Rizvi syeda 3_123

Running head: Case Study of a Student with Multiple Disabilities 1
Case Study of a Student with Multiple Disabilities
Syeda Rizvi
University of St. Thomas
EDUC: 6320 Action Research Proposal
Research Professor: Deborah A. Masterson, Ed.D
Program Director: Dr. E. Borreca
Spring2013

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Table of Contents
Abstract 4
Chapter 1: Purpose of the Study 5
Population of Interest 6
Importance of Study 7
Educational Beliefs & Theories 8
Research Hypothesis and Justification 9
Literature Review 10
The Open Source / Freeware Assistive Technology Software Inventory Users 11
Autism and Neuro-diversity Among People with Different Relations to Autism 12
Multiple –Treatment Design to Activate Non-handheld Pointer Interfaces by Eye
or Head Movement 13
Students With Disabilities Taking an AA-MAS in Reading or Math 14
Visual Analysis Showing a Functional Relationship Between Intervention and Change
in Participant Response 15
A Survey To Gather Information of CVI 16
Misdiagnosis of Epilepsy Amongst People with Intellectual Disabilities 17
Visual Behaviors of Students with Cortical Visual Impairment 18
Performance of Elementary Students with Typical Development TD and Language
Learning Disabilities LLD 19
Reading Growth Paths of K-to-12 Students Under IDEA’s National Disability 20
References 23

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References 24
References 25
Questionnaire 26

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Abstract
Purpose of study is to provide evidence based strategies that may be helpful for
developing the academic, social and self-help skills of a student with multiple disabilities. The
parents, school principal, and teachers will be asked to complete a questionnaire to gather their
perspectives on the students’ needs and progress. This is being carried out to identify some
evidence-based strategies that may possibly be beneficial for developing the child’s academic
social and self-help skills.
The research approach/design will be a questionnaire which will be completed by
parents, care givers, teachers and other pertinent individuals who work with Peter. I will also
gather notes during class observations, reviewing Peter’s IEP and special education folder. I
will carry out a follow up interview parents, teachers, and the school principal to confirm the
interpretation of the data. This research approach is being carried out in order to develop some
effective educational strategies for improvement in Peter’s academic, social and self-help skills.
Chapter 1
Purpose of the Study

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The purpose of this case study will explain what a student with multiple learning
disabilities is challenged with on a daily basis in areas of academic development, social
interactions, and self-help skills?
Face-to-face/ telephone interviews, analytical questionnaires via mail/e -mail or phone
interviews of care givers, teachers and other pertinent individuals will be used. This will help
voice concerns and generate feedback of what the pros and cons are of present modifications. A
conclusion with findings and strategies for the student’s future development in cognitive
academic, social and physical areas will be suggested.
Students with multiple learning disabilities are challenged on a daily basis in areas of
academic development, social interactions, and self-help skills. Educators know that teaching
students with multiple disabilities requires increased explicit instruction in academics and daily
interactions. According to (Hildebrand 2008, p. 1) “Working with students with special needs is
a difficult job, as special educators must accommodate all learners, provide appropriate
instruction, monitor student progress, and manage behaviors within the classroom.”
Teaching and supervising students with multiple disabled is demanding for parents,
teachers and the principal of the school. It is crucial that they work as a team to keep the
students’ at the optimal level of functioning in all areas of academic development, social
interactions, and self-help skills.
“all team members, professionals, family and peers need to be aware of the unique
educational and psychosocial needs of the student, and to avoid planning and interactions
based only on the complex physical and medical difficulties that are present. The rights
and dignity of each individual must be paramount in all programming decisions.” (Scout,

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1996, p. 12)
Evidence based strategies from the literature review may be incorporated into the current
fndividual educational program (IEP) for Peter. Parents, teachers, and the school principal might
work as a team to promote Peter’s academic, physical and social capabilities by using the
literature research in beneficial ways. The positive changes in teaching techniques might assist
Peter’s middle and high school years. It is hoped that the case study might offer Peter endless
possibilities of progress in transitioning from a student to an independent and functioning adult.
Participant
The student participant for the case study is a ten- year- old Caucasian boy named Peter
(a pseudonym). Peter, an only child, lives with his parents in an affluent community of a large
urban area in Texas. Peter attends second grade in private school. His parents are both university
graduates and implicitly value education. They are actively involved in Peter’s education and
volunteer their time at their son’s school.
Peter has been diagnosed with epilepsy, cerebral palsy and cortical visual impairment
(CVI). In Peter, epilepsy is evidenced by sudden recurrent episodes of sensory disturbance, loss
of consciousness, or convulsions.
Cerebral palsy is a group of disorders that can involve brain and nervous system
functions, such as movement, learning, hearing, seeing, and thinking. (“Cerebral Palsy,” 2010,
www.mayoclinic.com). In Peter cerebral palsy is evident in his physical, cognitive and visual
abilities. Cortical Visual Impairment (CVI) is a neurological disorder, which results in unique
visual responses to people, educational materials, and to the environment and to have loss of
acuity. (“Cortical Visual Impairment,” 2010, www.mayoclinic.com). Peter’s visual and behavioral

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characteristics are shown by his difficulty with visual memory, when copying information from
the board. Peter also has difficulties with identifying grey and white in a spectrum of colors.
Importance of Study
I believe multiple disabilities to be an interesting field as I have worked a long time with
such students. My beliefs about the role of an educator stems from several factors. I come from
a family of educators. Before migrating to the United States, I had the unique opportunity to
reside in Dacca, Bangladesh; Karachi, Pakistan; Cairo, Egypt; and Georgetown, Cayman Islands
in the B.W. Indies. . During my travels I have had significant experience in teaching diverse
multilingual and cultural groups of students from three to eight year olds. I also had the chance
to work with special education students and was bothered in observing negligence in academic
development, social interactions, and self-help skills. Challenged students are constantly placed
in precarious situations due to a scarcity of resources.
Coming to the United States twenty- two years ago has been an eye opener for me in
multi-faceted directions. I began my American educational journey as an instructional aide to an
eight-year-old physically challenged student diagnosed with cerebral palsy. The quality care
given to him by the school district was amazing. Further education at the university has helped
me understand the significance of the Institute of Education Sciences (IES). “ every student in
America, regardless of family income or place of residence deserves a quality education, thus,
improving the quality of teaching, increasing student achievement and making schools safer and
better places to learn.” ((Institute of Education 2012, p. 50).
Educational Beliefs and Educational Theories
I believe in keeping factors of age appropriateness, space efficiency, visual appeal, safety
and wellbeing for the students at the forefront in all areas of instruction. Another value that I

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aspire to is a technical user friendly environment, coupled with an effective curriculum. Also,
individualized lesson plans that focuses on exceptionality and diversity thus, highlighting the
student and teacher interaction effectively. The two acts of the U. S. Department of Education
that I hold high regard for are and The No Child Left Behind (NCLB). The Individuals with
Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities
throughout the nation; it governs how states and public agencies provide early intervention,
special education and related services to eligible infants, toddlers, children and youth with
disabilities require states, school districts, and schools to ensure that all students are proficient in
grade-level math and reading by 2014. (No Child Left Behind, 2002)
Research Questions
The case study will use a questionnaire to explore a single student with multiple
disabilities by asking his parents, teachers and the school principal about the child’s needs,
instructional programs and accommodations as well as the progress he has made. This is being
carried out in order to compare the strategies and approaches that have been used to teach this
student so far with the evidence based research study of the literature review. It is hoped that
effective strategies might be incorporated with the current approaches being used for continued
student progress as he ventures forth to middle and high school.
As the participant has been diagnosed with epilepsy, visual impairment (CVI) and
cerebral palsy it is hoped that this case study will provide evidence - based strategies that may be
helpful for the student's academic, social and self-help skills. It is anticipated that this study will
improve the quality of care in academic, social and self-help skills, making Peter’s middle and
high school years as productive as possible.

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Material used for the case study will include an informative email informing participants
about the questionnaire. "(See Appendix A)," the questionnaire will include various aspects of
the student, such as his diagnosis, and how these disabilities have affected his academic
development. Comments will be requested on current instructional strategies and
accommodations, and how these strategies have helped the student in academic, social and self-
help skills. Areas the significant care givers are concerned about and any other concerns and
comments the parents, teachers and principal would like to share.
Chapter 2
Literature review
The challenges faced by teachers and students with multiple disabilities are numerous.
Cognitive problems include attention, perception, memory and problem solving as well as poor
retention of skills, slow rate of learning, and difficulty transferring or generalizing skills learned
in one situation to another situation. Physical and social disabilities encompass visual and
hearing impairment, communication difficulties such as language delay, speech problems, and
limited or no verbal skills. Physical disabilities involve limited mobility, coordination, and fine

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motor skills. Social disabilities would comprise a lack of, or limited self-care and independent
community living skills. behavior, ritualistic behaviors, and inability to attend or relate to people.
The Open Source / Freeware Assistive Technology Software Inventory Users
Miesenberger, Klaus, Zagler, & Karshmer (2010) conducted this research to suggest a
methodology for creating web-based free AT software inventories, which will make the search
and selection of Assistive Technology (AT) products straightforward less expensive, and easier to
find for students with multiple disabilities. The hypothesis of the researchers for The Open
Source / Freeware Assistive Technology Software Inventory Users is the assumption that
students with multiple disabilities have difficulty organizing information systematically. Also,
this Infirmation Technology (IT ) source would help computer and Assistive Technology (AT)
experts to review and access free software testing. These requirements are essential in order to
detect and point out reliability, installation, and compatibility issues. The Open Source /
Freeware Assistive Technology Software Inventory Users could make this process much simpler
for parents, teachers, and students of Special Education in fulfilling their technical needs.
Miesenberger (2010).
The steps entailed in the methodology of this study were: Searching and locating free AT
software available on the internet, installing the application, testing the application,
documenting, usable online inventory design, accessible website development, and update and
maintenance. Miesenberger (2010).
The free AT software inventoryhas been online for six months at the time that this paper
was written. This work has been disseminated through the press, special interest mailing lists and
announcements to all disability organizations and associations. The first reactions and feedback
of the disabled Greek community and related professionals are positive. The website statistics

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show 94,528 hits and 1,886 download by 13,440 unique visitors. 78% of the visitors were from
Greece and the rest accessed the web site from abroad. The Open Source / Freeware Assistive
Technology Software Inventory have received more than 150 user messages (comments on
products, product rating entries, and e-mails). Miesenberger (2010).
The student could eventually build his own inventory of software for maximum
efficiency of his daily academic and social projects. This would give confidence as well as a
feeling of independence which is an important factor for challenged students. Also, his parents,
teachers, and the school principal could benefit from using The Open Source / Freeware
Assistive Technology Software Inventory. This 21st
century technology would be great in the
development of academic as well as social communications.
Autism and Neuro-diversity Among People with Different Relations to Autism
Kapp, Gillespie-Lynch, Sherman & Hutman, T. (2013) conducted an empirical and
quantitative design study. These methods were used to study conceptions of autism and neuro-
diversity among people with different levels of autism. Also, how the disability affected them in
day to day real life situations. The three primary approaches of study were: to characterize
awareness of and evaluations of the neuro-diversity movement online, and to confirm core
distinctions between the medical model and the neuro-diversity movement. An online survey was
posted on Survey Monkey (http://www.surveymonkey.com). (Kapp et al. 2013).
The participants (N= 657) were chosen from numerous and diverse sources, including
organizations that took explicit positions for or against curing autism (e.g., biomedical and

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intensive behavioral intervention-related organizations or autistic self-advocacy groups).
Recruitment was conducted via online advertisements, e-mails and mailed invitations to
participate in the United States and United Kingdom; Facebook, Craig’s List and MySpace were
also used.
The finding of this study provides support for the notion of disability as an interaction
between social factors and personal deficits, the challenges of which do not necessarily make life
less valid or worthwhile but an equally valid part of human diversity, especially in the subjective
experience of disabled people. This study's lack of nonacademic community members among its
research team may have reduced sensitivity to participants' diverse interests and needs. The tools
used for gathering the data might be effectively used in this case study, as a similar research
design could be used by the researcher to gather more information of the student’s parents,
teachers, and school principal’s challeges with Peter.
Multiple –Treatment Design to Activate Non-handheld Pointer Interfaces by Eye or Head
Movement
Man, D. W. K., & Wong, M. L. (2007) conducted a multiple-treatment design (ABCD)
research study which was a repeated-measure, that applied the same procedures across two
participants according to balanced Latin squares. Each participant served as his or her own
"control" The hypothesis of the pilot study was to develop a procedure for evaluating the output
of computer-access systems for helping people with upper-limb functional limitations. The
participants were two students 13 and fifteen years of age with quadriplegic cerebral palsy with
dyskinetic athetosis. . They were requested to activate the non-handheld pointer interfaces by
either eye or head movement. (Man et al. 2007)

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The setting was a workstation comprising of a desktop computer with all of the relevant
hardware and software installed was fixed on a height-adjustable arm with an 18.1-inch LCD
display in a classroom. Although both participants were students with dyskinetic athetosis and
quadriplegia who had not had previous experience in computer access, the clinical prototypes of
access solutions that best suited them were different. The findings were the domains of
"comfort" and "satisfaction" with computer access, as a matter of psychometric study, requires
more attention. The limitations were that the multiple-treatment design (ABCD) research study
would require more careful review, further study and have a larger participant sample.
Participants also suggested two items that in the future could evaluate the level of comfort with a
computer-access system: duration of work and eye strain. (Man et al 2007). The peer reviewed
article above is an innovative method for challenged students. The customized building of a
work station with applicable technology, and focus on using all parts of the student’s body
components for movement might be a useful strategy to assist the care givers as well as the
student options in physical, academic and social skills.
Students with Disabilities Taking AA-MAS in Reading or Math.
CHO, H. NEAL’S (2011) conducted a study using descriptive statistics, chi-square tests
and univariate analyses of variance study to examine the characteristics of elementary school
students with disabilities taking an AA-MAS in reading or math. Were there differences in
performance among the disability categories in the state's AA-MAS reading and math
assessments in 2009? What type of tests did students with disabilities who took an AA-MAS
reading or AA-MAS math in 2009 take in 2008, and what were their performance scores? Were
student assignments to the 2009 AA-MAS assessments appropriate based on their 2008
performance score and test type?

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Participants were predominantly white, male and the most common primary disability
category was learning disability (LD). The participants were from 4,209 elementary students
who took the 2009 AA-MAS reading assessment and 3,489 elementary students who took the
2009 AA-MAS math assessment. The method of research was data extraction from a state
database of student performance, assessment information, and demographics and only those
students were included for whom assessment data also were available from the 2008 school year.
The selected sample numbered 3,260 student participants in the reading assessment and 2,743 in
the math assessment.
The finding of the study were insufficient information to determine why certain students
with disabilities achieved at or above proficiency in reading and math in the general education
assessment in 2008, yet were placed in the AA-MAS assessment in 2009. The researchers were
unable to learn what types of intervention teachers used to improve their instruction, how
teachers monitored student progress, which scientific evidence was used to measure progress,
and what effect the quality of teaching may have had on their students' performance scores.
CHO, 2011).
A major concern of parents, teachers and the principal are Peter’s success in middle and
high school and his future life as a productive adult in society. The study would prove useful for
the participant in terms of preparing the student for state and nation wide testing i.e. STAAR and
SAT.
Visual Analysis Showing a Functional Relationship between Intervention and Change in
Participant Response.
Spooner, Knight, Browder, Jimenez (2011) conducted a single-case multiple probe across
behaviors (i.e., units) with concurrent replication across participants design study. The

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hypothesis was whether visual analysis shows a functional relationship between the introduction
of the intervention and a change in each participant's responding.Participants chosen were three
elementary aged students between 6 and 8 years old. The method was to teach units from an
Early Science curriculum via inquiry-based lessons and effects were to be measured by a
multiple probe design across behaviors (units). The setting of all probe sessions occurred in a
10' X10' tutor room located next door to the participants' classroom. The study included an initial
probe to determine the level of performance on the behavior or skill, a series of intermittent
baseline measurements on level of performance on behaviors being trained as well as prior to the
intervention for each behavior or skill, and following criterion based performance, a probe to
determine what change the intervention had on the level or trend of the data.
The findings of this study using a single-case multiple probe across behaviors design
showed that though all three students began this study with limited knowledge of the science
content; they were all able to meet the criteria for progressing through science lessons for all four
units of instruction with time delay trials embedded during an inquiry-based science lesson.
Limitations of the study were that while prior knowledge of specific learning objectives is not
optimal in research, it is to be noted that typically developing students often begin instructional
units with varying entry knowledge; the overall objective for all learners is an increase in the
breadth and depth of that knowledge.
This study is appropriate in suggestions for helping the participant’s cognitive awareness
in science subjects. It could also be used for other subject areas. It is age appropriate. The
probes of behavioral skills as well as cognitive achievement can be gathered in a comfortable
setting with the least amount of distractions. (Spooner et al, 2011)
A Survey to Gather Information of CVI

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Jackal, Wilson, & Hartmann (2010) conducted a survey to gather information on CVI.
The hypothesis and research questions were: How do parents receive their children’s diagnosis of
CVI, and what supports are provided upon the diagnosis? What educational supports are children
with CVI receiving? And what do the parents of children with CVI feel about the supports that
they and their children receive? The participants were a total of 212 people who responded to
the survey, including 80 parents. The method used was a survey conducted using
SurveyMonkey.com. The 45 questions were broken up into four categories: (1) parents
‘suspicion of CVI, (2) diagnosis and information provided, (3) etiology and visual inventory, and
(4) education and related services. A recruitment e-mail message was sent to four electronic
bulletin boards for parents and one for professionals. A link to the survey was also posted on
Family-Connect, the web site for parents of the National Association of Parents of Children with
Visual Impairments/American Foundation for the Blind (NAPVI/AFB). (Jackal et al 2010) The
findings were that there is much more to be done before parents of children with CVI receive a
correct diagnosis in a timely manner and receive the appropriate educational supports.
This survey study of Cortical Visual Impairment would be useful in gathering pertinent
information about the challenges, and strategic tools for help for the parents, teachers, principal
and the participant, I write this because one of the disabilities that the student is challenged with
is CVI. Currently, there is very limited information about CVI, and every bit of information
about it is useful. (Jackal et al 2010)
Misdiagnosis of Epilepsy amongst People with Intellectual Disabilities.
Chapman, In, Atkinson, Brodie, Mitchell, Garvin & Willis (2010) carried out a systematic
literature review. The purpose of this study was that intellectual disability and epilepsy health
practitioners wanted up-to-date evidence about the misdiagnosis of epilepsy amongst people with

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intellectual disabilities. The hypothesis and research questions discussed are: How common the
misdiagnosis of epilepsy is amongst people with intellectual disabilities, reasons for
misdiagnosis of epilepsy, and implications of misdiagnosis and improving diagnosis. (Chapman
et al. 2010)
Methods used for the systematic literature review were primary studies and systematic
reviews published in the English language between 1998 and 2008. The literature review was
identified from electronic databases, experts, the Internet, grey literature, and citation tracking.
The setting included studies critically appraised by team members using the appraisal tools
produced by the Critical Appraisal Skills Program (CASP) at the Public Health Resource Unit,
Oxford. (Chapman et al. 2010) The findings were robust. It had a number of strengths. It was
carried out by a multidisciplinary team whose members brought a range of skills and knowledge
to the review. Some of the limitations of the review highlighted a clear lack of research focusing
on the diagnosis and misdiagnosis of epilepsy amongst people within intellectual disabilities.
Chapman et al (2010). These types of literature reviews are useful for parents, teachers, and the
principal in understanding the possibility of misdiagnosis, and it awakens awareness of revision
in assessments in order to avoid this mishap. This would help in minimizing incorrect strategies
used, as well as types of medications and other aspects of the student’s wellbeing.
Visual Behaviors of Students with Cortical Visual Impairment
Blanchette (2006) conducted a research project utilizing a mixed method
qualitative/quantitative approach design. This study was carried out to investigate the visual
behaviors of students with Cortical Visual Impairment when environmental modifications were
implemented. The hypothesis for this study was to observe the results of what happens to the

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visual behaviors of students with Cortical Visual Impairment when environmental modifications
are implemented. (Blanchette, 2006)
The method used was an intervention that began by administering The CVI Range
Rating Scale. Each assessment was videotaped for exact student behavior and responses.
Interview questions helped the researcher to build up a knowledge base of the child’s current
level of functioning. Data was collected by way of a data sheet that was created to look at the
relationship between what modification was made and how the students “visual
behaviors“(localize, fixate, and track) were affected. The participants were three multiple
disabled and sensory impaired students. The setting was the classroom and the students were
tested on their visual behaviors by the ability to localize, fixate, and track objects/ items
presented. Individualized environmental modifications were made following preliminary
assessments of each of the students’ visual functioning. (Blanchette, 2006) The findings of the
post-test concluded that the students’ demonstrated improvement in their ability to localize,
fixate and track a target using the CVI Range Rating Scale videotaped responses, for exact
behavior with environmental modifications based upon what phase of CVI they currently
exhibited. (Blanchette, 2006)
Limitations of the study were that while all of the students had similar diagnosis, there
was a variation in the disabilities on a case by case basis. The second limitation was that the
student’s all received different amounts of schooling/ educational services. Finally, the
environments in which data was collected were in different settings. The researcher claims that
the classroom setting was easier to control i.e. by altering lighting, clutter, and the noise level.
However, the researcher did not have control over those elements in the student’s home, thus,
making it more difficult to analyze.

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My conclusion is that the use of the CVI Range Rating Scale as well as each assessment
being videotaped for exact student behavior and responses would be useful for understanding
how to understand better ways to communicate with the participant. The technique of interview
questions would probably help the researcher to build up a knowledge base of the child’s current
level of functioning. Data collection by way of a data sheet that might be created to look at the
relationship between what modification how the participant’s “visual behaviors“(localize, fixate,
and track) are affected would help in academic, and social development.
Performance of Elementary Students with Typical Development TD and Language Learning
Disabilities LLD
Gray, Nippold, M., & Schneider, P. (2012). Investigated via qualitative and quantitative
research study to determine how the performance of elementary students with Typical
Development TD and Language Learning Disabilities LLD vary on analytic writing measures
compared to holistic writing measures. (Gray et al. 2012). The hypothesis was to determine
how the performance of elementary students with Typical Development TD and Language
Learning Disabilities LLD vary on analytic writing measures compared to holistic writing
measures, commonly used to score high-stakes tests. The secondary purpose was to investigate
the relationships among scores on these two types of measures.
The participants were fifty-six 4th and 5th graders with typical development (TD) or
LLD and they were asked to produce 1 narrative and 1 expository writing sample. Measures of
oral language ability and handwriting accuracy-speed were also obtained. The narrative and
expository samples were scored using 5-6 separate analytic measures and 6 separate traits on the
(Six Trait Writing Rubric) STWR. This study used writing samples to compare how students

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with and without LLD scored on analytic writing measures that are typically used in writing
research and on a more holistic measure of writing, STWR which is used in high-stakes writing
assessments.
The findings on narratives were significant as the TD group scored substantially higher
than the LLD group on 5 analytic measures and all 6 traits. Similarly, for expository, the TD
group outscored the LLD group on 3 analytic measures and all 6 traits. Results also demonstrated
that the analytic scores of productivity, sentence complexity, and lexical diversity were correlated
extensively with a higher overall score on the STWR for narrative writing samples only.
Limitations of this study suggest that exclusive use of analytic scores to select treatment goals
and document writing progress may not translate into increased scores on writing rubrics,
particularly for expository writing samples.
A significant amount of information has been gathered from this study, and it might help
the student in successfully developing useful strategies in reading of all subject matter. Also,
language therapists can help the student with speech impediments to increase his speech-
and articulacy while instantaneously minimizing the opposing effect of his verbal challenges, as
well as assisting in his development of speech and vocabulary.
Reading Growth Paths of K-to-12 Students under IDEA’s National Disability
Wei, Xinblackorby, Joseschiller, & Ellen (2011) conducted a longitudinal study to
examine the reading growth paths of K-to-12 students classified under IDEA’s disability
categories at a national level. This study can be useful for the participant’s future academic
development in reading, writing, comprehension and cognitive understanding in all subject areas.
The hypothesis and research questions were identifying the reading growth approaches of
students with disabilities, ages 7 to 17, how the growth curves differ between students with

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learning disabilities and the other 10 disability categories and how the reading growth curves for
students with disabilities differ by gender, race/ethnicity, or SES? (Wei et al. 2011)
The methods used were The Special Education Elementary Longitudinal Study
(SEELS) which tracks growth in reading for a national sample of students with
disabilities as the three features of SEELS make it appropriate for addressing the research
questions. The two-stage sampling procedure enabling generalization to the national
Population of students with disabilities as a whole and to students in each IDEA disability
category; its inclusion of data from a face-to-face assessment of reading performance for
students ages 7 to 15 in Wave 1, ages 8 to 15 in Wave 2, and ages 10 to 17 in Wave 3, which
provides academic growth trajectories for about 3,421 students with disabilities from age 7
through 17; and inclusion of student demographic and family SES information, which supports
the examination of factors related to variations in growth. Data such as, telephone interviews
with parents and emailed surveys of school staff and direct assessments of students' abilities were
gathered.
The results of this study showed comparable rates of growth but differential mean reading
achievement across disability categories. .Compared with students with learning disabilities, all
other disability categories had a similar deceleration rate, except students with speech
impairments decelerated significantly faster and their reading growth trajectories flattened out
sharply in high school. The developmental course of reading achievement in students with
disabilities is better defined by a deficit model rather than by a lag model. Finally, these analyses
confirmed that measures of reading growth need be considered for school accountability
purposes.

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The findings were that students in the 11 IDEA disability categories that was studied
were heterogeneous with respect to reading achievement, and that SEELS was not designed to
have a general education comparison group Other variables were not included in the present
models (e.g., reading instruction, student social-behavioral skills, academic and behavioral
interventions). Finally, these analyses confirmed that measures of reading growth need be
considered for school accountability purposes.
Wide differences in mean achievement were not reflected in the growth in reading as
students’ progressed through their school years as students start their school career in different
places, but in absolute terms gain about the same amount on standardized reading measures.
This study makes a significant contribution by describing with analogous precision with the
reading growth of students with low-incidence situations and that of students with high-incidence
disabilities. The use of vertically scaled reading outcome measures by WJ III W-scores allows
accurate estimation of reading growth across the age range of 7 to 17, or most of students' time in
the K-to-12 education system. This study can be useful for the participant’s future academic
development in reading, writing, comprehension and cognitive understanding in all subject areas.

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Chapter 3
Sample
Recruitment and Site
Consent Procedures
Instruments
Validity and Reliability
Research Approach and Design
Design Choice
Threats to Validity
Steps
Procedure will be a completed questionnaire by parents, care givers, teachers and other
pertinent individuals. Recording of notes while observing the student in class, in the play ground
and his social and self-help skills. Reviewing the student’s IEP as well as his special education
folder. Follow up interviews of the parents, teachers and the school principal. This is being
carried out in order to develop some effective educational strategies for improvement in
academic and social areas.
Timeline
The timeline to complete the study is Spring - Fall of 2013
Organized, Maintained, Analyzed

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Securing Data
Consent Procedures
Procedure to Address Ethical Issues
References
A Survey of Parents of Children with Cortical or Cerebral Visual Impairment. Jackal, Wilson, &
Hartmann. Journal of Visual Impairment & Blindness, October 2010
Blanchette, E. (n.d.). Research Question: What Happens to the Visual Behaviors of my Students?
With Cortical Visual Impairment when I Implement Environmental Modifications?
©2006, American Printing House for the Blind,Inc.
Cerebral Palsy (2009, December 1). Retrieved from http://mayoclinic.com
Cerebral palsy: Hope through research. National Institute of Neurological Disorders and Stroke.
http://www.ninds.nih.gov/disorders/cerebral_palsy/detail_cerebral_palsy.htm. Accessed
Sept.27, 2010.

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Chapman, M., Iddon, P., Atkinson, K., Brodie, C., Mitchell, D., Parvin, G., & Willis, S.
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27
Appendix A: Questionnaire
Masterson_ EDUC 6320_Research Project Complete _ Rubric _ Fall 2012
Chapter 2: Literature review (Minimum of 10 references; typically 10-15 pages)
ORGANIZATION AND STRUCTURE
Subheadings: (5 points)
· Include subheadings that organize the literature review.
Coherence: (5 points)
· Group studies together by topic and arrange in a logical
sequence beginning with less closely related to most closely
related so that the paper flows in a coherent manner.
2
0
· Your articles for the
most part do not
inform your
investigation.

28
REVIEW OF LITERATURE
Peer-Reviewed Articles: (70 points)
· Minimum of 10 peer-reviewed references in APA style at least 6
must be empirical studies (i.e., studies with a method). Four (4)
may be theoretical or opinion pieces, reviews, etc.
Critique empirical studies:
o Include details such as sample, population, research
method, and findings that demonstrate a relationship to
your research topic.
o Include strengths and limitations of each study, where
applicable.
Summary of the Literature Review: (5 points)
· Summarize the reviewed literature to provide a context for the
current research question, including a brief summary of how the
current study will overcome previous limitations and/or enhance
the existing literature.
NOTES:
· To earn full credit for each source reviewed, the study must be
clearly linked to the research topic and must be from a peer-
reviewed journal.
· For these studies, the review must include a critique of the
study’s methodological strengths and limitations. The remaining
sources may include theoretical or opinion pieces, reviews, etc.
APA Style: (5 points)
· Peer-reviewed articles in APA style
20
0
0
· Most of these articles
do not support your
study.
· You did not use
appropriate APA style
for citations. Also,
your reference page is
not formatted
correctly.
WRITTEN PRESENTATION
Grammar and Style: (5 points)
· Edit for appropriate sentence and paragraph structure
APA Style: (5 points)
· Format paper in appropriate APA style (See APA manual.)
2
5
· Frequently it was
difficult to tell what
you were trying to say.
Your sentence
structure needs work.
Chapter 2 – TOTAL POINTS 29

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