Fluent Essays

Qualitative analysis software can assist with the analysis of data. In this assignment, you will use MAXQDA, a qualitative analysis software, to analyze interview and focus group transcripts by inductively coding the data and developing themes.General Requirements:Use the following information to ensure successful completion of the assignment:Refer to MAXQDA Analysis Assignment Directions in the Study Materials for this topic.Refer to the transcripts Sped Focus Group, Sped Interview, and TS Focus Group in the Study Materials for this topic.This assignment will be scored based on full completion of the preliminary steps and assignment tasks followed by submission of the required deliverable.Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included m7maxqda.docx spedfocusgroup__7_.docx tsfocusgroup__7_.docx spedinterview__7_.docx qualitative_analysis_interview.docx Unformatted Attachment Preview College of Doctoral Studies RES-866 MAXQDA Analysis Assignment Directions In this assignment, you will use MAXQDA to analyze interview and focus group transcripts (three in total) by inductively coding the data and developing themes. You should use the same transcripts, codes, and themes as you used in the Module 6 assignment. Directions: Perform the following preliminary steps: • Download the read the MAXQDA Getting Started Guide from within MAXQDA. Pay particular attention to pages 12-24. • Use the instructions on pages 12-13 to import the transcript documents from the Week 6 assignment into the software. • Read instructions on pages 19-24 to do the following: o Activate all documents. o Use the coding feature to practice assigning codes to the quotes in the transcripts. o Export your coding system to Excel. o Double click on one code to activate and export the coded segments as an Excel table. Task 1: Compile Data and Write a reflection on your experience. • Include the output from your MAXQDA queries (coding system, coded segments from one code). • Discuss your experience with hand coding and use of MAXQDA. • Discuss the benefits and limitations of using MAXQDA. • How does hand coding complement using the software, or vice versa? • Include a reference list of the sources used. Sped Focus Group.m4a Jodee: [00:00:01] This is a focus group with the secondary special education teachers. So anybody feel free to chime in and we just talked about the secondary transition plan and theoretical principles of Situation and support. So the first question is How does political correctness influence transition process. So think about some of the terminology thats changed. For example we dont refer to kids with cognitive impairment as being mentally retarded. So how does that PC influence the transition process. And anybody can feel free to speak up if they would like. TS5: [00:00:49] Well I guess Ill start because Im probably the least politically correct person around. I think you make an example of the fact of you know you know with. What you can and cannot say Well not everybody is up to date on the current lingo and everybody apparently might may be in denial about where their child is at cognitively when using certain terms they may expect more from their or their child than theyre actually capable because were not using terms of people understand or that people use. Obviously Im not talking about in a hurtful way but you know I mean I have a student now that hes I guess they went out of their way to label him. You know he has a label of autism. But I keep telling these people on my autism is not his problem his cognitive is his problem as long as that IEP keeps talking about autism then that seems to be the direction of where they want to go with the services. And and I keep saying that autism is not the problem. So thats just my 2 cents on. Jodee: [00:02:12] How has that worked so far just to kind of pair off your response on that TS5 how has it like youre able to see that its not the Autism thats a problem. How do you stear that to the correct path and have deal with this and what the kid is capable of doing regarding transition. Sped5: [00:02:34] Well I was fortunate in this area where I think it was an issue of the mom was in denial that it wasnt all the other teachers were like no. This is what this is what he needs. You know because of the IEP Im trying to get him. You know support all the time and its just a matter of when they look at the IEP and says why is it that it will be this and this and Im like I didnt write the IEPP I didnt put down autism. Ill just tell you what I see now what I have and thats what it is. And so it wasnt until at an an IEP meeting that the other teachers who see them every day too are like no this is where hes at. He needs the support he needs this because of x y z. So you know thats just for example. Jodee: [00:03:25] Okay TS7 Im going to kind of put you on the spot on for a minute when we talked a couple of days ago about that one student what were some of the things that you might have encountered in working with the parents on regarding transitioning him. And you know just to give a bit with a bit of background history it was a young man diagnosed with Downs syndrome and his parents wanted him in AP classes. And so what were some of the ways that you kind of got around that being politically correct. Sped7: [00:04:06] We had to be totally politically correct with the parents because as as Sped5 was just talking about there was a complete denial with the parents. I think on the parent part in terms of what the young man was was capable of. And it was a great hindrance I think in what we should have been doing with this young man in terms of getting him to a reachable goal. Jodee: [00:04:47] Anybody else have anything that theyd like to share with political correctness in transition. Sped3: [00:04:56] You know piggybacking on what Sped5 said. I think just the unrealistic expectation is that a lot of parents have I mean not to bring it up too much but you know with the Internet everybody seems to be an expert on autism now. They they just you know they think that they know whats best and they havent seen him in that educational environment. So its trying to reach those goals and trying to. I dont know just get realistic expectations I guess. Sped1: [00:05:34] I was just going to place it from the organizations who provide transition services for students who like post-secondary training sometimes they might be a little bit vague because theyre trying to be politically correct and who might be accepted into that program and that could cause some extra difficulty as far as getting the student into the program. But thats just a small thing compared to the parent denial. Jodee: [00:06:01] Right. Sped6 Do you have anything to add to that. Sped6: [00:06:05] Everybody is talking about the parent aspect I like to talk a little bit about the regular education teachers aspect. A lot of times theyre not up to date on a lot of the verbiage that is used in special education just because I mean when you think about it all in all regular education teachers have to take one special education class throughout their entire background in order to get their certificate together. So you know keeping up on it isnt as high of a priority as it should be. And sometimes they say things in meetings as well and arent necessarily political politically correct. Jodee: [00:06:40] Right. So can you guys tell me about some of your challenges as a special educator and in working with transition specialists other key service providers. With regard to this secondary transition plan. Sped2: [00:06:59] We all know its our job to get that transition plan filled out. I suppose attitudes in meetings where you kind of feel like you bulldozed over the top of. Well you know it was like from both sides of it sometimes you know since youre dealing with the general ed teachers or even another special ed teacher when your a transition specialist is and forgive me for using you know but its like its like a you know super teacher. Im super teacher Im Captain Awesome you know. And the teachers arent being realistic about what they you know they want to you know say oh I did this for this kid and I did this and I raised the expectations and Im like Thats great. Sped5: [00:08:16] But you know its its not the thing you know weve mentioned before about the idea of you know if youre talking about a low cognitive and like I want to be a doctor and you translate that too. OK so youre interested in it. And then you explore all those options. But you can have three people saying OK medical field must find something and then one person say Oh well John Hopkins goes a really good program. You know I mean unless everybody is on the same page it just sends mixed messages. I think it just clouds up the ultimate goal which is to have a successful post-secondary transition. Sped2: [00:08:56] I am sure that all of you have felt as am I and when you leave the meeting youre like OK well that was that was basically a bust. We got absolutely nothing accomplished because you had people going in different direction. Jodee: [00:09:09] In regard to the secondary transition. Can anybody speak to that. Sped1: [00:09:15] We would often have pre-meeting. We didnt have a transition specialist per se but our school psychologist ended up sort of filling that spot. So a lot of times the special education team would sit together and pre-meet before we had that IEP meetings that at least we can all be on the same page and any kind of incongruence at that point could be hashed out before we stepped in. But thats tough when you have meetings all the time anyway. So sometimes it was during our lunch time schedule or maybe the week before the meeting we kind of go over the upcoming meetings and any major pointers or or issue areas that we we see but its not always a perfect world but it helped. Sped5: [00:09:58] Ive started to step in here but its like I dont know what your current position is or what you are doing now. So but like that in theory youd like I agree with you. That should take place. But what I found is that since everybody is so sue scared sue crazy that what they will do is then find a way to say that it will pre-determined. My child has label or service or minutes or whatever prior to the IEP meeting. So I didnt even stand a chance because you guys got together ahead of time and then due process all the e-mails and all that stuff. So like yes I agree with you. I totally agree. That needs to be you need to have consistency. Thats just one of those pitfalls that has come up as of late. Sped1: [00:10:52] Yeah ok. Im about five years removed were almost six now removed from the special education. But I was at the high school level before and we thats what we would work through. We wouldnt really predraft the IEP wed have that transition plan started and a all of times parents are notified. But yeah we didnt we would draft it there but I could see how that would have been all. All it takes is one parent to to start that rolling and then it. Sped5: [00:11:23] So yah Id say in the last couple years so because again I dont want to deter that because I think what youre doing. I think thats a great application of what were trying to get at and thats how well get there. Taking another tool away from a competent team. Sped6: [00:11:41] I know you know back in in in my day and maybe things are a little bit more removed you know when you talk to the students I would always run this stuff by the parents and say hey this is what their interests are. You know what did you think or what have you. You know just to kind of get their input and then kind of come up with a tentative plan on how to get that student to work towards their goal. Sped1: [00:12:07] And a lot of times the pre-meeting meetings werent necessarily what are we going to have them do. It was more of are we on the same page with where were think what were thinking about the students skills are and what their weaknesses are per se that makes any sense and what the parents been expressing as an interest because sometimes one parent will say something to you and then something completely different to another sped teacher about their students interest. So its nice to be on at least that same page. Yeah I agree. But I can see that now its definitely an issue. Sped3: [00:12:40] And I tell you what Jodee youre absolutely right. I have I have kids that want to be NBA basketball stars and I end up contacting parents and saying look Im going to try and steer them in a different direction and parents are like please do because we cant get it out of their mind that they want to be an NBA basketball star and Im like have you tried welding.... Sped3: [00:13:01] Well buddy, you do realize youre only 52 right (hahaha). Exactly. Its like you know I dont want to be the heartbreaker for them but you know and I steer it towards you know what if something happens and you cant do it. We need to have a backup plan so this is what were your backup plan. Jodee: [00:13:24] Sped6 or Sped7 Do you have anything to add to that. Sped6: [00:13:27] I think theres also that realistic. You know I mean you guys were talking about being a basketball player and I kind of thing but I think you need to bring that to the table. I mean you know I had a student that was in a wheelchair and wanted to be a police officer obviously hes not going to chase criminals down the road in a wheelchair. I mean its just not realistic. You know and I think that the students also need to realize that and I mean its its great in theory to say lets do what the students interested in. Its great in theory and everybody of course I mean hey I want to be a supermodel right. Obviously didnt happen quite yet but its the same thing. We really arent. Yeah. That is not the model I wanted to be. But but anyway like we said there also needs to come a point where you need to discuss with the student some different skills of being able to be realistic with their disability and understand what their limitations are as much as you know we dont want to limit kids but we also have to be realistic. Obviously you know I mean I myself have a hearing loss. Im not going to go into a career where I deal primarily with hearing things right. I mean thats just not realistic. Its not something thats going to work and I think sometimes as a team were so you know going back to the politically correct question and you know were so...Oh we have to let the kids follow their dreams and their aspirations but there also comes a time where you have to be realistic with them as well. Sped2: [00:15:00] They have to have a hard truth...tell them the hard truth Sped7: [00:15:08] I totally agree with what Sped6 just said and have had those experiences where parents arent realistic with their expectations for their kids moreso than what the kids themselves want to do. Sped4: [00:15:11] Yeah I think sometimes its really its its difficult you know to be realistic and tell those kids that hard truth. I like the angle of getting from the kid what are some goals you would like to achieve and then running that by the parent. I think that thats thats important piece because when they come into that transition meeting then everybodys not blindsided. So to speak. Jodee: [00:15:39] OK so when you get to the secondary level. You have a student who refuses to partake in his or her transition process according to this secondary transition plan. For example you have to interview them for their goals. What would you do. Sped5: [00:16:00] Well the first thing is like how committed are they to that goal. I mean that would be my first thing. Its like you know its you know being a coach its like go coach I want to go Division 1. I dont see you in the weight room like I mean you know so I would. And then my second part of that is how accurate is that transition. And transition services is you know if youre asking the kid to do pushups because they want to be in the Marines but they dont like pushups and they dont like guns than I would question where does that transition. Who wrote this. You know what I mean. So thats thats just my two cents. Sped1: [00:16:35] You know I have had students not take part in there in their transition. And its its kind of like those things that he had that conversation with him and say listen this is your future here not mine. I want to help you try to achieve that. Jodee: [00:16:51] Anybody else have any any ideas on how they can get students to partake in their transition. Sped3: [00:16:58] I think a lot of the kids what they end up doing is they try and look at where they want to end up in their final ultimate career in a lot of times there are steps to actually get there. And if they have that ultimate goal and they think its too far away for instance doing something with the FBI or doing something on the federal level a lot of times people will start off and they want to become a police officer or they want to do something like that and you start them off and kind of that smaller step and say all right this is what you need to do in order to achieve the first step to your bigger success. Sped6: [00:17:32] I think something that might help are like student lead IEP. And having them actually lead their own transition plans. I mean you know a lot of times we as the team as a special education teacher facilitate the IEP and having them facilitated and actually take charge of their own plan and well give them a little bit more motivation and drive to follow through with the goals that theyve actually created. Sped1: [00:17:59] So at the previous school that I taught at. They did just that. So we started about a month beforehand and we had the students write down some of their goals and really helped them work through some of those hard truths and deciphering parent interests and the student interests and kind of where their skill levels were and by the time start freshman year and by the time they are ready for that meeting they held the meeting they knew all their teachers names they introduced them to their to their parents. And its always been I dont know we were really proud of it at that school that I taught that before but that is something that we did always time. Sped4: [00:18:39] Yeah yeah I agree I think its its like students really like to do that. You know its like theyre in charge of their own plan. Im going to tell you what it is I want to do. So I agree I think that thats definitely a beneficial aspect to address and bring up. Jodee: [00:19:01] Does anyone else have any final thoughts to share on that one. Sped6: [00:19:05] I think even. I mean depending on their cognitive level as well. I think that putting them in some kind of situational situations where they are doing different jobs for example. You know I used to have my kids go and do on the job training out in the community from work places where we did grocery stores we did old age homes folding towels we did Costco Sams Club that kind of stuff. So I mean giving them the opportunity to explore different career that they may or may not have bought. You know it may spark an interest which would give them more of an opportunity to want to create their own transition plans to follow through on their goals. Jodee: [00:19:49] Yeah and I know Sped7 you actually fielded a lot of that in terms of you know like with one with the Flying Tigers for example. Can you talk about maybe some of the things that you did and your students get from secondary to higher end learning those basic skills. Sped7: [00:20:19] The main thing was just letting them do hands on whenever there was opportunity for example, there was bacon breakfast burritos and getting them to actually see what it was like to cook a scrambled egg trying to to make change when somebody came up to buy the burrito to do the dishes afterward. Just to give them like the others who were saying the real life experience and then maybe you know one of the great things that one of the school district does in Tucson is their high schools are completely geared now with academies to where. Now if you have a parent that wants to put a child in a totally inclusive and they are going theyre going to get the experience in different areas.So its an its its wonderful to have an experience different thing. Jodee: [00:21:34] So I want you guys to provide an answer to this scenario. If you have a student who is struggling with his or her teacher how would you handle it. Sped5: [00:21:53] Teacher or sped teacher. Jodee: [00:21:58] It doesnt matter. [00:21:58] Have a student that just says that. Sped1: [00:22:04] I pro ... Purchase answer to see full attachment