Child Abuse and Neglect of Children with Disabilities - Literature review Example

Child Abuse and Neglect of Children with Disabilities 1st Dissertation: School Psychologists’ Experiences with Teacher-To-Student Mistreatment Child abuse and neglect of children with disability is a common phenomenon within school settings. It has been established that children with disabilities are prone to neglect and maltreatment, unlike the nondisabled children. Current research shows that children with mild to moderate disabilities are at a higher risk than those with severe disabilities (Peterson, Durfee, & Coulter, 2003). It should be noted that majority of the children who are out of school consists children with disabilities. This is because children with disabilities may not be able to access the curriculum, and those who do, are abused by their peers and teachers because such teachers are unable to address diverse needs in an inclusive classroom (Srivastava, 2013). Therefore, children with disabilities are at a very high risk of being abused and neglected. Maltreatment originates from factors pertaining to the child, their family and their community or society (Child Welfare Information Gateway, 2004). In 2010, in the United States of America, it was reported by the U.S. Department of Health and Human Services that close to 760,000 children were victims of abuse or neglect in 2008 and some of children died of child abuse (Effgen, 2013). Out these, about 15% of the children who are abused and neglected are children with disability. The reason for high prevalence of child abuse and neglect among children with disability is because such children may not be able to report the neglect or abuse to relevant parties or run way from it. Previous indicate that most children with disabilities did not report the abuse or neglect, though they were subjected to physical, sexual and emotional abuse (Ayers, Baum, McManus, & Newman, 2007). Lyles (2014) carried out a qualitative study that sought to provide a description of the experiences of psychologists with teacher-to-student mistreatment in the Pre-Kindergarten to the Grade 12 level of education. The researcher conducted a qualitative, transcendental and phenomenological study (Lyles, 2014). In this study, Lyles used members of the Virginia Academy of School Psychologists and Virginia school psychologist, who filled an online survey. The findings of the study indicated that there is teacher-to-student mistreatment within schools, as supported by about 75% of the respondents/school psychologists (Lyles, 2014). In addition, psychologists are of the opinion that teacher-to-student mistreatment is inappropriate ethically and morally. They also indicated that the consequences of teacher-to-student mistreatment can be long term for students (Lyles, 2014). However, Lyles established in her study that school psychologists were willing to offer a preventive or proactive link to encourage students, parents, teachers and administrators to seek early interventions. It was established that mistreatment takes various forms such as deliberate inaction by teachers in denying or ignoring student requests. Also, teachers isolate and exclude students from class activities or programs. By carrying out a qualitative inquiry, it was possible for the researcher to use a descriptive approach to examine complex social issues. It was also possible to find information pertaining to an intricate and sensitive phenomenon. This is because a qualitative approach takes an engaged stance, not an abstracted one (Luton, 2010). Therefore, it offers the researcher a chance to be involved, enabling him or her to gain knowledge of and with participants. The researcher relied on first person accounts, which provides rich information for research. In addition, Lyles used in depth interviews to collect relevant information. This was augmented by the researcher’s use of open ended questions in the in depth interviews. The use of open ended questions is advantageous in collecting reliable and valid information because it provides participants with an opportunity of providing their own views. In this case, Lyles used reflections from experience of co-researchers while utilising researcher annotated observations. Lyles’ choice of participants was quite appropriate because she relied on psychologists who had a work experience of more than two years. This means that the information that was collected had a high propensity of being reliable. The researcher arranged the literature review in themes and took note of significant studies. In addition, Lyles clearly outlined the physical and psychological treatment, which is abusive and or neglectful and can negatively impact students. Other significant themes pertaining to child abuse and neglect identified by Lyles include commission and omission acts that are psychologically damaging and those that impact the way that other children view a child with disabilities. It is imperative to find out the root cause of the problem that is under study, without which it may be difficult to make any reliable or valid inferences. Lyles has sought to find out the causes of mistreatment among students. In terms of the research approach and methodology, Lyles followed the required etiquette by seeking permission to obtain mailing labels of the participants from the relevant authorities, prior to sending them mail. Lyles also used purposeful sampling in this study, which is an ideal approach of interviewing only those people who can produce the required information. The researcher carried out a pilot test so as to establish whether her research instruments and data collection methods could lead to collection of complete and reliable data (Sim & Wright, 2002; McNabb, 2004; Martella, 2013). Lyles made prior considerations of issues of ethics such as confidentiality and privacy and data security and addressed them adequately. However, Lyles’ study ignored physical abuse and sexual abuse by teachers. Instead, the researcher focused on verbal and nonverbal mistreatment of students by teachers, as observed by school psychologists. The researcher did not carry out a state-wide survey. Instead, the research focused on the commonwealth of Virginia alone. In addition, the researcher did not seek to include participants from private educational institutions. Given that the researcher only studied the Commonwealth of Virginia, generalizability or transferability of study findings could not be possible. In addition, Lyles relied on reporting of recollections, which is subject to personal bias. Lyles could have improved this study by including aspects of physical abuse and sexual abuse by teachers, though in brief, rather than focusing on verbal and nonverbal mistreatment of students by teachers, as observed by school psychologists only. The researcher should have identified and clarified the independent, dependent variables and research hypotheses. In addition, it could be ideal to define the core terms that are related to the study and provide recommendations at the end. Generalizability of the research could also be improved, if a wider area for study was considered such as carrying out a state-wide survey, rather than confining the study within the commonwealth of Virginia alone. In addition, the researcher could have sought to include participants from private educational institutions because teacher-to-student mistreatment is also evident in private educational institutions. Therefore, it would be better to include psychologists from private schools to create a balance of the study in terms of sectors, rather including school psychologists operating in the commonwealth of Virginia and those who are members of Virginia Academy of School Psychologists only. It could also help if random sampling was used so that every element under study could have a chance of being picked, followed by purposeful sampling to pick the right respondents who could provide reliable information. From Lyles’ dissertation, I have learnt that it is important to organise a study in themes, especially in the literature so as to have a clear focus on the research questions and hypotheses to be answered and tested, respectively. It is also imperative when a study involves a significant number of stakeholders. The reviewed work of Lyles is relevant in the field of education because by identifying the causes of maltreatment among students by teachers and the perceptions of various education stakeholders, valid and applicable recommendation can be made to solve the problem and increase educational outcomes among education institutions. 2nd Dissertation: Comparing the Perceptions of Inclusion between General Education and Special Education Teachers In a study that is closely related to child abuse and neglect of children with disability, Bruster (2014) carried out a quantitative and causal comparative research. The study sought to compare the perceptions of inclusion between general education and special education teachers and was carried out in some six, rural high schools situated in Northeast Georgia (Bruster, 2014). Bruster wanted to establish the perceptions of inclusion of students with disabilities in high school classrooms, as held by general education teachers, compared to special education teachers. The research also sought to determine whether there is a difference between inclusive education perceptions for teachers with different teaching assignments (Bruster, 2014). General findings of Bruster’s study indicated that special education teachers were more positive, compared to general education teachers about inclusion of students with disabilities. Further, special education teachers were ready to address the influence of students with disabilities and manage behaviour in an inclusive classroom (Bruster, 2014). It was also found out that the two groups of teachers exhibited no differences in teacher self efficacy. According to the study, the independent variable was the teaching assignment of the educator while the dependent variable was the perceptions of teachers on inclusion, as measured by the Opinions Related to Inclusion. Inclusion was meant to focus on students with disabilities (Bruster, 2014). Therefore, when the term inclusion is used, it refers to classrooms having children with disabilities and being taken care of to enable them to achieve educational outcomes. The researcher queried the perceptions on the benefits of inclusive education for students with disabilities, as held by high school general education teachers and high school special education teachers. Bruster also sought to find out the perception that high school general education teachers and high school special education teachers held on classroom management of inclusive classes. High school general education teachers’ and high school special education teachers’ perceptions on personal teaching efficacy were also studied. The researcher collected data from participants by sending them email. Upon collection of data, analysis was carried out using the Statistics Package for Social Sciences 21 to enable the researcher manage and carry out visual representation of data (Bruster, 2014). The researcher carried out t-tests to find out the statistical differences between the two groups of items that were under study. The researcher managed to provide full information pertaining to purpose of study, confidentiality and data security to participants prior to collection of data. This increased the chances of obtaining valid and reliable information. It is imperative to let the respondents to know and understand their rights and what the survey entails by letting them to read and understand important elements of the research. They also have a chance of having full knowledge of the purpose and objectives of the survey before they decide to participate, or not (Ibekwe, 2007). This may also increase the rate of response because validity of the research can be threatened by low response rates. This is because when fewer people respond to the survey, compared to the initial sample, representativeness diminishes. Lack of clarification of research objectives reduces the motivation to respondents to participate. In addition, the researcher has been able to identify all the variables of the study, making a distinction between dependent and independent variables. This has allowed the researcher to concentrate and focus on the most important variables of the study in carrying out the survey. It also provides the researcher with an opportunity to make important statistical considerations to know the manner in which the data will be tabulated and analysed. Data analysis was carried out in a proper manner. For instance, a t-test was carried out so as to establish statistical differences between the two groups on the items under study. It could then be known whether the two groups’ scores were a product of chance, or they represented a significant statistical difference (Bruster, 2014). Bruster used the approach of thematic presentation of findings with figures and graphs. Thematic presentation of results or findings enables a researcher to make considerations of the participants in reporting the findings while acknowledging the research context. It has been possible for the researcher to share his insights on what the reported findings mean. The researcher also sought to answer each of the research questions in a systematic manner while testing the research hypotheses and presented this information in the research findings. In addition, results and discussion were carried out on the basis of hypotheses and research questions. The research has provided recommendations for practical application future research. Bruster has clearly stated the significance of the research while identifying the existing gap in literature and existing research. In addition, the researcher has carried out proper identification of research hypotheses, indicating both the null and alternative hypothesises. The procedure of identification variables has been outlined clearly. Core terms related to the research have been defined by the researcher while the literature has been well organised into themes, beginning with the history of special education, followed by the history of inclusion. According to Calmorin (2007), it is important to define the core terms that are related to the study. Other themes in the literature review include inclusion laws in classroom and the importance of perception. The research has studied the perceptions of all the stakeholders, and these include school administrators, pre-service teachers, parents, students, general education teachers and special education teachers (Bruster, 2014). In addition, the researcher has discussed matters pertaining to teacher efficacy in inclusive classrooms and classroom management perceptions. Finally, the researcher has clearly identified the target and accessible population of this study. However, Bruster’s study may not be a significant statistical representation of the population because the researcher used a small number of schools. Only six rural schools were studied in this research (Bruster, 2014). In addition, respondents were chosen from a single geographical area, creating an imbalance and making it impossible to generalise the results of the study. In addition, the Likert scale that was used by the researcher could confuse many participants and lead them to providing wrong responses. The terms “very” and “pretty”, as used in the research may have the same meaning for most people. This was likely to challenge many participants in making the right choice, as per their perception, and they could resolve to make a guess, which could affect the reliability and validity of the findings adversely. The research could have been improved by introducing the topic with a detailed discussion of the current situation pertaining to inclusion of students with disabilities in mainstream classrooms and the various perceptions of different stakeholders pertaining to the situation. The research could also be improved by ensuring that statement of the problem started with some background, after which the current situation could be discussed briefly before the problem is stated. Bruster’s study has taught me that organisation of a study in themes creates an avenue of appropriate testing and answering of research hypotheses and questions while presenting valid and applicable recommendations. It is also important to identify the independent and dependent variables so as to determine the appropriate methodology and data analysis procedures. Bruster’s study is extremely relevant to the field of education because it important to establish how various stakeholders perceive the issue of inclusion of children with disabilities in mainstream classrooms. This will aid in addressing issues related to abuse and neglect, through proper training to minimise or curb the adverse consequences. References Ayers, S., Baum, A., McManus, C., & Newman, S. (2007). Cambridge Handbook of Psychology, Health and Medicine. Cambridge: Cambridge University Press. Bruster, D. D. (2014, March 31). Comparing the Perceptions of Inclusion between General Education and Special Education Teachers. Retrieved from http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1859&context=doctoral Calmorin, L. P. (2007). Research Methods and Thesis Writing. Philippine: Rex Bookstore Press. Child Welfare Information Gateway. (2004, February). Risk and Protective Factors for Child Abuse and Neglect. Retrieved from https://www.childwelfare.gov/preventing/pdfs/riskprotectivefactors.pdf Effgen, S. K. (2013). Meeting the Physical Therapy Needs of Children. Philadelphia: Davis Company Press. Ibekwe, L. A. (2007). Using Total Quality Management to Achieve Academic Program Effectiveness: An Evaluation of Administrator and Faculty Perceptions in Business Schools at Historically Black Colleges and Universities. Ann Arbor: ProQuest LLC Press. Luton, L. S. (2010). Qualitative Research Approaches for Public Administration. New York: M.E. Sharpe Pres. Lyles, S. R. (2014, April). School Psychologists’ Experiences with Teacher-To-Student Mistreatment. Retrieved from http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1900&context=doctoral Martella, R. C. (2013). Understanding and Interpreting Educational Research. New York: Guilford Press. McNabb, D. E. (2004). Research Methods for Political Science. New York: M.E. Sharpe Press. Peterson, M. S., Durfee, M., & Coulter, K. (2003). Child Abuse and Neglect: Guidelines for Identification, Assessment, and Case Management. Volcano: Volcano Press. Sim, J., & Wright, C. C. (2002). Research in Health Care: Concepts, Designs and Methods. Cheltenham: N. Thornes Press. Srivastava, R. N. (2013). Child Abuse and Neglect Challenges and Opportunities. New Delhi: Jaypee Brothers Medical Publishers. Read More