When I Think of Research...

What insights have you gained about research from taking this course? Research is a complicated process, and I have learned that many steps must be taken by a researcher before the actual research process takes place. I feel most connected to a Poststructuralist methodology which states, “poststructuralist researchers reject the idea that we can ever be certain about the world because its complexity and dynamism defy encapsulation, categorization and closure.” (Mac Naughton, Rolfe, & Siraj-Blatchford, 2010) In what ways have your ideas about the nature of doing research changed? My ideas about the nature of doing research has changed and I have developed a greater appreciation for the entire process. What lessons about planning, designing, and conducting research in early childhood did you learn? I discovered that the planning process of a research project is just as important as conducting the actual research. In may ways, it is important to be as realistic as possible as to the feasibility of the project in order to be prepared for the challenges one may face. But, as a researcher one must be prepared to face challenges and be able to communicate these challenges in an objective non-bias fashion. What were some of the challenges you encountered—and in what ways did you meet them? One of the greatest challenges I faced during this process was in deciding which research simulation project to choose from. Ultimately, I chose the project that was more challenging but that felt closer to my heart. Another challenge I faced was the importance of remaining objective throughout the research process. My research simulation project was called, "Examining the Prevalence of Restraint and Seclusion of Autistic Children in School Settings." For this project I studied many cases of restraint and seclusion and it became a very emotional situation in which I had a very difficult time separating myself what I was reading. Being objective is a very important element of being a researcher, and I found it very difficult. Resources: Mac Naughton, G., Rolfe, S. & Siraj-Blatchford, I. (2010) Doing early childhood research: International perspectives on theory and practice (2nd Ed.). New York, NY: McGraw-Hill. I would like to thank Professor Johnna Darragh for your supportive and positive encouragement for and my fellow classmates for your support throughout this course, I look forward to future classes with you all!

I examined the website, http://www.earlychildhoodaustralia.org.au, which has many resources for parents and educators of young children. This website offers parent's a guide to children's behavior in a book called, "Children are people too" which examines current parenting methods which rewards good behavior and punishes bad behavior. According to the author, Louis Porter, this common method of parenting actually escalates behavior problems. I think it is wonderful that the Early Childhood Australia website offers book suggestions to parents which help them rethink current practices. The website offers information on many topics, including: behavior, diversity, health, social/emotional learning, leadership, ethics and much more. Early Childhood Australia is geared for early childhood professionals, staff and directors of child care centers, as well as parents, grandparents and caregivers. I found this website very well organized and very comprehensive, offering relevant advice to help support the healthy development of young children.

In the recent article, Dad wires autistic son, exposes teachers' abuse (LISTEN) states, “A New Jersey school district has fired at least two educators for verbally abusing autistic children after a father sent his 10-year-old autistic son to school wearing a hidden microphone upon suspecting he was being mistreated by staff.” One of the terrible tragedies which occur to children with autism in schools is the fact that currently there are no laws against unregulated restraint and seclusion. In the article, National Autism Association Supports New Federal Legislation to End Abusive Restraint and Seclusion in Schools states, “Research shows that aversive interventions, restraint, and seclusion carry no therapeutic value. Our children essentially regress when they are abused. They lose progress and are traumatized," stated NAA President Wendy Fournier. "We need positive, effective interventions in place that prevent the need for restraint or seclusion. We need proper training for our school personnel, better support, more tools and immediate solutions to this system-wide failure that has caused so many of our children to either lose their lives or become victims of horrific abuse.” The report investigated hundreds of cases, including deaths from "mechanical compression to the chest," or "smothering," one schoolchild died from restraint following a seizure, another died from hanging himself in a seclusion room. Other cases included a four-year-old girl who was tied to a chair and abused, five children who were duct-taped to their desks, and a ten-year-old boy who was put in a seclusion room "75 times over a 6-month period for hours at a time for offenses such as whistling, slouching and hand-waving." Many children with autism cannot speak or even if they can speak may be unable to communicate the abuse. If signed into law, the Preventing Harmful Restraint and Seclusion in Schools Act would: • Prevent and reduce the use of physical restraint and seclusion in schools • Protect students from physical or mental abuse • Protect students from aversive behavioral interventions that compromise health and safety • Prohibit any physical restraint or seclusion imposed solely for purposes of discipline or convenience • Require parent notification within 24 hours • Assist States, local educational agencies and schools in the areas of establishing policy; gaining tools, proper training & support; collecting and analyzing data; identifying and implementing effective evidence-based models to prevent and reduce physical restraint and seclusion in schools. I plan to conduct a research study at an upcoming 2012 St. Louis Autism Conference. The following is the questionnaire: 1. Does your child with autism go to private or public school? 2. Is your child integrated with typical peers or secluded? 3. Has your child ever come home with bruises or injuries from a teacher? 4. Does your child ever refuse to go to school or cry and plead to stay home? 5. Has your child been punished for crying or other behaviors they cannot control? 6. Has your child ever been physically restrained or forced to wear a mask or other humiliating punishment? These are all the questions I have so far so I hope you all can give my some suggestions for a few more. I am planning to attend this conference and during the 45 minutes break I am going to hand out questionnaires to as many people as I can. I will be interested to see out of the sampling how many parents have experienced these issues because I am afraid they are commonplace. As a parent you feel helpless and wish you were a fly on the wall so you could see what was actually happening. References: http://nationalautismassociation.org/

Personal Research Journey

My topic for the research simulation is: "Teacher's role in promoting peer relationships and providing social skills models to Autistic children." I decided to research this topic because I am interested in the relationships that develop between autistic children. My son with autism has a had a very difficult time making friends. However, between other peers with autism, he has made A few relationships. I am interested in the teacher's role in promoting these relationships. I am interested in research which uses behavioral intervention services to strengthen social relationships and create a sense of "belonging" which is often lacking for Autistic children. In order to promote further development, teachers can play an active role in helping children with autism to create and sustain peer relationships. Urban Child Institute: http://www.theurbanchildinstitute.org/articles/research-to-policy/overviews/peer-relationships-and-play-encourage-healthy-development

Final Blog Assignment

I have enjoyed this course and learned so much. During this course I was able to make some amazing contacts as well as reconnect with some old contacts. I made contact with the director of advocacy for the Negev Coexistence program, my college professor, Aref Abu Rabia, and the director and founder of the International Child Resource Institute, Ken Jaffe. Working closely with Prof. Abu Rabia and Ken Jaffe to move forward on a grant proposal has been so exciting. First we submitted a few grants that the Prof. had already written, and then we decided on a Bedouin Ecology Center which will be called "Firdaws al-Hikma Ecology Center." I learned so much from Ken Jaffe and he told me about an amazing project called "The Edible Schoolyard Project."

Ken Jaffe said they were very interested in the garden project but we needed to resubmit changes with a greater focus on children. After discussing it with Prof. Rabia, he agreed and asked me to make the changes!! The first thing I did was add our program to the Edible Schoolyard Project: http://www.edibleschoolyard.org/program/firdaws-al-hikma-ecology-center I also changed the grant and used a place-based model. Definition of Place-Based Education (http://www.promiseofplace.org) *Immerses students in local heritage, cultures, landscapes, opportunities and experiences; *Uses these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum; and *Emphasizes learning through participation in service projects for the local school and/or community. The Firdaws al Hikma Ecology Center Program Program Administrator: Aref Abu Rabia Grade Level: Pre-Kindergarten, Kindergarten, Lower Elementary Students Served: 0-100 Program Type: Organic Garden, Academic Classroom, Community Center The Firdaws al-Hikma Ecology Center is currently in the process of being developed. Firdaws al-Hikma Ecology Center is a Garden for Medicinal, Aromatic and Food Plants in the Negev. The center will serve as an educational site with land and facilities dedicated to promoting ecology and science, environmental literacy with a focus on Bedouin culture and study of conservation and sustainability. The garden will also have research functions, teaching, training in Bedouin culture and heritage, ethno-medicine and ethno-pharmacology.

Getting to know your International Contacts-Part 3

In the article,"Special-needs Children in the Bedouin Population of the Negev: Characteristics, Patterns of Service Use, and the Impact of Caring for the Children on the Mothers," it states "The percent of children with special needs who receive services from the system is lower in almost all areas except the medical: 10% receive paramedical services, 25% receive specialized educational services and 2% receive psycho-social services. This places a heavy burden on the mothers of these children. Mothers of 75% of the children report that they experience heavy to very heavy burden, as a result of caring for their disabled children. " As a mother to a child with special needs, I know that there are times that it can be difficult. I feel blessed because I have a strong support system and there are so many teachers and therapists working with my son. I cannot imagine, with all the difficulties and struggles that Bedouin women already endure without water or electricity, but then having a special needs to care with no support, it has has to be very difficult for them. This study was done based in part, "an effort to promote the services for Bedouin children in the Negev, based on the findings of the study." I have learned that there are many barriers facing early childhood education for Bedouin children living in the Negev.
In the article, "Bedouin Arab Education in the Negev," by Israel Abu Saab, he writes, “This problem has been especially controversial among the Bedouin Arabs of the Negev where the establishment of schools has become a part of the government plan for settling the Bedouin. There is a distinction made between schools described as temporary and permanent. Currently there are 12 temporary and 24 permanent Bedouin schools in the Negev. Any school which is located in an unplanned settlement is defined as temporary. Such schools are poorly equipped, have low budgets,inadequate facilities, poor buildings and furnishings, and few teaching
materials. They often suffer from a complete lack of facilities and materials such as libraries and maps, and audio visual, laboratory and sports equipment, etc. They are mostly housed in tin, wooden, or concrete buildings with insufficient classroom and office space. They are not supplied with running water and electricity, although some are found next to water pipes or electric lines. In general, these schools are not expanded and are poorly maintained.”


References:
http://www.snunit.k12.il/beduin/arti/2104e.html
http://brookdale.jdc.org.il/?CategoryID=192&ArticleID=31

Sharing Web Resources

ICRI (International Child Resource Institute) has partnered with the Ghana Ministry of Education,

Outcomes:
Over 2,200 Ghanaian teachers have received training from ICRI Ghana in best practices for early childhood education.
Over 1,900 children in the lowest-income areas of Accra have received high quality education from ICRI Ghana-affiliated schools.
Over 480 young women have received vocational training and support services from ICRI Ghana.

During my phone conversation with Ken Jaffe, the Director and founder of the International Child Resource Institute, he told me about the book that he wrote called, "Straw into Gold" which shows teachers how to take used materials which can be recycled into meaningful children's activities. The book description states, "Often teachers and parents around the world lack the training or materials needed to provide stimulation, growth and development for young children. Straw into Gold shows you how to use materials you already have and create activities which are intended to cost very little or nothing. These activities allow educators, parents and volunteers the opportunity to provide enrichment and growth for children.
Over the past decade, co-authors Ken Jaffe and Leslie Falconer, have collaborated on innovative early childhood development practices with early childhood professionals and various organizations and have worked with children in less developed parts of the world. According to Jaffe, In Guayaquil, Ecuador we were fascinated by the amazing use of found objects which were transformed by energetic teachers and parents into meaningful children's activities. This collaboration and observation, which extended into 30 countries, has evolved into Straw into Gold which provides the framework for these exciting, stimulating and developmentally appropriate activities. Moreover, the book allows for the creation of activity areas that can be placed anywhere - from the classroom setting to an open space with a dirt floor. According to Falconer, Children learn best when they can move, touch and explore throughout the day. Carefully designed activity areas allow children to develop important cognitive, social/emotional and physical skills. She went on to say that this book is a beginning in the efforts to help children anywhere experience the joy of early childhood."

I was so inspired by Ken Jaffe and the amazing work that he does to help children around the world. It turns out that the Professor had a few grant ideas in the works, one which includes a garden which would be a Bedouin Outdoor Learning Center to help teach Bedouin children about their roots and learn about ecology and herbal medicine. I feel so happy that the ICRI may start working with the Bedouin children. As soon as I find out more, I will keep you all updated on the progress.