Portfolio 1: Knowledge Discussion
Prior to beginning the Ph.D. program, I had a vague idea what it meant to be an educational researcher. Although I had a general idea of what I wanted to research within special education and assistive technology, I was unaware of many of the facets of research. The coursework taken during the first year of the program, including Ways of Knowing, Assistive Technology courses, and research methods classes, has helped me to have a solid understanding of what is means to be a researcher and has also increased my knowledge within the special education and assistive technology field. Each class has contributed to my specialization and overall knowledge of research by helping me to orient myself as a researcher, build knowledge of research and content through various readings, and by refining my ability to understand research and conduct quality research through the writing of methods sections.
During the first semester, Ways of Knowing helped me to understand the way that I come to know and provided a wonderful introduction to the history of research and the many types of research that help to build to various bodies of knowledge. In Ways of Knowing, the readings which spanned research of a variety of different areas and time periods helped me to gain a concrete understanding of research and how paradigms shift throughout time. In the class, the required readings, weekly reflections and final paper assisted my understanding of the specific ways of knowing discussed and provided me the ability to reflect on the connection to my own way of knowing. In this class I was able to find the way of knowing that I closely identified with and also learn and have respect for forms of research. I found myself most closely identifying with positivism, but having a deep respect and understanding for post positivism and qualitative research. In taking Ways of Knowing, I not only oriented myself as a researcher, but understood how each form of research is needed and helps to build to bodies of knowledge in various fields.
Although Ways of Knowing helped to me to understand research, as a first year student, I had a general idea of what I wanted to research, but it was not yet specific. In taking three assistive technology courses, I was able to learn more about the assistive technology field, transfer existing knowledge to new populations and settings, and understand what had the potential to be researched. In each of the three assistive technology classes I enrolled in, Psycho-educational Assessment t, Software for Individuals with Special Needs, and Designing Adaptive Environments, I was exposed to assistive technology for a variety of populations, settings, and areas that could be researched to support students within the high incidence population. In one course, Software for Students with Special Needs, I was able to learn about various software technologies for students within high incidence disabilities, the population I am interested in. In our final project, I applied the knowledge of appropriate software obtained in class to select a software that would assist the student to write, although he did not have the ability to identify letters.
However, in two of the courses, Designing Adaptive Environments and Psycho-educational assessment, I was required to use assistive technology with populations and settings in which I am unfamiliar. In Designing Adaptive Environments, I was required to work as a group to conduct an environmental assessment for a church to aid its ability to be inclusive for students with a variety of disabilities. Although it was a different setting, I was able to apply knowledge of students with high incidence disabilities in the area of academics and behavior in the school setting and transfer this knowledge to a church setting. In Psycho-educational Assessment I conducted an assistive technology screening in which I was required to assess an adult diagnosed with Multiple Sclerosis for assistive technology devices to support her ability to access the computer. In both classes, although working with populations and settings not specifically relevant to my overall goals, I was able to apply existing knowledge to successfully complete each project. Also, in reviewing assistive technology for each setting, I developed new ideas of what could be researched within the high incidence disabilities in the traditional school setting. I also understood the many facets of assessing environments and individuals for assistive technology solutions, and how important it is for individuals with special needs to have supports to access their environments.
In the research methods classes that I enrolled in, Problems and Methods of Educational Research and Applied Research Methods in Special Education, I was able to learn the various aspects of research that are required to conduct quality research. In Problems and Methods of Educational Research, I learned how methodology is dependent upon the research question and I was able to take my research interest regarding assistive technology and students with high incidence disabilities and develop a qualitative and quantitative research methods sections. In addition, I was able to pair what was acquired in Problems and Methods of Educational Research with the quality indicators I learned about in Applied Research Methods in Special Education to develop and refine a research methods section that I plan to conduct with students diagnosed with high incidence disabilities. From what I learned in both research classes, I have also been able to identify low quality research and the need for high quality research that contains the quality indicators that I learned about in the classes.
My research interest in strategies and features of assistive technology that can support the learning of students with high incidence disabilities has been supported through many of the classes I have taken during the first and second semester of the program. In each class, I have applied the knowledge gained within the courses with research interests for various class assignments. I have also gained a greater understanding of the impact technology can have on the independence and success of students with high incidence disabilities in the classroom setting, and how important it is to conduct quality research within technology and special education to build to the body of knowledge of what supports the learning needs of this population. The result of coursework and experience has been a refinement not only professional goals, but increasing knowledge within the field and of appropriate methodologies and requirements of quality research for the special needs population.