For this assignment you will write 10 Qualitative Research Questions . The Qualitative Research Questions should began with why and how only.The Research question(s) need to be specific, testable based on the data to be collected.
For this assignment you will write 10 Qualitative Research Questions . The Qualitative Research Questions should began with why and how only.The Research question(s) need to be specific, testable based on the data to be collected. Questions are directly aligned and support the problem and purpose. The core concepts (qualitative) must be described clearly and appropriately. Should include citations use 2 scholalry resource , resource should not be more than 5 years oldshould be apa style. Please only bid if you know how to conduct Qualitative research The Problem and purpose assignment is attached
In qualitative research, the proposed research should link to a case study or descriptive study.you sample deliberately, not at random. The most commonly used deliberate sampling strategies are purpose sampling, criterion sampling, theoretical sampling, convenience sampling and snowball sampling. Occasionally, the ‘maximum variation,’ ‘typical cases’ and ‘confirming and disconfirming’ sampling strategies are used. Key informants need to be carefully chosen. Key informants hold special and expert knowledge about the phenomenon to be studied and are willing to share information and insights with you as the researcher. It is acceptable to do purpose sampling, criterion sampling, theoretical sampling, convenience sampling and snowball sampling. with random schools and teachers/principals.
Attached is the Previous Problem, and purpose assignment
Lack of Parental Support in Special Education
Introduction
The absence of parental backing in special education underscores a major problem that undermines learning effectiveness and students’ performance. Parental involvement is vital in special education. The role of parents is vital in providing background information about students’ conditions, making follow-ups about learners’ attendance, and tracing learners’ educational records (Paskaran & Yasin, 2020: Norman, 2020). Through these processes, parental involvement is vital in enhancing the performance and learning of students with learning disabilities. The lack of parental support makes it difficult to determine or identify students’ special needs (Selvachandran et al., 2022). Teachers require background information about students to determine their special learning needs, and parents can only provide this information. Secondly, the lack of parental support makes it difficult to reinforce students’ attendance, learning, and performance. The lack of parental involvement in special education makes it difficult to track students’ attention, evaluate records, and enhance student’s school performance (Francisco et al., 2020: Yasmeen & Saadi, 2021). This underscores the growing need for parental involvement in special education.
The topic is personally and professionally relevant to me as a special education teacher. Personally, the topic resonates with my passion for special education. I am dedicated and driven by the effectiveness of special education through prenatal support. Professionally, the topic is relevant since it underpins the significant role of parental support for learners with learning incapacities.
Parental participation in special education is significant, particularly in the decision-making process. Parents of students with learning disabilities must participate actively in special education to help determine a learner’s path (Kammes et al., 2020). The lack of parental involvement in special education undermines students’ progress, learning, evaluation, learning, evaluation, and overall outcomes.
The importance of parental involvement in their children’s education and classroom affairs has been acknowledged worldwide by several researchers (Bakker, Denessen & Brus-Laven,2007; Chowa, Ansong & Osei-Akoto,2012). They postulate that the involvement of a parent, both formally and informally, in the education of their kids can have both emotional and social benefits (Bakker et al.,2007; Bhengu,2003; McDowall & Schaughency,2017 ). However, teachers within disadvantaged communities and education facilities have negative perceptions concerning parental involvement in their children’s education and classroom affairs, which they often term as less motivating for both the teacher and the child in terms of academic advancement (Koutrouba et al.,2009 ). This paper will investigate
Studies have indicated that students in the special needs category tend to do better when their parents are involved in their education intervention process (Almalki, Alqabbani, & Alnahdi, 2021). Other scholars support these observations that the involvement of parents in the special needs programs leads to desired outcomes in students. In other words, special-needs students need support in their intellectual, physical, and social environments.
According to the study of Šukys, Dumčienė & Lapėnienė (2015) in Lithuania, indicated that 68.8% of the parents involved in special needs children activities had the ability to observe the learning problems of their children and were good communicators with teachers.
Research Problem /Problem Statement
The problem the proposed study seeks to address is the lack of parental support for special-needs learners. There is a deficiency of parental support for students with learning disabilities. Most parents with students with learning disabilities do not provide any educational support. This passes the burden of educating these students to teachers, undermining their overall performance. Although greater parental involvement in special education is vital, many factors undermine this participation. Several barriers undermine parental involvement in learning for students with learning disabilities. These barriers include economic constraints, low education levels among parents, lack of skills and knowledge, negative attitudes by teachers, lack of clear communication channels, ever disability, stigma, parental stress, teachers’ and parents’ mismatched expectations, and lack of policy/legal framework (Oranga et al., 2022: Naidoo & Govender, 2022). Strategies to enhance parental involvement must be centered on overcoming these barriers or challenges. Potential strategies include proper legislation, parental education, changing teachers’ attitudes, creating positive school-home working relationships, civic training on human rights, specialized training, and economic emancipation (Almalki et al., 2021: Putri & Lutfianawati, 2021). There is a need for parental support for special education, which involves parents providing educational support for students with learning disabilities. Currently, parents do not support the educational endeavors of students with learning disabilities, yet their support is crucial. It is vital to cultivate parental support to increase the learning effectiveness and performance of students with learning disabilities.
Examining this problem is important since it will help create solutions. If the lack of parental support for students with learning disabilities is not addressed, there will be negative consequences like poor performance and ineffective learning. The lack of parental support undermines the proper education of special students, leading to negative learning outcomes (Gedfie et al., 2021: Bagadood, 2022). Evaluating this problem is vital in understanding its causes and developing sustainable solutions.
Purpose of Study
The proposed qualitative research examines the lack of parental support in special education. The study examines how the absence of parental backing in special education undermines students’ erudition and performance. This will help understand the problem and create solutions. This study’s purpose is based on educators’ challenges in enlisting parental support for learners with special needs. Lack of parental support for special education is based on difficulties faced by parents in assessing special needs children and communicating with educators (Fashiku et al., 2021: Cherylyn, 2021). There is frequently a communication gap between teachers and guardians suspecting that their children have special learning needs. Parents lack the expertise, knowledge, and support required to help them identify learning needs and communicate with teachers (Kasper, 2019). Most parents cannot assess children’s learning needs, which undermines their support for special education.
The study’s purpose is to assess the absence of parental backing in special education. This will involve the various ways in which parents can be enhanced to provide support to special education. Parents need assistance to help them provide support for special education. Most parents of special learners find navigating the special education system difficult. Advocacy training helps parents secure suitable educational services for students with learning disabilities (An et al., 2020). There are two forms of advocacy training: volunteer advocacy project training and special education advocacy training. Through advocacy training, parents will emphasize their special education rights by enhancing family-school collaboration. Parents require the skills to support educators in special education, which is only possible through parent education and awareness (McLeod, 2022). The collaboration between families and schools is only possible if parents have the right skills and power to promote special childrens’ rights.
The study’s goal is to evaluate the lack of parental support in special education. This will help understand why parents fail to provide the required support for educators in special education. The purpose of the study is based on the significant role of parental support in special education outcomes. Parental support is vital in helping educators identify or assess students’ special needs and develop suitable learning programs (Tokatly Latzer et al., 2021). Therefore, this study examines how the lack of support impairs educators’ approach to enhancing the learning of students with special needs. This study will identify and address the underlying factors for the lack of parental support.
The rationale for researching the deficiency of parental backing in special education is to acknowledge the role of parents and devise mechanisms for addressing the problem. Parents are significant stakeholders in education since they have power and control over their children (Mahsoon et al., 2020). Therefore, their role in special education is vital increasing performance and general learning outcomes. This study examines the significant role of parents in special education and how their lack of support may impair learning operations. Parental support is important in facilitating assessment, developing the learning program, and monitoring students’ performance. Students with learning disabilities require constant monitoring, assessment, and enhanced support (Ramberg, 2021: Mntambo et al., 2021). This study will examine the deficiency of parental backing in special education to help create solutions for enhanced effectiveness.
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