Special Education Dissertation Research in Early Childhood

Abstract

While it is difficult to determine the overall preparedness of professionals in Early Childhood Special Education (ECSE) to expand the field's research base, that clearly is a task necessary for those who prepare the next generation of leaders in ECSE. To determine the extent to which scholars and researchers are being prepared to address future challenges in ECSE, we examined the methods and products of research by persons who would soon be in the position to further research and practice in ECSE. A 34-item questionnaire was used to code ECSE dissertation abstracts found in Dissertation Abstracts international from 1981--90. Of the 395 ECSE dissertations, less than half included youngsters with disabilities or a combination of children with and without handicaps. A substantial proportion, however, (a) incorporated experimental designs, (b) employed qualitative procedures, and (c) targeted social/behavioral and communication topics. From the wide diversity of investigative methods, topics, and subjects, it appears that doctoral research training in ECSE is responding to the call for an emphasis on systematic investigations of practice in the field.