Key words
Research methodology, ICT, research paradigm, research phases, quantitative research, qualitative research, reciprocal influence research and practice
Objectives
The reciprocal influence between theory and practice is an important fact within the the field of 'special education'. From this point of view, evidence-based research and practice are more and more considered as quintessential key-concepts. It is expected that students base their actions on scientific insights in order to work consistently and systematically towards well-definded goals, using different (scientifically underpinned) methods. This course aims at introducing the students in scientific research and its application in daily practice. Professionals have - indeed - a specific role within scientific developments. They act according to scientific insights, integrate science and practice and test the feasibily and utitility of scientific findings in daily practice.
This course is based on the contents of Psychologie I, Jeugd en Agogiek, partim Ontwikkeling en Begeleiding en Orthopedagogiek 1, partim Observatie en Onderzoeksmethodologie. Form this point of view, it prepares students on the work placement training (2nd and 3th year) and on the individual thesis.
The course is connected to the following competencies:
2. He has knowledge about political, social, economical, medical and legal sciences and knows how to integrate elements hereof in his work
6. Hij knows how to offer support in finding the most optimal treatment on basis of questions, needs, desires and limitations of the client
8. He disposes of a number of skills to analyze a problematic situation: observation, communication techniques, data collection and analysis and dissemination of results
11. He is able to participate in the development of a treatment plan, on basis of an analysis of the problematic situation or treatment demand of the client, in which short-term and longterm goals for education/support are formulated
12. He can describe the means and trajectory to reach objectives
29. He aims at giving the client insight into his own situation, helps him to develop the capacity to take decisions and avoids all unnecessary forms of power
35. He maximally informs the clients and empowers him to intervene in the treatment process
37. He is aware of recent developments in his profession, both from a scientific and societal point of view and has a clear insight in his views on treatment
41. He is a life-long learner with regard to the necessary scientific insights and methodological skills and is capable of underpinning his actions. From this point of view, he stimulates the development and functioning of a service
75. He actively participates in scientific research and the development of insights and methods with regard to his professional actions
Topics
The following topics can be covered in the theoretical classes:
1. Science within the field of 'special education': overview and typication of the different research phases
2. Overview of the major research paradigms (qualitative vs.quantitative research)
3. Examples of - for the field of special education - relevant research projects
4. Overview of different approaches in scientific research and the effects on daily practice
Some of the research phases can be elaborated in the practical classes:
1. Literature search, including the use of scientific databases
2. Data collection techniques, including an overview of widely used (standardized) instruments and scales
3. Development of data collection instruments
4. (Scientific) dissemination and publication
Prerequisites
The students are expected to have integrated the contents of Jeugd en Agogiek, partim ‘Ontwikkeling en Begeleiding’ en Orthopedagogiek 1, partim ‘Observatie en Onderzoeksmethodologie'
Final Objectives
The students:
- know the different phases of the research process
- describe the professional's role with scientific research
- situate the phases distinguished in the diagnostical cycle and their own (potential) role herein
- identify and describe the different research paradigms in the field of special education
- illustrate the different research paradigms by means of own examples
- situate research within the different research paradigms
- search scientific publications
- carry out basic tasks with regard to a practice-based research design
- write texts on basis of well-defined scientific criteria (coherence, structure, etc.)
Materials used
Syllabus, consisting of scientific articles, manuscripts, book chapters, etc.
Own class notes
Supportive educational materials (e.g. observation scales/tests)
Use of electronic learning environment
Study costs
Cost: 10.0 EUR
Cost of the syllabus
Study guidance
The lecturers offer support during the practical classes.
Morover, the teachers can be consulted during and after the theoretical classes and - if necessary - when an (individual or group) appointment is made.
Teaching Methods
Theoretical classes: ex cathedra lectures (with the possiblity to interact and ask questions)
Practical classes: applications, guided exercices, coaching, individual and group tasks
Assessment
Written exam consisting of questions focusing on knowledge, comprehension and skills
Permanent evalution, focusing on the practial application of the theoretical concepts
Lecturer(s)
Stijn Vandevelde
Johan van Daal
André Van Butsel
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