Early Childhood Special Education Research

2002 ◽  
Vol 25 (2) ◽  
pp. 88-99 ◽  
Author(s):  
Mark Wolery ◽  
Donald B. Bailey
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Education Research ◽  
Early Childhood Special Education

Mixed Methods in Early Childhood Special Education Research: Purposes, Challenges, and Guidance

2019 ◽  
Vol 42 (1) ◽  
pp. 20-30
Author(s):  
Catherine Corr ◽  
Melinda R. Snodgrass ◽  
Jennifer C. Greene ◽  
Hedda Meadan ◽  
Rosa Milagros Santos
Keyword(s):  
Social Sciences ◽  
Special Education ◽  
Early Childhood ◽  
Education Research ◽  
Mixed Methods ◽  
Mental Models ◽  
Mixed Methods Research ◽  
Early Childhood Special Education ◽  
The Social

Mixed methods approaches to research are gaining popularity in the social sciences. Although these approaches may be unfamiliar to many in our field, they can uniquely contribute to and enhance early childhood special education (ECSE) research. The purpose of this article is to orient ECSE researchers to the field of mixed methods social inquiry. We offer two examples of mixed methods. We define mixed methods and how mental models and paradigms influence these efforts, including a discussion of the distinctive purposes for applying mixed methods. Finally, we identify challenges to determining rigor and quality of mixed methods research and offer preliminary guidance to mitigate these challenges. Throughout, we encourage integrating rigorous mixed methods into ECSE scholarship.

A Commentary on Personal Thoughts on Early Childhood Special Education Research

2018 ◽  
Vol 40 (2) ◽  
pp. 117-120
Author(s):  
Dean L. Fixsen
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Education Research ◽  
Early Childhood Special Education ◽  
Evidence Based ◽  
Diverse Population ◽  
Education Programs ◽  
Special Education Programs ◽  
Evidence Based Programs

Strain provides his perspective on four issues facing science and practice in early childhood and special education. He points to the need for (a) long-term functional research, (b) greater emphasis on the use of evidence-based programs in practice, (c) moving special education research back to the Office of Special Education Programs, and (d) research that focuses on individuals and “honor[s] the idiosyncratic needs of an ever more diverse population of families and learners.” Comments are provided regarding each of these perspectives.

Personal Thoughts on Early Childhood Special Education Research: An Historical Perspective, Threats to Relevance, and Call to Action

2018 ◽  
Vol 40 (2) ◽  
pp. 107-116 ◽  
Author(s):  
Phillip S. Strain
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Education Research ◽  
Research Funding ◽  
Historical Perspective ◽  
Early Childhood Special Education ◽  
Research Process ◽  
Call To Action ◽  
Individual Participant ◽  
Funding Mechanisms

This article is based on my 2016 keynote address at the Division for Early Childhood (DEC) Conference, Louisville, Kentucky. Historical tendencies as well as current day research funding mechanisms and priorities are presented. I argue for a more field-initiated research process, a focus on individual participant needs, and a more thoughtful study of factors that lead practitioners and administrators to adopt, use with fidelity, and sustain the use of DEC’s Recommended Practices.

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