Qualitative analysis: Understanding the coding process
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Latissha Graves
Qualitative Analysis.docx
Summary
2602 Words
Thematic analysis of Sped4 Interview
Example From Transcript Code Definition of the Code
Category Themes
I know I personally chose that route for the financial and other reasons. And. You know I tell them I'm like hey I'm proof like I have a degree I have a Master's but I decided not to spend as much money and just do my four.
Resource balancing
Considering resource inputs that positions requires
Resource allocation
Decision making
It's just that you are able to communicate and collaborate together and work together
Communication Timely and critical information sharing
Mutual assistance strategies
Work processes
One. It’s her personality. On the personal side I feel the reason is she has a daughter with Down's syndrome.
Personality traits Character traits that influence performance
Elements of successful processes
Helps and hindrances
I think the only times that there's been people not on the same page is honestly parents when the parents aren't necessarily on the same page as their students.
Parental non- cooperation
Parents acting as an obstacle to student and advisor preferences
Process challenges
Helps and hindrances
Obviously they would have goals and or IEP that would be geared towards that with the self-advocacy and things like that. And we have goals written that are geared towards that and how he will work on that and improve his social skills with them in the classroom and collaborating working with others.
Goal setting strategy
Using goals as guidelines in the process
Process stages
Work processes
And you know do that and part of it like we make them prove to us that they've gone with their parent. They have to register and
Student input Student participation in the process
Collaboration process
Work processes
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assist, assistance (help): assistance help
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Spelling mistake: advisor adviser
Possibly demeaning adverb: Obviously
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Word repetition: process Process process
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get their student ID number show it to us. They need to take their active placer. Every year we really do that interview again. When I do
Periodic interviews and reviews
Interactions with student to
Support stages
Work processes
Thematic analysis of TS Focus Group
Example From Transcript
Code Definition of the Code
Category Themes
We always have to take a look at with families especially when we're working with them is the terminology. Taking a look at the transition plan and what the student actually wants to do. Instead of saying that a student can or cannot do something you have to be politically correct about it. I think really it is important that we present ourselves as ethical professionals and that helps build that trust relationship with the family and also with the staff that we're working with.
Communication Timely and critical information sharing
Mutual assistance strategies
Work processes
The idea is to remain objective. I think also it's important to work with a child in an area that they're really good in but you have a child who is graduating and they are getting a completion certificate. I think that it comes
Teamwork strategy
All stakeholders combining forces towards a common goal
Process stages Work processes
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Passive voice: it is important that
assist, assistance (help): assistance help
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comma between...: graduating an... graduating, a...
the progress or every quarter during their progress reports or especially So I guess that's the support process and there's always myself and the transition specialist. We invite our counselors to our meetings as well. The kids get to know all of us and just how they have of us as resources. Towards their transition goes hey is this still what you want to do.
clarify their goals and preferences
down to just having that philosophy with your staff that we are looking for a route to say yes for what this child and the parent wants Well one of the things Parent input Parent Collaboration Work
comma between indepe...: input and input, and
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comma between...: interested an... interested, a...
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assist, assistance (help): assistance help
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assist, assistance (help): assistance help
Duplicated phras...: I would I would I would
in terms of (in, for): in terms of in
Checks that a sentence starts wit...: the The
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that we did was we often would have parents survey so the parents were giving input and we kind of just met to collaborate. But another thing too is to even just brainstorm opportunities for situational assessments so that when you actually go into the meeting there are some common language that could present to the parent
participation in the process.
process processes
I think you need to find out why there has to be a reason they're not interested and they're just afraid to take those next steps.
Communication Timely and critical information sharing
Mutual assistance strategies
Work processes
Well I think it has to start with a conversation with the teacher to find out you know what's going on from their perspective and then also having a conversation with the students. I would try to educate the teachers in communication skills and how to deal with problems in the workplace.
Communication Timely and critical information sharing
Mutual assistance strategies
Work processes
Well I mean I would I would hope that they would already have some frequent contact with a case manager with say a counseling department within their school.
Teacher input Teacher participation in the process
Collaboration process
Work processes
I think sometimes is helping them self
Student input Student participation in
Collaboration process
Work processes
advocate appropriately in terms of kind of theoretical you know kind of answer to you.
the process
I think it's just a matter of finding a way to get them to understand that you are preparing them for their post-secondary environment. As a transition specialist we often get some kind of
Parental non- cooperation
Parents acting as an obstacle to student and advisor preferences
Process challenges
Helps and hindrances
Spelling mistake: advisor adviser
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Grammatical problem: use the base ...: funds
Checks that a sentence star...: duties Duties
flack that we don't know the student as well as the special education teacher does. I would say it's taking the time to really get to know the students because that's going to help formulate a lot better the collaboration. I’m looking at it as a process and not an event that is really important. It's not just a one meeting that we fill out this plan process. make sure that you use Access or gain the parent perspective so that they feel like they their voice has been heard
Teamwork strategy
All stakeholders combining forces towards a common goal
Process stages Work processes
I think it depends on what district you're in because not every district has somebody specific just for transition a lot of times it is left up to the special education teacher/case manager
Local administration rules
Critical processes that may not be uniform across the board
Support stages Work processes
Money. I think money. We do have a lot of limitations. Money is
Resource balancing
Considering resource inputs that certain
Resource allocation Decision making
definitely one of them. Well there it really when it comes to public education it really does come down to funds funding.
duties require
Oh I think training is important for especially people that are new to special education and new to transition
Administrative input
Contribution of authorities to facilitate smooth work processes
Support stages Work processes
Thematic analysis of Sped Focus Group
Example From Transcript
Code Definition of the Code Categor y
Themes
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.
Communicatio n
Sharing information while sensitive to stakeholders perceptions
Mutual assistan ce strategi es
Work processes
We had to be totally politically correct with the parents because as Sped5 was just talking about there was a complete denial with the parents.
Communicatio n
Sharing information while sensitive to stakeholders perceptions
Mutual assistan ce strategi es
Work processes
A lot of times teachers are not up to date on a lot of the verbiage that is used in special
Communicatio n
Sharing information while sensitive to stakeholders perceptions
Mutual assistan ce strategi es
Work processes
Spelling mistake: Categor Category
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Spelling mista...: Communicatio Communication
Spelling mistake: assistan assistant
Spelling mistake: ce Ce
Spelling mistake: strategi strategy
Spelling mista...: Communicatio Communication
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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
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Spelling mistake: challen called
Spelling mistake: ges get
Spelling mistake: pre-meeting presenting
Spelling mistake: pre-meet present
Spelling mista...: incongruence in congruence
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Statistically detect wrong use o...: sue sure
Statistically detect wrong use o...: sue sure
Spelling mistake: pre are
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Possibly bad style: try and try to
Spelling mistake: Collabo Collar
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together. We all know it's 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.
Administrative challenges
Obstacles within the job Process challen ges
Helps and hindrances
We would often have pre-meeting, 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
Consensus building
Procedural efforts that build agreement in the team
Process stages
Work processes
same page and any kind of incongruence at that point could be hashed out before we stepped in. 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. You know I have had students not take part in there in their transition. And it's 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. 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
Student input Student participation in the process Collabo rative process es
Work processes
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Word repetition: process Process process
Spelling mistake: Communicati Communicate
Spelling mistake: assistan assistant
Spelling mistake: ce Ce
Spelling mistake: strategi strategy
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Word repetition: what what what
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ultimate career in a lot of times there are steps to actually get there. 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. 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 make change when somebody came up to buy the burrito to do the dishes afterward.
Goal setting strategy
Using goals as guidelines in the process
Process stages
Work processes
I probably try to find some additional information.
Communicati on
Timely and critical information sharing
Mutual assistan ce strategi
Work processes
Why. What's been going on what what's been the issue? And I think I'd try to have the student go and talk to that particular teacher too. The idea of self advocacy and I mean if you really feel that way and if you really think that the teacher hates you or this and that then it's upon you to remedy that situation.
es
Redundant phrase: some of the some
Redundant phrase: some of the some
Spelling mistake: advisor adviser
Spelling mistake: challen called
Spelling mistake: ges get
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Spelling mistake: Collabo Collar
Spelling mistake: Collabo Collar
I think it's being unrealistic. I mean with some of the some of the, you know it's hard to tell a parent and I know it's at the secondary level. By then you think the shock would wear off that their kids are not going to be a doctor or a lawyer in some cases you know but it's you know I
Parental non- cooperation
Parents acting as an obstacle to student and advisor preferences
Process challen ges
Helps and hindrances
used to sit with parents and speak to them. I think that's the most challenging in finding that right fit. I mean on top of that we've talked about being realistic a million times now but finding the right fit for that student. You want them to if there is someone that is capable of going into higher education first of all finding a university or finding a community college or a program right.
Teacher input Teacher participation in the process Collabo ration process
Work processes
Well she's involved even in the planning of that. She interviews them I interview them. She starts kind of working on it immediately
Teamwork strategy
All stakeholders combining forces towards a common goal
Process stages
Work processes
Every year the new IEP new
Teacher input Teacher participation in the process Collabo ration
Work processes
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Duplicated phras...: was the was the was the
Checks that a sentence st...: process Process
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its vs. it's: It's Its
Spelling mista...: communicatio communication
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comma between independ...: kids but kids, but
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year new goals. And you know it means the entire plan which affects oh 90 percent of that IEP or at least get 80 percent of that every year. I have a kid now who's a senior and I have changed. Like literally he has. Gone from it was culinary, then it was the was the Navy then it was I forgot oh sports med. Physical therapy just like every year it was something entirely different. I'm like dude you are killing me.
process
For me personally a vocational plan is more difficult. That's because I am less aware of some of those things. I've worked with more resource students.
Teacher input Teacher participation in the process Collabo ration process
Work processes
It's Teamwork All stakeholders combining forces Process Work
communicatio n. It's education. It's you've got somebody teachers who really don't even understand Special Education. The things that they say that teachers or people say about special education kids would never dream of saying that about any other group of kids but we do it without thought.
strategy towards a common goal stages processes
Time. Budget from professional development. Money.
Resource balancing
Considering resource inputs that certain duties require
Resour ce allocati on
Decision making
Narrative
Three major themes emerge from the qualitative analysis of the key Informant Interview
as well as the two focus group discussion provided, namely; Decision making, Helps and
hindrances and Work processes. Each theme emerged independently based on the responses of
the participants to different questions with Work processes being the most prevalent and Helps
and Decision making being the least discussed
First, work processes emerged as a dominant theme with the participants discussing
diverse aspects of the theme in relation to different aspects of their work with students suffering
various ASD challenges who are transitioning from secondary to college level. For example, one
of the participants states “We would often have pre-meeting, 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.” This
response describes the process the special education teachers in their institutions would follow
before meeting either parents or the rest of the school administration to deliberate on
administrative issues.
Work processes as a theme exposes the intricacies involved in taking care of transitional
ASD students trying to decide on what they will do beyond secondary school. “Every year the
new IEP New Year new goals. And you know it means the entire plan which affects oh 90
percent of that IEP or at least get 80 percent of that every year”. This describes the persistence
special ed teachers have to maintain with their students.
Second, helps and hindrances emerged as the second most dominant theme with
participants using it to describe various obstacles and facilitators in their jobs with the students.
For example this statement, “I think the only times that there's been people not on the same page
is honestly parents when the parents aren't necessarily on the same page as their students”,
describes the challenges respondents face when dealing with parents of ASD students in their
final secondary years.
Resources professional development opportunities for students to go out and have those transition type experiences that Sped6 talked about at the beginning.
Helps and hindrances also illustrate the circumstances and processes that enable special
ed teachers to perform better on the job. “One. it's her personality. On the personal side I feel the
reason is she has a daughter with Down's syndrome”. This statement describes the support that
one of the respondents receives from her boss on the difficult job.
Third, decision making emerged as the final theme with participants using it to describe
some of the choices that they and the students have to make. For example, the statement, “I know
I personally chose that route for the financial and other reasons. I tell them I'm like hey I'm proof
like I have a degree I have a Master's but I decided not to spend as much money and just do my
four years”, describes a decision a respondent made that she uses to convince student to choose
community colleges instead of universities.
Decision making emerged as a key point in the discussions because it characterizes many
choices that the stakeholders have to make at as student, teachers, parents and administrators at
the transitional stage of their lives.
