Using a Strategy of Structured Conversation to Enhance Quality of Tutorial Time - Essay Example

CRITIQUE: Using a strategy of “structured conversation” to enhance quality ial time – Stephanie Robinson The need for inclusion and equal opportunity with regard to further education, for youth, and particularly for students diagnosed with acute learning disabilities such as, ASD (Autism Spectrum Disorder) has been felt extensively in the UK and hence has been emphasized and propagated as a crucial agenda by the Government. The Disability Discrimination Act 2005 (2009 [online]) offers a special legal provision which ensures the inclusion of students with learning disabilities with a view to offer equal opportunity for education to the youth in UK. However, such efforts cannot be fully realized in the absence of proper knowledge regarding dealing with such students. In this qualitative study, titled - Using a strategy of “structured conversation” to enhance quality of tutorial time the author Stephanie Robinson has proposed a specific approach referred to as “structured conversation” as an effective tool for improving the quality of tutorial time with regard to students with ASD. The article was published in the Journal of Further and Higher Education (Vol. 32, No.1 February 2008). It is an international peer-reviewed academic journal involved in publishing articles and book reviews concerning global issues related to the field of learning and education, especially those with learning disabilities (2009 [online]). The author is a lecturer and module leader for the PGCert.LTHE since 2003 and for the Brunel Associate Practitioner Pathway since. She is involved in various projects including providing further education particularly to students with learning difficulties and is focused on working with both the adolescents as well as adults with ASD. She has also been a part of a program dedicated to development and implementation of training for staff teaching children or adults with autism or Aspergers Syndrome (2009 [online]). Her credentials and extensive knowledge in the field of education (and particularly with regard to students with learning disabilities) establishes her as a worthy and suitable authority within the sphere of research concerning special education. In this article the author Stephanie Robinson, attempts to examine the “The impact of a technique of structured conversation to enhance a student-centered approach to tutorial time for students with autistic spectrum disorder” (2008., Pp.59) and suggests that the development of such an approach can offer enhanced learning support in the current challenge of widening diversity in the learner population. The purpose of the article was aptly accomplished with credible supporting studies and a well organized literature review. The problem discussed in the article, i.e., the various approaches which can be implemented to satisfactorily augment the quality of tutorial time for students with learning disabilities, agreed with the title of the study and holds immense educational significance. Although various interesting observations have been presented in this article, it somehow misses out on outlining the basic objective of rationale of the study, which is not mentioned clearly and is rather generalized. The author states that structure plays a significant role in managing learning and teaching situations as it helps in maintaining the routine as well as the level of order which is essential to which in turn is essential for lessening apprehension and stress of the students involved (Robinson, Pp. 61). However, Baker et al, (2003, Pp.39) states that with regard to students with specific learning disabilities, skills training is most beneficial if a combination of both structured as well as spontaneous activities, since both have certain advantages and limitations. The author has proposed the Comic Strip Conversation as an ideal approach for accomplishing the stated goal i.e., to enhance the quality of tutorial time for students with learning disabilities. Although several researches and studies have promoted this method as ideal for assisting students with learning disabilities, the credibility of such an approach has not yet fully established. This is apparent from the fact that the approach is defined as: “.. a belief (as opposed to a conviction) that visualization and visual supports, found useful in structuring the learning of students with autism" (Gray, 1994, Pp.2). Furthermore, the author has abstained from providing a basic understanding of the guidelines as well as materials which can be used during imparting education to students with ASD, for this approach which were established and piloted for the purpose of appropriately implementing it. The various materials (such as laminate marker boards, paper, or chalk boards) which can be used have several advantages as well as limitations which must be analyzed thoroughly in order to establish the credibility of such an approach for learning (Gray 1994, Pp. 3). Another significant trait of the Comic Strip Conversation approach is that it “can be used with individuals who enjoy drawing”. According to Gray (1994) only this approach could be successfully implemented with respect to only those individuals who displayed an inherent interest in drawing. Hence it is apparent that for students with ASD who do not enjoy communicating using pictures and stories or letters this approach cannot be successfully implemented to derive the desired results (Fouse, Wheeler, 1997, Pp. 114). Apart from the above mentioned drawbacks or limitations of the study under consideration, the author does provide an extensive background about ASD. Adequate explanations and references have been included to offer a wide perspective about the issues being discussed. The information provided is qualitative as well as extensive and is followed by credible supporting evidence. Also, the language used throughout the paper can be easily interpreted and hence can be targeted to a wider range of audiences, as opposed to strictly for researchers and scholars, in the process, reaching out to all sections of the society. Since autism along with other similar learning disabilities is a growing area of concern, it is vital for the general audience to have access to scholarly articles that impart adequate and significant information about the various effective ways and means available at their disposal to help educate an individual diagnosed with such disabilities. It serves as a vital source of information for the peers, parents as well as teachers alike. The problem being discussed was clearly visible to the reader and the several references included helped in establishing a solid foundation for the arguments presented by the author. However, the views and opinions presented by the author were found to be incomprehensive, to a certain degree, and restricted to the knowledge of the author limited to the particular field. The methodology chosen for the purpose of this research was “direct observation”. The direct observation method is by far one of the most appropriate methods (especially in the field of behavioral sciences) for studying subjects (individuals with ASD). This claim is further endorsed by Doyle, et al (2004, Pp. 164) who supports the use of direct observation method as an effective methodology which can be used for psycho - educational testing. Direct observation of individuals has been widely used with ASD for assessing the behavior as well as functioning of the individuals. Carter et al, (1996) identified certain advantages of using this method for studying the behavior of ASD which includes: “…identification of strengths and weaknesses, planning of educational, clinical intervention, and vocational goals; monitoring progress over time; and documentation of intervention and outcomes" (Matson, 2008, PP. 208 – 209) One of the basic advantages of this method is that it offers the researcher an opportunity to observe the chosen subjects in an environment which is familiar to them or where the system is usually used. This puts the subjects being observed at ease, and helps in avoiding any distractions or awkwardness. Furthermore, this method is independent of the respondent’s willingness to participate, since it does not involve them directly. Since any sort of direct engagement of the respondent is eliminated, the observer can effectively note the behavior of the subjects / respondents conveniently and effortlessly. However one of the commonly observed limitations with this method is that the subjects often become aware of being observed and hence are motivated for performing better owing to the attention being paid to them (Kothari, 2008, Pp.96). The above mentioned discussion suggests the credibility of the method used and hence helps in establishing the validity of the outcomes derived. In this particular study the author abstained from using methods which were proven to be distractive to the respondents such as the use of tape recorders. Thus adequate care was taken to ensure that the results derived were credible and appropriate to the best possible extent. However, the limitations of the research methodology adopted were not mentioned by the author, which acts as a setback. Another significant trait of the experiment is the number of respondents. The subjects under observation were limited, two to be specific, and hence is rather insufficient to draw proper results. In order for a research methodology to be valid and credible, it requires adequate number of respondents so as to enable the researcher to quantify the result and present a proper explanation of the experiment conducted by them. In the absence of adequate respondents the inferences drawn there from can hardly be regarded as credible and cannot be used as a basis for further research. Furthermore, essential (or rather critical) details concerning the respondents is withheld by the author such as age, gender etc. In absence of such vital information it is impossible to draw effective outcomes. Any study involving the observation of human subjects raises serious ethical concerns regarding the protection of their identity. Researchers are often required to obtain written consents from their subjects / respondents with a promise of protecting their confidentiality (Kendall, 2008, Pp.37). Although in this particular study the author obtained permission for observing the respondents, vital information such as age and gender were missing, which are crucial for deriving logical conclusions. In the absence of such information the conclusions derived would be inadequate for use for further research since future researchers would not be able to observe the differences in behavior with respect to age and gender related aspects. Thus such an inadequacy with respect to presentation of critical facts acts as a serious limitation of this study and hampers its very purpose. Inadequacy of sample size negatively impacts the research findings. Haslam and McGarty (2003, Pp. 124) state that: “Other things being equal the larger the sample size is, the less uncertainty there will be about what is going on in the population from which the sample is drawn. This is because larger surveys have greater probability of revealing relationships between variables that exist in the population" Bartlett et al (2001, Pp.31) stated that: “...two of the most consistent flaws (with regard to sampling) included - disregard for sampling error when determining sample size and disregard for response and non response bias" Also, the participants were known to the author. Random sampling would have afforded more freedom with regard to unbiased analysis of the respondents. The outcomes so derived would have been relatively more credible and reliable. Of the two students chosen for the purpose of this experiment, student 1 had been previously analyzed using the adolescent and adult psycho-educational profile which is specific to autism while the second student had not been formally analyzed at college unlike the first student. The apparent difference between the chosen subjects does of dissimilarity and hence “wider” choice of subjects. However, no comparisons could possibly be drawn from such an experiment since both the categories of respondents, i.e., one who was previously analyzed and the other who wasn’t, had only one respondent. The two categories could have been more comparable if the sampling size was increased to contain at the least, more than two respondents in each category to afford proper comparisons. Secondly the background of the students also differed significantly. While one student was observed to have certain behavioral difficulties associated with functional communication the other displayed fluent verbal communication along with a good vocabulary. The two subjects were drastically different from one another and hence the outcomes drawn from them could neither be compared amongst one another nor be worthy of further research on account of limitation of the sample size as well as non disclosure of vital information regarding the subjects concerned. Presentation of findings was made through pictorial representation. Charts were used to display the outcome/s of the study however; a clear lack of proper quantitative analysis was felt. However adequate explanations of the same in the form of text were found to be missing. According to Wolff, (1987): “...Research experiences have to be transformed into text and to be understood on the basis of texts. A research process has findings only when and as far as these can be found in a report, no matter whether and which experiences were made by those who were involved in the research" (Flick, 2002, Pp.238). Similar sentiments regarding the presentation of research findings have been shared by Verma and Mallick (1999, Pp. 42 - 43) who state that: “Technical and statistical information may not be meaningful or comprehensible to some people. ... Ideally, the researcher ought to make the findings available in a simple and intelligent manner using a minimum of jargon so that they may be followed by the widest possible audience" The conclusions derived by the author were tested logically however there is a need for additional research (preferably with a larger sample size) with subjects belonging to diverse backgrounds. Finally, the list of references included by the author was consistent with the widely used practices and was appropriately cited (both within and at the end of the article). The author Stephanie Robinson, can certainly be regarded as an authority in the field of education research, specifically with regard to the study and analysis of students with learning disabilities (and in particular ASD). Her extensive experience in the said field adds to her credibility and knowledge and the thoughts and ideas presented in the article critiqued, are exceptional. However, owing to certain limitations specifically those related to the sampling size and methods used for data analysis, the study fails to accomplish the desired objective – that of presenting the audience or the target reader with a comprehensive (if not all exhaustive) and valid information regarding the appropriate approach that can be adopted to enhance the quality of tutorial time with regard to individuals with ASD. Criticism apart, the author does display lucid interpretation skills and possesses the ability to hold the audience’s attention and the simplicity of presentation holds a promise of reaching a wider audience. The overall purpose of the study is achieved with ease, that of presenting a view that the learning skills of individuals with ASD can be enhanced by providing a structured environment and through a specific approach termed as Comic Strip Conversation. The author has managed to generate awareness regarding the pressing need for a structured approach and intervention techniques to assist such students, which in itself offers a clear indication of the scope and significance of the issue as a significant alternative for future research. References Baker, J. E., Myles, B. S., 2003. Social Skills Training for Children with Adolescents with Asperger Syndrome, Autism Asperger Publishing Company, Pp. 39 Bartlett, J. E., Kotrlik, J. W., Higgins, C. C., 2001. Organizational Research: Determining Appropriate Sample Size in Survey Research, Information Technology Learning and Performance JOurnal, Vol. 19, No. 1, Pp. 43 Brunel University, Stephanie Robinson [online] http://www.brunel.ac.uk/about/acad/apdu/getintouch/stephanierobinson [Accessed on: 7/10/09] Flick, U., 2002. An Introduction to Qualitative Research, SAGE Publication, Pp.238 Fouse, B., Wheeler, M., 1997. A Treasure Chest of Behavioral Strategies for Individuals with Autism, Future Horizons, Pp. 115 Gray, C., 1994. Comic Strip Conversations, Future Horizons Publication, Pp. 2 – 5 Kendall, D., 2008. Sociology in Our Times: The Essentials, Ethical Issues in Sociological Research, CENGAGE Learning, Pp. 37 Kothari, C. R., 2008. Research Methodology: Methods and Techniques, New Age International, Pp. 96 McGarty, C., Haslam, S. A., 2003. Research Methods and Statistics in Psychology, SAGE Publication, Pp. 124 Matson, J. L., 2008. Clinical Assessment and Intervention for Autism Spectrum Disorders, Academic Press, Pp. 208- 209 Office of Public Sector Information., Disability Discrimination Act, [online] http://www.opsi.gov.uk/Acts/acts2005/ukpga_20050013_en_1 [Accessed: 7/10/2009] Simpson, R. L., Griswold, D. E., 2004. Autism Spectrum Disorders: Interventions and Treatments for Children and Youth, Corwin Press, Pp. 86 Taylor and Francis Group., Journal of Further and Higher Education [online] http://www.tandf.co.uk/journals/titles/0309877X.asp [Accessed on: 7/10/09] Varma, G. K., Mallick, K., 1999. Researching Education: Perspectives and Techniques, Routledge: Taylor and Francis Group, Pp. 42 - 43 Read More