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ERIC Number: EJ898503
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-1540-7969
Literacy for Children with Moderate to Severe Disabilities: Taking Account of Diversity
Ming, Kavin; Dukes, Charles
Research and Practice for Persons with Severe Disabilities (RPSD), v34 n3-4 p91-101 2009
The call for practice on the basis of evidence is slowly impacting the link between research and practice. Accompanying the call for evidence-based practice, concerns have been raised about constructing research questions that address the reality of applied settings, as well as arguments for including additional measures to ensure the internal and external validity of intervention studies. Because intervention research continues to evolve, now may be an appropriate time to begin posing questions about considerations of racial and ethnic diversity in this body of work. Validity is one of the most significant aspects of research and there seem to be few definitive notions about children with moderate to severe disabilities from diverse backgrounds. In an attempt to explore this issue, we chose a small part of the extant literature, specifically, the development of literacy, in an effort to examine how scholars report on diversity (e.g., race, ethnicity, culture). In this article we offer commentary on taking account of diversity in empirical research using the development of literacy in children with moderate to severe disabilities as an example. In addition, we also discuss the implications for future research and offer recommendations for taking account of diversity as a means to push the collective knowledge base forward. (Contains 1 table.)
TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A