Dr. Donna Martinez Research Presentation

8/14/2019 Dr. Donna Martinez Research Presentation

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Research Agenda

Donna Martinez, Ed.D.February 2009


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Overview

1. Personal introduction

2. Scholarship

3. Primary research

4. Future research5. Summary of contributions


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Dr. Donna Martinez - Personal Introduction


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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)


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Professional Experience

HIGHER EDUCATION

2007-Present Project Director, George WashingtonUniversity HEATH Resource Center,

Washington, DC

2006-2007 Interim Project Director, Candidate

Program Assessment System, Office of theDean, The George Washington University

Graduate School of Education and Human

Development, Washington, DC


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Instructor:Masters Of Arts

Teacher/Special Education

TRED 226- Diagnostic Teaching of ReadingGeorge Washington University, Washington, DC

Graduate School of Education and Human Development,

Department of Teacher Preparation and Special

Education

MAT 520 - The Diverse ClassroomMAT 511 - Elementary Student Teaching Seminar 1:The Professional EducatorUniversity of Phoenix-Online, Phoenix, AZ

Online Education Facilitator- Masters in Teaching


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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


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Leadership Experience

Directorof national, state, local boards

Advisorfor grant projects (NIDRR, ADD)

Grant Reviewerfor Projects of NationalSignificance

Editorial Reviewerfor journals

Invited Presenterat national workshops,

conferences


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Professional, Leader, Instructor,

Member of the Community

Ready to Take on New Responsibilities


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Evidence of Scholarship


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Publications

In

Progress:

Parents Involvement in Transition Planning forTheir Young Adult Children with Intellectual

Disabilities. To be submitted for publication byFall 2009.

In Press: Recommendations to National Interagency

Committee on Disability Research. (Winter2009). Career Development for ExceptionalIndividuals.

In Press: Chapter 6: Support Services in IntegratingTransition Planning into the IEP Process, 3rd

Edition, Lynda West (Ed.) Arlington, VA: Council

for Exceptional Children.


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Publications

2007-2009 The GW HEATH Resource Center Web Content

and Publications including:

ADA-AA What Does It Mean (resource paper)

Parents 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)


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Publications

2008 Planning for adulthood in Virginia:

State and local support systems for

individuals with intellectual disabilities.Everyone Togetherhttp://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. Issue45. http://tinyurl.com/PSE-options


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Presentations

Guest lecturer: George Washington University- Parent Perspective ofSpecial Educationand Temple University-Inclusive Education and

Postsecondary Life

Accessing and Succeeding in Postsecondary Education: Resourcesand reality for students with disabilities. (Invited)College SummitInstitute, Baltimore, MD. July 10, 2008

Transition to Higher Education for Students with LearningDisabilities: Building Effective Partnerships and Resources. TheNational Joint Committee on Learning Disabilities (NJCLD)Invitational Symposium, Rockland, MD. May 30 2008

Advising High School Students with Disabilities. CEC-DCDTConference. 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


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Professional Organizations

Learning Disabilities Association

Council for Exceptional Children

National Association for Secondary

Principals

American Association for Individuals

with Intellectual and DevelopmentalDisabilities

TASH


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Primary Research Interests

Transition from high school to

college for individuals with

disabilities

Families and disability

Normalization & Hope Theories


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Recent Research

2009:

Parents Involvement inTransition Planning for TheirYoung Adult Children with

Intellectual Disabilities


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Conceptual Framework

Normalization of people with intellectualdisabilities

Parent involvement in transition is

collaborative

Resources, resource-bridging and theirdistribution are needed

Transition processes lead to well-beingand quality of life


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Research Questions

Seven research questions and six hypotheses examined

following over-arching questions:

1. Involvement of Virginia parents of youth ages 14-22

years with ID in transition planning

2. Parent desire and expectations for postschool

options (postsecondary and employment)

3. Influence of inclusion experiences on parents desiresfor continued postsecondary education (PSE)

4. Parents means of accessing information to achieve

goals


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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


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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


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Summary of Research Results

Photo courtesy of The Arc of Northern Virginiahttp://www.thearcofnova.org/


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1. Involvement Patterns of Parents



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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


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2. Parent Desires and Expectations



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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 I fl f I l i P t


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3. Influence of Inclusion on Parents

Desires / Expectations for PSE


3 I fl f I l i P t


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3. Influence of Inclusion on Parents

Desires / Expectations for PSE

More inclusionfor the student related to:

More transition involvement **

**r2 = .09, school; r2 = .07, nonschool

Total time children spent in the generaleducation classes correlated to D/E for PSE


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4. Access to Information Patterns



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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 correlationbetweenD/E for college as an option [**Scale had fair degree of

relationship; = .497]

Exception:Parents with leastamount of participation hadthe highest correlation for D/E of work in shelteredenvironment


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Interpretation of Results

Inclusion:

Positively correlates with involvement - relationship not

powerful

Total time children spent in the general educationclasses was correlated to both parents desires and

expectations of college.


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Recommendations for Practice

1. Implement parent-centered strategies coordinated betweenLEA, 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


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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

Future Research


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Relevancy of Research

Research to practice for preservice

teachers Parent involvement, communication,

collaboration

Education policy

Education leadership

Added grant projects, resources

Explore expansion of certificated programs


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Educate: Advise, counsel, and facilitate new learningfor 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 leadersstudents as self-determined

Evaluate:Summative, formative, and reflective

Evolve: New programs, new research, new products,and pedagogies to build capacity and sustainability

Summary of Contributions

Documents

Dr. Donna Martinez Research Presentation