from two counties – Arlington and Fairfax – and three metropolises, i.e., Falls Church, Alexandria, and Fairfax (Martinez, 2009). The survey was conducted between May and June 2007.
Data Collection and Analysis
Quantitative and qualitative data were collected using closed and open-ended questions, respectively (Martinez, 2009). The data collection methods involved web-based and mail questionnaires as well as phone interviews. The analysis of verified quantitative data included descriptive statistics on SPSS, while qualitative data handling involved transcription of the respondent’s comments and open and prior coding to identify general themes. Data triangulation was also done to enhance the validity of the results.
Results and their Importance
The study found that parents favored formal channels of communicating transition plans for students with intellectual disabilities (ID). Further, although most respondents would want career preparation for such learners, parental access to information about higher education opportunities is limited (Martinez, 2009). The significance of these results is that they reinforce my premise that parental support and involvement are critical to effective transition plans and the post-secondary success of students with ID.
Critique
Appropriateness of the Design
The mixed-methods design is appropriate for this study to address the research questions (RQs) that require subjective and objective data. The quantitative (correlational survey) and qualitative methods fit with the closed (dominant) and open-ended (less-dominant) RQs and help the researcher to triangulate and validate results (Martinez, 2009). The first approach could explain behaviors or predict outcomes, while the second one helped add insights and advance the quantitative theories based on respondents’ comments. The mixed-methods design is worth modeling in my research to ensure a comprehensive inquiry into the independent (quantitative) variables – income status, level of education, and social status – and understand Saudi parents’ beliefs (qualitative) about their children with ID and post-secondary outcomes.
Similar or Different
I would adopt similar multi-modes, i.e., web-based, mail, and phone interview, and non-response follow-up to improve the response rate. Additionally, I would avoid contact with respondents, employ descriptive and correlational data, and use blind coding and inter-rater reliability to minimize researcher bias during data collection and analysis (Martinez, 2009). The study’s ethical considerations, i.e., voluntary participation, informed consent, socio-cultural sensitivity, and respondent anonymity through codes, are also worth emulating in my research. Like in the study, I would also use pilot testing of the questionnaire to ascertain its validity and reliability in measuring the intended variables. However, I would not adopt the purposive sampling approach used. Instead, I would employ random sampling of parent participants to enhance the representativeness of the sample and external validity of the results.
Definition of Concepts/Terms
The descriptions of the concepts and terms in this study are elaborate and contextual. The meaning of phrases, such as transition services, is explained based on the U. S. law on higher education (20 U.S.C.) and the provisions of the Individuals with Disabilities Education Act (IDEA). The researcher also gives conceptual definitions of terms like intellectual disability as they occur in literature. She also offers more than two applicable meanings of some words and phrases.
Research Topic, Questions, and Concepts
The topic of my research is the extent to which parents in Saudi Arabia believe that their children with ID can achieve success in higher education. The specific research questions are:
- To what extent does the income status of parents influence in the higher education for students with disabilities?
- To what extent does the level of education of parents influence in the higher education for students with disabilities?
- To what extent does the social status of parents influence in higher education for students with disabilities?
In my study, I define higher education as postsecondary education offered by institutions of higher learning to high school graduates. The second concept defined is people with ID, who, from literature, are individuals with cognitive and adaptive limitations that require additional support to learn (Martinez, 2009). This group excludes those with autism. The third concept is ‘academic success’, which refers to a student’s capacity to socialize, take classes, and acquire skills for further use. Most of these concepts are similar to those used in the reviewed study. The conceptual definitions of intellectual disability and post-secondary education are consistent with those in my research. However, the researcher does not define academic success. Additionally, a number of the concepts explained in the study are not included in my proposal.
Setting and Subjects
As stated, the study took place in five areas: two counties and three cities in Northern Virginia. The researcher chose this setting because its sample frame was available. The Arc of Northern Virginia database contained the 2006 census data of parents with children (14-22 years) with ID in the region (Martinez, 2009). Those outside the frame’s parameters, i.e., aged <14 or >22 years were excluded from the sample. The subjects were selected from the Arc’s database using purposive and convenience sampling of respondents (N=171). However, from the returned questionnaires, only 61 parents met the inclusion criteria – raising a child (14-22 years) with ID.
I would choose a setting (province, governorate, or municipality) with population data on parents raising children with ID. Since there is a lack of research in this area in Saudi Arabia, a public database would provide a sample frame for choosing the subjects. I would then use stratified random sampling to select respondents (N=400). I would emulate the study’s use of a sample frame (census data) to understand the characteristics of my population and choose respondents based on these parameters. However, my sampling strategy would be random to give all subjects an equal chance of participating in the study and overcome selection bias.
Data Collection and Analysis
The data were collected using mixed-modes, i.e., web-based, mail, and phone interviews. The questionnaire instrument used contained closed and open-ended questions. Quantitative data analysis involved hypothesis testing using Spearman’s rank correlation and Fisher’s coefficients and descriptive statistics to explain “parental involvement in transition, the desires, and expectations for employment and education” (Martinez, 2009, p. 150). It also included chi-square tests for nonparametric data. The analysis of qualitative data involved coding and triangulation in developing quantitative findings.
My data sources will be quantitative as well as qualitative. This complementary approach will help corroborate results, identify gaps, and support my conclusions. A database with census information about families raising children with ID will be useful in determining the sample size. I will use a questionnaire with open-ended and closed questions to collect qualitative (parent’s beliefs, attitudes, and desires) and quantitative (income status, level of education, and social status) data, respectively. Piloting and validation of this instrument will be done to ascertain the appropriateness of the items.
My plan for data analysis is to first verify the completeness of data in the returned questionnaires before entering them into the SPSS software. Subsequently, quantitative nonparametric correlations will be used to determine associations between independent and dependent variables and their frequencies. Qualitative data will be analyzed using thematic analysis to generate descriptive categories and meanings contained in the respondents’ comments. This approach will involve sorting, coding, classifying similar data, and contrasting general themes.
The study reviewed helped shed light on how to collect and analyze subjective and objective data to answer research questions on this topic. After reviewing the research, it is now clear that a mixed-methods design will give a complete picture (both numerical and narrative data) of parental beliefs and attitudes on the postsecondary outcomes of their children with disabilities. Quantitative data analysis (correlation analysis) will indicate an association between variables, while the thematic evaluation of the respondents’ comments will help validate and triangulate these results.
Limitations of the Study
The researcher explains three significant limitations of the research. First, there was a possibility of bias in the design and data collection procedures. Martinez (2009) reckons that since the Arc’s primary goal is to support families raising children with ID, the membership was understood the transition options available. Additionally, selection bias due to the use of the Arc’s database alone could have made the sample less diverse. Second, the narrative data mainly included negative responses and complaints about the transition process. Third, the testing of the measurement scales involved a small sample of the respondents, which might have affected their validation.
I will overcome the first limitation through stratified random sampling with Saudi provinces as the strata to obtain a culturally and socioeconomically diverse sample. I will also substitute the open-ended questions with focus groups to gather in-depth and balanced narrative data. Further, the measurement scales will be piloted in a bigger and more diverse sample to validate their internal reliability.
Challenges
One of the problems that my study may face is the unavailability of census data from which a sampling frame could be developed. Comprehensive information about families/parents with children with ID in Saudi Arabia may not be readily available. A second challenge related to language. The questionnaire instrument must be in Arabic, which is the language commonly used by the nationals. The qualitative data and comments will have to be translated into English for analysis and interpretation, which may distort their meanings. Further, I will have to include paper-based questionnaires in addition to web-based and mailed instruments to cater for respondents who may not access the two formats. The development of valid scales to measure parental beliefs and attitudes is also proving to be a challenge.
Outline
Setting
- Riyadh province – one of Saudi Arabia’s 13 regions
- Parents with children with ID in this region will participate in the survey.
- The choice of the study setting was dependent on census data.
Sampling
- Respondents will be selected using stratified random sampling
- Riyadh will be subdivided into its 19 governorates or strata from which the participants will be drawn randomly.
- The approach will ensure each subject meeting the inclusion criteria has an equal chance of participation.
- The aim is to avoid selection bias that will affect the external validity of the results.
- The sample size will be 400, about 21 respondents from each stratum.
Data Collection
- The study will use a mixed-methods design; thus, quantitative and qualitative data will be collected.
- Eligible participants will complete questionnaires in any of the three modes, i.e., web-based, mail, and paper-based, upon giving informed consent.
- The instrument will have closed questions to obtain quantitative data on the variables – income status, social status, and level of education.
- Qualitative data (parental beliefs) will be obtained through focus groups of 5-10 parents each.
- Follow-ups will be done through email reminders and phone calls to increase the response rate.
- The data collection will span 2-4 weeks.
Analysis of Strategy
- First, the responses will be entered into an Excel Spreadsheet for analysis with the SPSS software.
- Quantitative data analysis will involve Spearman’s rank correlations and chi-square test to determine bivariate associations.
- Qualitative data will be analyzed using thematic analysis – organizing, transcribing, and coding narrative data to identify recurring themes.
- Triangulation will be used to validate quantitative theories based on qualitative data.
Reference
Martinez, D. C. (2009). Parents involvement in transition planning for their young adult children with intellectual disabilities. Web.