Dr. Donna Martinez Research Presentation
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Research Agenda
Donna Martinez, Ed.D. February 2009
Overview 1. Personal introduction 2. Scholarship 3. Primary research 4. Future research 5. Summary of contributions
Dr. Donna Martinez - Personal Introduction
Educational Experience Ed.D.
2009
George Washington University, Special Education
M.A.
1999
Chapman University, Orange, CA Special Education
B.A.
1975
California State University, Sacramento, CA Social Science (Anthropology)
Professional Experience HIGHER EDUCATION 2007-Present Project Director, George Washington University HEATH Resource Center, Washington, DC 2006-2007
Interim Project Director, Candidate Program Assessment System, Office of the Dean, The George Washington University Graduate School of Education and Human Development, Washington, DC
Professional Experience Instructor: Masters Of Arts Teacher/Special Education TRED 226- Diagnostic Teaching of Reading George Washington University, Washington, DC Graduate School of Education and Human Development, Department of Teacher Preparation and Special Education MAT 520 - The Diverse Classroom MAT 511 - Elementary Student Teaching Seminar 1: The Professional Educator University of Phoenix-Online, Phoenix, AZ Online Education Facilitator- Masters in Teaching
Professional Experience Highly Qualified Teacher Social Science, General Education 13 years teaching experience: Virginia/California, LD, MR, SD, Non-Categorical Program K-8, Bi-lingual Initiated innovative programs: Team teaching, inclusion, Galef Institute's Different Ways of Knowing (DWoK) Leadership: Eligibility Chair, Teacher-in-Charge Special Education Advisory Committee School Board
Leadership Experience Director of national, state, local boards Advisor for grant projects (NIDRR, ADD) Grant Reviewer for Projects of National Significance
Editorial Reviewer for journals Invited Presenter at national workshops, conferences
Professional, Leader, Instructor, Member of the Community…
Ready to Take on New Responsibilities
Evidence of Scholarship
Publications In Progress:
Parents’ Involvement in Transition Planning for Their Young Adult Children with Intellectual Disabilities. To be submitted for publication by Fall 2009.
In Press:
Recommendations to National Interagency Committee on Disability Research. (Winter 2009). Career Development for Exceptional Individuals.
In Press:
Chapter 6: Support Services in Integrating Transition Planning into the IEP Process, 3rd Edition, Lynda West (Ed.) Arlington, VA: Council for Exceptional Children.
Publications 2007-2009
The GW HEATH Resource Center Web Content and Publications including: ADA-AA What Does It Mean (resource paper) Parent’s Guide to Transition (module) Planning for Post School Outcomes and Emerging into Adulthood: A Resource Guide for Parents of Youth with Intellectual Disabilities (resource paper) A Resource Guide for Parents of Youth with Intellectual Disabilities (resource paper)
Publications 2008
Planning for adulthood in Virginia: State and local support systems for individuals with intellectual disabilities. Everyone Together http://everyonetogether.org/index.html
2006
With Debra Hart, Meg Grigal, Caren Sax, and Madeline Will. Postsecondary options for students with intellectual disabilities. Research to Practice. Issue 45. http://tinyurl.com/PSE-options
Presentations Guest lecturer: George Washington University- Parent Perspective of Special Education and Temple University-Inclusive Education and Postsecondary Life Accessing and Succeeding in Postsecondary Education: Resources and reality for students with disabilities. (Invited) College Summit Institute, Baltimore, MD. July 10, 2008 Transition to Higher Education for Students with Learning Disabilities: Building Effective Partnerships and Resources. The National Joint Committee on Learning Disabilities (NJCLD) Invitational Symposium, Rockland, MD. May 30 2008 Advising High School Students with Disabilities. CEC-DCDT Conference. Orlando, FL. October 18-20, 2007 Least Restrictive Environment (LRE), Implementation of IDEA 2004, and New Regulations. OSEP Leadership Conference. Washington, DC August 28, 2006
Professional Organizations Learning Disabilities Association Council for Exceptional Children National Association for Secondary Principals American Association for Individuals with Intellectual and Developmental Disabilities TASH
Primary Research Interests Transition from high school to college for individuals with disabilities Families and disability Normalization & Hope Theories
Recent Research 2009: Parents’ Involvement in Transition Planning for Their Young Adult Children with Intellectual Disabilities
Conceptual Framework Normalization of people with intellectual disabilities Parent involvement in transition is collaborative Resources, resource-bridging and their distribution are needed Transition processes lead to well-being and quality of life
Research Questions Seven research questions and six hypotheses examined following over-arching questions: 1.
2.
3.
4.
Involvement of Virginia parents of youth ages 14-22 years with ID in transition planning Parent desire and expectations for postschool options (postsecondary and employment) Influence of inclusion experiences on parents’ desires for continued postsecondary education (PSE) Parents’ means of accessing information to achieve goals
Research Questions Hypotheses examined subtle differences between levels of consistency for:
Desires and expectations of parents for their children Experiences over time:
Levels of parent involvement
Access to information
Inclusion of their children
Methodology Survey: Quantitative/Open-ended question Census sampling of small finite sample Mixed modes: Web-based, mail, or telephone Descriptive and correlational analysis for confidence intervals/differences : Scales and individual items Qualitative: Grounded Theory Triangulation of qualitative and quantitative data
Respondents Sample frame: The Arc of Northern Virginia Population: 2006 database of 1600 members/friends Census sample of 136 families with youth ages 14-22 years by June 30, 2006 N= 61; Return rate 45% Qualitative response: N = 45; Return rate 73%
Summary of Research Results
Photo courtesy of The Arc of Northern Virginia http://www.thearcofnova.org/
1. Involvement Patterns of Parents
Photo courtesy of The Arc of Northern Virginia http://www.thearcofnova.org/
1. Involvement Patterns of Parents
Preferred face-to-face, formal means of accessing information & involvement, primarily from school Deferred involvement in transition planning
Compliance issue?
Eager to participate, but frustrated or thwarted
Pockets of excellence
Desired more information, supports, & funding
Increased communication & collaboration
Advocacy and training beneficial
2. Parent Desires and Expectations
Photo courtesy of The Arc of Northern Virginia http://www.thearcofnova.org/
2. Parent Desires and Expectations
Hopeful expectations for high functioning children
Concerns for the future & quality of life/well-being
Education: Center based career or vocational preparation and training (D = 66%, E = 54%) Employment:
Desired: Integrated business environment with full benefits (67%) Expected: Volunteer and not receive pay (54%)
3. Influence of Inclusion on Parents’ Desires / Expectations for PSE
Photo courtesy of The Arc of Northern Virginia http://www.thearcofnova.org/
3. Influence of Inclusion on Parents’ Desires / Expectations for PSE
More inclusion for the student related to: ¾
More transition involvement ** **r 2 = .09, school; r 2 = .07, nonschool
Total time children spent in the general education classes correlated to D/E for PSE
4. Access to Information Patterns
Photo courtesy of The Arc of Northern Virginia http://www.thearcofnova.org/
4. Access to Information Patterns
Plans: 54% did not have/unsure Goals: 22% unaware
Family the greatest resource for PSE information
Low degree of PSE knowledge and access to PSE information from school & nonschool sources More access of information correlated only to parent desires/expectations for Volunteer and not receive pay School resources: Stronger positive correlation between D/E for college as an option [**Scale had fair degree of relationship; α = .497] Exception: Parents with least amount of participation had the highest correlation for D/E of work in sheltered environment
Interpretation of Results
Transition process deferred for lack of shared vision, available options, information—Concern for compliance
Quality of life—hope vs. reality and its barriers to success
Parents incorporated advocacy and political action
Preference for an integrated employment, emerging PSE
Higher involvement/access to information showed higher correlation between parent D/E for volunteering and PSE Linear relationship between lowered involvement to D/E sheltered workshop
Interpretation of Results Inclusion:
Positively correlates with involvement - relationship not powerful
Total time children spent in the general education classes was correlated to both parents’ desires and expectations of college.
Recommendations for Practice
1. Implement parent-centered strategies coordinated between LEA, PTI, Community Adult Agencies, DSO to increase parents’ awareness early 2. Inform all postschool options using awareness programs -assess for effectiveness 3. Provide continued access to and participation in the general education curriculum 4. Express and maintain positive, high individual, academic, and community expectations for students with disabilities
Future Research Evaluate family/professionals mentoring (collaboration project, possible grant funding) Examine the discordance between desires and expectancies Impact of parent involvement and parent access to information (IDEA- Indicator 8) has in relation to transition planning (IDEA- indicator 13) and postschool outcomes (IDEA-indicator 14) Hope Theory and its effect on students, parents, teachers
Relevancy of Research 9
9
Research to practice for preservice teachers Parent involvement, communication, collaboration
9
Education policy
9
Education leadership
9
Added grant projects, resources
9
Explore expansion of certificated programs
Summary of Contributions Educate: Advise, counsel, and facilitate new learning for diverse learners using
Engage: Students, colleagues, local leaders, national/international professional communities of practice to tap into our collective creativity across multiple platforms
Empower:
AU teachers as leaders Îstudents as self-
determined
Evaluate: Summative, formative, and reflective Evolve: New programs, new research, new products, and pedagogies to build capacity and sustainability
Donna Martinez, Ed.D. February 2009
Overview 1. Personal introduction 2. Scholarship 3. Primary research 4. Future research 5. Summary of contributions
Dr. Donna Martinez - Personal Introduction
Educational Experience Ed.D.
2009
George Washington University, Special Education
M.A.
1999
Chapman University, Orange, CA Special Education
B.A.
1975
California State University, Sacramento, CA Social Science (Anthropology)
Professional Experience HIGHER EDUCATION 2007-Present Project Director, George Washington University HEATH Resource Center, Washington, DC 2006-2007
Interim Project Director, Candidate Program Assessment System, Office of the Dean, The George Washington University Graduate School of Education and Human Development, Washington, DC
Professional Experience Instructor: Masters Of Arts Teacher/Special Education TRED 226- Diagnostic Teaching of Reading George Washington University, Washington, DC Graduate School of Education and Human Development, Department of Teacher Preparation and Special Education MAT 520 - The Diverse Classroom MAT 511 - Elementary Student Teaching Seminar 1: The Professional Educator University of Phoenix-Online, Phoenix, AZ Online Education Facilitator- Masters in Teaching
Professional Experience Highly Qualified Teacher Social Science, General Education 13 years teaching experience: Virginia/California, LD, MR, SD, Non-Categorical Program K-8, Bi-lingual Initiated innovative programs: Team teaching, inclusion, Galef Institute's Different Ways of Knowing (DWoK) Leadership: Eligibility Chair, Teacher-in-Charge Special Education Advisory Committee School Board
Leadership Experience Director of national, state, local boards Advisor for grant projects (NIDRR, ADD) Grant Reviewer for Projects of National Significance
Editorial Reviewer for journals Invited Presenter at national workshops, conferences
Professional, Leader, Instructor, Member of the Community…
Ready to Take on New Responsibilities
Evidence of Scholarship
Publications In Progress:
Parents’ Involvement in Transition Planning for Their Young Adult Children with Intellectual Disabilities. To be submitted for publication by Fall 2009.
In Press:
Recommendations to National Interagency Committee on Disability Research. (Winter 2009). Career Development for Exceptional Individuals.
In Press:
Chapter 6: Support Services in Integrating Transition Planning into the IEP Process, 3rd Edition, Lynda West (Ed.) Arlington, VA: Council for Exceptional Children.
Publications 2007-2009
The GW HEATH Resource Center Web Content and Publications including: ADA-AA What Does It Mean (resource paper) Parent’s Guide to Transition (module) Planning for Post School Outcomes and Emerging into Adulthood: A Resource Guide for Parents of Youth with Intellectual Disabilities (resource paper) A Resource Guide for Parents of Youth with Intellectual Disabilities (resource paper)
Publications 2008
Planning for adulthood in Virginia: State and local support systems for individuals with intellectual disabilities. Everyone Together http://everyonetogether.org/index.html
2006
With Debra Hart, Meg Grigal, Caren Sax, and Madeline Will. Postsecondary options for students with intellectual disabilities. Research to Practice. Issue 45. http://tinyurl.com/PSE-options
Presentations Guest lecturer: George Washington University- Parent Perspective of Special Education and Temple University-Inclusive Education and Postsecondary Life Accessing and Succeeding in Postsecondary Education: Resources and reality for students with disabilities. (Invited) College Summit Institute, Baltimore, MD. July 10, 2008 Transition to Higher Education for Students with Learning Disabilities: Building Effective Partnerships and Resources. The National Joint Committee on Learning Disabilities (NJCLD) Invitational Symposium, Rockland, MD. May 30 2008 Advising High School Students with Disabilities. CEC-DCDT Conference. Orlando, FL. October 18-20, 2007 Least Restrictive Environment (LRE), Implementation of IDEA 2004, and New Regulations. OSEP Leadership Conference. Washington, DC August 28, 2006
Professional Organizations Learning Disabilities Association Council for Exceptional Children National Association for Secondary Principals American Association for Individuals with Intellectual and Developmental Disabilities TASH
Primary Research Interests Transition from high school to college for individuals with disabilities Families and disability Normalization & Hope Theories
Recent Research 2009: Parents’ Involvement in Transition Planning for Their Young Adult Children with Intellectual Disabilities
Conceptual Framework Normalization of people with intellectual disabilities Parent involvement in transition is collaborative Resources, resource-bridging and their distribution are needed Transition processes lead to well-being and quality of life
Research Questions Seven research questions and six hypotheses examined following over-arching questions: 1.
2.
3.
4.
Involvement of Virginia parents of youth ages 14-22 years with ID in transition planning Parent desire and expectations for postschool options (postsecondary and employment) Influence of inclusion experiences on parents’ desires for continued postsecondary education (PSE) Parents’ means of accessing information to achieve goals
Research Questions Hypotheses examined subtle differences between levels of consistency for:
Desires and expectations of parents for their children Experiences over time:
Levels of parent involvement
Access to information
Inclusion of their children
Methodology Survey: Quantitative/Open-ended question Census sampling of small finite sample Mixed modes: Web-based, mail, or telephone Descriptive and correlational analysis for confidence intervals/differences : Scales and individual items Qualitative: Grounded Theory Triangulation of qualitative and quantitative data
Respondents Sample frame: The Arc of Northern Virginia Population: 2006 database of 1600 members/friends Census sample of 136 families with youth ages 14-22 years by June 30, 2006 N= 61; Return rate 45% Qualitative response: N = 45; Return rate 73%
Summary of Research Results
Photo courtesy of The Arc of Northern Virginia http://www.thearcofnova.org/
1. Involvement Patterns of Parents
Photo courtesy of The Arc of Northern Virginia http://www.thearcofnova.org/
1. Involvement Patterns of Parents
Preferred face-to-face, formal means of accessing information & involvement, primarily from school Deferred involvement in transition planning
Compliance issue?
Eager to participate, but frustrated or thwarted
Pockets of excellence
Desired more information, supports, & funding
Increased communication & collaboration
Advocacy and training beneficial
2. Parent Desires and Expectations
Photo courtesy of The Arc of Northern Virginia http://www.thearcofnova.org/
2. Parent Desires and Expectations
Hopeful expectations for high functioning children
Concerns for the future & quality of life/well-being
Education: Center based career or vocational preparation and training (D = 66%, E = 54%) Employment:
Desired: Integrated business environment with full benefits (67%) Expected: Volunteer and not receive pay (54%)
3. Influence of Inclusion on Parents’ Desires / Expectations for PSE
Photo courtesy of The Arc of Northern Virginia http://www.thearcofnova.org/
3. Influence of Inclusion on Parents’ Desires / Expectations for PSE
More inclusion for the student related to: ¾
More transition involvement ** **r 2 = .09, school; r 2 = .07, nonschool
Total time children spent in the general education classes correlated to D/E for PSE
4. Access to Information Patterns
Photo courtesy of The Arc of Northern Virginia http://www.thearcofnova.org/
4. Access to Information Patterns
Plans: 54% did not have/unsure Goals: 22% unaware
Family the greatest resource for PSE information
Low degree of PSE knowledge and access to PSE information from school & nonschool sources More access of information correlated only to parent desires/expectations for Volunteer and not receive pay School resources: Stronger positive correlation between D/E for college as an option [**Scale had fair degree of relationship; α = .497] Exception: Parents with least amount of participation had the highest correlation for D/E of work in sheltered environment
Interpretation of Results
Transition process deferred for lack of shared vision, available options, information—Concern for compliance
Quality of life—hope vs. reality and its barriers to success
Parents incorporated advocacy and political action
Preference for an integrated employment, emerging PSE
Higher involvement/access to information showed higher correlation between parent D/E for volunteering and PSE Linear relationship between lowered involvement to D/E sheltered workshop
Interpretation of Results Inclusion:
Positively correlates with involvement - relationship not powerful
Total time children spent in the general education classes was correlated to both parents’ desires and expectations of college.
Recommendations for Practice
1. Implement parent-centered strategies coordinated between LEA, PTI, Community Adult Agencies, DSO to increase parents’ awareness early 2. Inform all postschool options using awareness programs -assess for effectiveness 3. Provide continued access to and participation in the general education curriculum 4. Express and maintain positive, high individual, academic, and community expectations for students with disabilities
Future Research Evaluate family/professionals mentoring (collaboration project, possible grant funding) Examine the discordance between desires and expectancies Impact of parent involvement and parent access to information (IDEA- Indicator 8) has in relation to transition planning (IDEA- indicator 13) and postschool outcomes (IDEA-indicator 14) Hope Theory and its effect on students, parents, teachers
Relevancy of Research 9
9
Research to practice for preservice teachers Parent involvement, communication, collaboration
9
Education policy
9
Education leadership
9
Added grant projects, resources
9
Explore expansion of certificated programs
Summary of Contributions Educate: Advise, counsel, and facilitate new learning for diverse learners using
Engage: Students, colleagues, local leaders, national/international professional communities of practice to tap into our collective creativity across multiple platforms
Empower:
AU teachers as leaders Îstudents as self-
determined
Evaluate: Summative, formative, and reflective Evolve: New programs, new research, new products, and pedagogies to build capacity and sustainability
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