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Creating Equal Access to Education for College-Bound Students With Learning DisabilitiesByToby Tomlinson BakerPepperdine UniversityGraduate School of Education and PsychologyApril 12, 2018Copyright by Toby Tomlinson Baker (2018)All Rights ReservedTABLE OF CONTENTSTable of Contents……………………………………………………………………..page 3Definitions of Terms………………………………………………………………….page 5Abstract……………………………………………………………………………….page 6Chapter One: Introduction……………………………………………..……………...page 7The Problem Statement……………………………………………………………......page 8Purpose Statement…………………………………………………………………….page 8Background of the Study……………………………………………………………...page 9Significance of the Study……………………………………………………………..page 9Conceptual Framework……………………………………………………………….page 10Research Questions…………………………………………………………………...page 11Assumptions…………………………………………………………………………..page 12Organization of the Study…………………………………………………………….page 13Chapter Two: Review of Relevant Literature…………………………………………page 13Characteristics of High School Students with Learning Disabilities………………….page 13Challenges of Entering College/Higher Education……………………………………page 14Assistance for College Preparation……………………………………………………page 14Advocacy………………………………………………………………………………page 15Triangulation…………………………………………………………………………..page 16Reliability……………………………………………………………………………...page 16Variables……………………………………………………………………………… page 16Transition Skills……………………………………………………………………….page 17Political and Social Neglect and the Law……………………………………………...page 19Chapter Three: Methodology…………………………………………………………..page 19Research Design and Rationale………………………………………………………...page 20Description of Site and Participants……………………………………………………page 20Access and Rapport…………………………………………………………………….page 20Assessments…………………………………………………………………………….page 21Description of Sampling Methods……………………………………………………...page 23Data Collection………………………………………………………………………….page 23Selection Procedure……………………………………………………………………..page 23Other Approaches……………………………………………………………………….page 25Recording Information…………………………………………………………………..page 26Data Analysis…………………………………………………………………………….page 26Timeline………………………………………………………………………………….page 26Procedures………………………………………………………………………………..page 26Field Issues……………………………………………………………………………….page 28Limitations…………………………………………………………………………….…page 28Delimitations………………………………………………………………………….….page 29Data Security……………………………………………………………………………..page 29Brief History of Ethical Treatment and Consideration of Individuals with Disabilities…page 30Codes to Categories………………………………………………………………………page 31Positionality Statement…………………………………………………………………...page 32Chapter Four: Presentation of FindingsOverview………………………………………………………………………………...page 33Interpretations of Key Findings………………….………………………………………page 34Chapter Five: Conclusion ………………………………………………………………..page 34Connection and Conceptual Framework…………………………………………………page 35Findings and Recommendations……………………………………………………........page 35Conclusion……………………………………………………………………………….page 35REFERENCES…………………………………………………………………………...page 37APPENDIX AAPPENDIX BAPPENDIC CDefinition of TermsADA/Americans with Disabilities Act- The ADA prohibits discrimination on the basis of disability in employment, State and local government, public accommodations, commercial facilities, transportation, and telecommunications. It also applies to the United States Congress.Accommodations: Changes that allow a person with a disability to participate fully in an activity. Examples may include extended time, different test format, and alterations to a classroom. The CSC determines what accommodations are required and once an accommodation is on an IEP, they are not optional. Accommodations are reviewed annually and will need to be modified on an annual basis. Attention Deficit Hyperactivity Disorder?(ADHD) is a disorder that causes children to struggle with paying attention, being extremely active, and acting impulsively.Free Appropriate Public Education (FAPE): an educational right of children with disabilities guaranteed by the Individuals with Disabilities Education Act (IDEA). FAPE is defined as an educational program that is individualized to a specific child, designed to meet that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the school system, and from which the child receives educational benefit. HIPAA/Health Insurance Portability Accountability Act?(Health Insurance Portability and Accountability Act of 1996) is United States legislation that provides data privacy and security provisions for safeguarding medical information.Individuals with Disabilities Education Act (IDEA 2004): The original legislation was written in 1975 guaranteeing students with disabilities a free and appropriate public education and the right to be educated with their non-disabled peers. Congress has reauthorized this federal law. The most recent revision occurred in 2004. Individualized Education Plan (IEP): Education plan provided to all students with a disability that have been found eligible for special education services and it is a written plan that specifies the individual educational needs of the student and what special education and related services are necessary to meet the student’s unique instructional needs. Individualized Transition Plan (ITP): This plan starts at age 16 and includes a statement about transition out of public education. This plan consists of goals that address areas of post-school activities, post-secondary education, employment, community experiences and daily living skills. The plan includes services needed to achieve these goals. Least Restrictive Environment (LRE): The placement of a special needs student in a manner promoting the maximum possible interaction with the general school population. Placement options are offered on a continuum including regular classroom with no support services, regular classroom with support services, designated instruction services, special day classes and private special education programs. Special Education Advocates or IEP Advocates: help parents write appropriate Individualized Education Programs (IEPs) and attain special education services for their child with a disability from their public-school system.Specific Learning Disability (SLD): a condition giving rise to difficulties in acquiring knowledge and skills to the level expected of those of the same age, especially when not associated with a physical handicap.AbstractThere are significant factors which affect and limit college-bound students with learning disabilities. High school students with learning disabilities may be diverted from academic tracks and geared toward community college settings or intentionally discouraged from applying to four-year programs. Regardless of the reason, it is imperative to provide equal access to higher education for all students with disabilities and to alleviate the discriminatory acts, thus, bringing national political and social awareness to this controversial situation. There are strategies for breaking down the barrier between students with learning disabilities between their nondisabled peers. High school services in the areas of academic preparation and social skills preparation such as interview skills may be in place, yet the specific outcomes of these programs have yet to be determined. Evidence and documentation of student engagement and participation is lacking as well. Since high school students’ records are confidential, they are protected by special education laws. Services needed to fill this void have not been made a public or national issue. Transition services and adult planning is necessary for success in these student’s lives. Yet, transition services with students with special needs are not up to the standards, nor do these services foster equal success in society. Key Words: college-bound, advocacy, learning disabilities, transition services, high schoolCREATING EQUAL ACCESS TO EDUCATION FOR COLLEGE BOUND STUDENTS WITH LEARNING DISABILITIESPART I: IntroductionThere are many barriers that limit equal access to education for students with learning disabilities, especially for college-bound, high school graduates with learning disabilities. This is a national epidemic affecting many perspective high school graduates with learning disabilities, yet this issue is not being properly addressed (Harwell, Post, Cutler, Maeda, Anderson, Norman, & Medhanie, 2009). A Specific Learning Disability (SLD) is a condition giving rise to difficulties in acquiring knowledge and skills to the level expected of those of the same age, especially when not associated with a physical handicap (Special Education Glossary, 2018). Since the 1980’s, more students have been identified with a Specific Learning Disability, which has increased the need to provide services in schools. Elder & Lubotsky (2009) present evidence in their study connecting kindergarten entrance age and school achievement, which primarily reflects skill accumulation prior to kindergarten. The association between achievement test scores and having older classmates boosts a child's test scores but?increases?the probability of grade repetition and diagnosis of learning disabilities such as ADHD (Elder, & Lubotsky, 2009).Educational stratification and differences in opportunities to learn are apparent through course-taking during high school, as some students’ complete courses necessary for high school graduation and little more, while others take advanced coursework in preparation for college (Harwell, Post, Cutler, Maeda, Anderson, Norman, & Medhanie, 2009). Moreover, children with learning disabilities may have limited school hours in a general education setting or may feel unwelcomed into these classrooms, since they are seen as a challenge, or another “difficult” child that has to be taught. Students labeled with a Specific Learning Disability (SLD) are more likely to have poorer academic histories on average than unlabeled students and it may be that their poorer high school course-taking outcomes can be attributed to cumulative disadvantages measureable through early educational experiences (Jenkins, Dale, Mills, Cole, Pious, & Ronk, 2006).It is conceivable that the label of Learning Disability itself contributes to “poorer academic outcomes through social processes at school” (Becker, 1997). Building on a more general theory about labeling students labeled with an LD may be perceived by others as different, a perception that in itself could result in stigmatization and altered social interactions. The LD label may shape the expectations teachers and counselors hold for the student, influencing whether they encourage the student to take more demanding courses and apply to college (Becker, 1997). Consequently, as high school students, they may be diverted from academic tracks to vocational and community college settings, which ultimately limit their higher education options. For example, students with learning disabilities are less likely to complete the college application process and may be discouraged to apply by influential people such as counselors, parents and teachers (Becker, 1997). The purpose of this study is to examine the reasons for college-bound students with learning disabilities being disregarded as academically equal candidates. It also questions to what extent high school supports have been adequately provided. Further, this study explores strategies for breaking down the barrier between students with learning disabilities and their nondisabled peers. Significance of the StudyThe stakeholders who could benefit from this study include educators, researchers, parents, teachers, school board members, social workers, and students with learning disabilities, themselves. This study itself will perhaps impact further studies on high school students with learning disabilities, and possibly enhancing future methodology. It is hoped that the findings result in programs and services for high school and college students with learning disabilities. College applications require knowledge and skills, yet high school students with learning disabilities are not independently completing the applications (Barr, 1995). Yet, even with some guidance services in place, students with learning disabilities may have difficulty executing simple procedures in the process and miss an opportunity to actively engage in their own future planning (DuPaul, Pinho, Pollack, Gormley, & Laracy, 2017). Currently, the nature of services which a student is entitled under Section 504 and is offered to entry-level college students differs from the support services provided to students during high school. Simply because a high school student applies to college, does not mean that they will enter college, be successful in their studies and graduate in a timely manner. According to Cheong & Yahya, (2013), “transitional needs of individuals with special needs includes self-advocacy skills training, and career guidance and transition assessment, vocational training, trained transition personnel and transition services. The transition process would be a collaborative process between the government and non-governmental sector. From the findings, an effective transitional plan from secondary education to employment for students with learning disabilities was drawn. Several implications have been drawn from this study.” According to the Rehabilitation Act of 1973, Section 504 and Individuals with Disabilities Education Act (IDEA), the law that provides students with IEPs no longer applies to students with learning disabilities once they graduate from high school. Additionally, section 504 of the Rehabilitation Act of 1973 still protects students from discrimination when they get to college. However, students with learning disabilities will not get a 504 Plan like they had in high school (Rein, 2018). Public schools are “required to provide a free appropriate public education to qualified students with disabilities…and are designed to meet the individual educational needs of students with disabilities as adequately as the needs of students without disabilities are met” (U.S. Department of Education, (2018). However, at the postsecondary level, the student holds a majority of the responsibility. The student is solely responsible for getting a proper evaluation at their own expense, the primary responsibility and seeking assistance belongs to the student, and the student must self-identify to the office of disability services. Moreover, it is noted that the role of parents has decreased significantly or has perhaps been totally eliminated, as parents no longer have access to the student’s records, and the student advocates for himself or herself, rather than their parents (West Chester University, 2018). Ultimately, this puts the majority of the advocacy on the adult student with learning disabilities.Conceptual FrameworkThe purpose of the conceptual framework is to distinguish and draw conclusions between the important points of college-bound students with learning disabilities and their ability to enter college (Itabashi, Yoshihiro, Iyoki, Shimojima, & Okubo, 2012). Ultimately, this model narrows the purpose of the paper from a broad topic, places common themes together, and is an additional resource, which is used to further organize the pertinent data. Corbin acknowledges that in the grounded theory method, she usually does not?like to start with a conceptual framework since that provides too much guidance, yet they can be useful if they are aligned with data, they can complement, extend and verify findings, they can be used to offer alternate explanations, you can use framework to provide insight, direction and useful list of initial concepts, and finally, they can help determine which methodology to use (Corbin & Strauss, 2007).? Conceptual frameworks selected based on their relevance to the research problem, (Corbin & Strauss, 2007).?The developed theory states that there are certain causes and certain effects. The independent variables or causes include parent involvement, family stability, tutoring and afterschool and Saturday intervention. The dependent variables or effects are grades, assessments, graduation status, and college scholarships. In three sections, the conceptual framework provides a discrete model of the demographic profile, disability supports, and transitional support steps of students with learning disabilities. The demographic profile includes information about the student’s educational status, age, disability status, economic status and family support. Disability supports focus on grades, academics, tutoring, accommodations such as extra time, small group and additional in-school, on-site supports. Finally, the transitional support steps include transition training, assistance with college applications, parental support, life skill advisement, and contacts and liaison between high school and colleges. The conceptual framework is a useful tool for evaluating the data and discovering a rationale for it.DEMOGRAPHIC PROFILEDISABILITY SUPPORTSTRANSITIONAL SUPPORT STEPSEducational StatusAgeDisability StatusEconomic StatusFamily SupportGrades/academicsTutoringAccommodationsTestingAdditional in school, on-site supportsTransition TrainingAssistance with college applicationParental supportLife-skills advisementContacts at colleges, universities and trade schoolsLiaison between high schools and collegesCONCEPTUAL FRAMEWORKA rationale for successful College-Bound students with Learning Disabilities entering college/Higher EducationThe lack of college-readiness skills has many ramifications in the lives of learning disabled students. The assumption made in this study is that the immediate educational needs of students with learning disabilities are not being met if these students are not adequately prepared to enter college. This need of college-readiness skills hinders this population's advancement in society and as being perceived as equal, eligible students with promising careers and the ability for prosperity. Shifrer, Callahan, & Muller (2013) address the blatant neglect of students labeled with learning disabilities as a political and social status group, particularly for those entering college. In addition to addressing undergraduate studies, Shifrer, et al. (2013) discuss that if students are unsuccessful during undergraduate studies, they will not elevate to masters or doctoral status. Lester & Nusbaum (2017) explain that the methodological research has been stigmatized; that there are specific limitations to scholarly research for and about students with learning disabilities, and certainly produced by scholars with disabilities. At this time, there are few scholars with learning disabilities, which must be noted (Lester & Nusbaum, 2017). These educational, social and political issues affect not only high school students with learning disabilities, but the entire learning-disabled community. Organization of the StudyThe purpose of this study is addressed following the introduction and the problem statement. The relevance of this study is then stated and explained and the rationale behind it is addressed, which is followed by relevant research, which reflects the overall thesis and guiding topic and by various examples of triangulation or three or more articles discussing the same theme or theory. Methodology on various qualitative ideologies is highlighted in comparison to the selected method for this paper, Grounded Theory. Further, the design of the research is formulated appropriately in order to show the research in context. Next, the data collection, coding, and analysis plan of pertinent data are detailed, which concludes this section. Validity and Ethical considerations and consideration of special education and national laws are taken into maximum consideration. Conclusions are drawn and Implications are clearly stated. PART II: REVIEW OF RELEVANT RESEARCH: For many students with learning disabilities, the transition to college is compounded by barriers to college preparation programs, SAT preparation and critical transition services, (DuPaul, et al., 2017). The apparent discrepancy in the area of college readiness skills between learning disabled students and non-disabled students is so vast, that it continues to require incessant consideration, (Synatschk, 1995). Even though some measures exist, such as postsecondary educational services, counseling, advocacy training, and checklists, these steps are minimal, as the need is greater than the services which are currently being offered to students with learning disabilities. Most students require more follow-up, self-help skills and vocational training in addition to the services already being provided, (Adreon & Durocher, 2007). But most importantly, these students require self-advocacy skills. Four dated, yet still relevant studies, directed their primary focus on college applications. The first is addressed by Barr, (1995) who focuses her study on self-advocacy of high students. Primarily, they need to be proactive about filling out applications. Educational programs can be adapted according to Brill (1987), who also recognizes that college applications in "Learning Disabled Adults in Postsecondary Education" are difficult for students to complete. Moreover, it is mentioned in the American Council of Education, Heath Resource Center, Washington, D.C., one of the reasons for low prevalence of learning disabled high school students entering college is the lack of attention and services provided on college campuses. Shaw, Byron, Norlander, McGuire & Anderson (1987) confirm that it is crucial for professionals to assist students when selecting the appropriate college-level placement. However, according to the National Center for Education Statistics, (2011/2018) as of 2011, 97% of students with learning disabilities attended four-year colleges. This is evidence that colleges have provided more services throughout the nation to serve students with learning disabilities, yet it does not guarantee their academic success. Finally, Eichhorn (2016) reports that schools do not prepare students with math learning disabilities with the math knowledge that they need to succeed in post-secondary mathematics courses. There are programs in high schools throughout the nation that provide support to students with learning disabilities, however there is a lack of student self-interest and sufficient training of self-advocacy skills for college-bound students with learning disabilities. According to the Barr (1995) undertakes that there is a significant need to teach and assist students with learning disabilities to learn about themselves, particularly in the following areas: developing self-knowledge (using compensatory learning strategies, knowing one's own strengths and weaknesses, and practicing self-advocacy, understanding legal rights and responsibilities, transition planning for college, (evaluating college options, documenting the learning disability, and course selection/accommodative services); the college application process (creating a short list, caution about course waivers and substitutions, admissions tests and accommodations, application and disclosure); and making a college choice (Barr, 1995). Phillips (1990) expresses that having a self-advocacy plan increases students with learning disabilities’ understanding of learning disabilities as a condition and develops awareness of career and educational opportunities. There is a need for social awareness which this paper confronts. College services and academic assistance for students with learning disabilities are more concealed on college campuses than they are in a high school setting. In other words, once students with learning disabilities are in college, they must learn how to seek out academic assistance for themselves, thus becoming self-sufficient and proactive in their own education. This level of independence is a challenge for some new college students with learning disabilities (Schreifels, 2013). For example, students with learning disabilities need to prepare in advance for assistance with problems that may arise. According to Schreifels (2013), teachers and others who work with young people with SLD to improve the opportunities and help them learn improved self-advocacy skills will enable them to be more successful in their post high school endeavors. The social change will be less dependence on publicly funded services and their families for financial and other support. DuPaul et al. (2017) and Brill (1987) direct their focus on the need to assist high school students with learning disabilities during the transition to college as well, since these students demonstrate lack of independence. Showers & Kingsman (2017) addressed that family background and higher socioeconomic status (SES) families, who have higher educational expectations, have a strong effect on the students'?success in college. Support, including family support and academic assistance are crucial to student success during the transition stage for high school students with learning disabilities. TriangulationTriangulation of data sources includes checking the consistency of information from the interview, to written documents and from the interview to the researcher's notes (Leedy & Ormrod, 2010). Transcripts will be reviewed by the participants to check for accuracy in their meaning and intentions, upon completion of the researcher's transcripts. The researcher will create generalizations of the participants when able to do so. ReliabilityGaining access is pertinent in conducting a reliable and valuable study. Upon completing interviews and coding the data in a cohesive and comprehensive manner, the researcher will validate the previously recorded data. This is known as member checking, otherwise known as “Participant Validation,” which confirms the reliability of the study. This adds confirmation to this grounded theory, (Birt, Scott, Cavers, Campbell, & Walter, (2016). Checking with the members of the study further confirms that each member who contributed said what they meant to convey and that the researcher transcribed their meaning appropriately and accurately. VariablesMany variables determine the educational success and achievement of learning disabled students in secondary and postsecondary schools. These variables include both individual and institutional aspects. Individual variables would include stability, self-awareness and family composition. Institutional aspects might include the existence of support programs and policy recognition of those with learning disabilities. Data will be drawn from actual school records and online school data websites. These will be considered in explaining the measures of high school testing, grades, high school graduation, application to college and acceptance in an accredited college program. Self-advocacy and additional life skills coping strategies will be posited as a proactive technique for improving all measures of success and achievement. This does not mean to downplay the importance of self-advocacy, but rather highlight its contribution, as it is the guiding theme of this entity. Checklists of characteristics among high school and college students with learning disabilities help identify the specific needs which need to be addressed and included in a preparation program (Peters, 2011). Postsecondary educational services for learning disabled (LD) adults were addressed in these articles. Peters (2011) discusses instruments used for this study that included interviews, a transition-skills checklist, transition knowledge and skills statements. A checklist of characteristics of learning disabled adults is included, as well as a preparatory program and visits to college campuses. High school guidance counselors of students with learning disabilities provide assistance and a plan for entering college. Even though these supports are put in place, they need to be followed through independently by the students with learning disabilities themselves.Selingo & Naughto (1998) and Steele (2010) state that since students with attention-deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD) experience significant challenges in making the transition from high school to college, there are many different people who assist high school students with LD with a checklist, appropriate steps, and college preparation. This is a positive step and the key is ensuring that students with disabilities regularly see these people assisting with college preparation. College-bound, high school graduates with disabilities need a great deal of assistance in order to successfully advocate for their needs as adults and turn to parents, school psychologists, trainers, teachers, and special services programs to receive this assistance. Connor (2015) focuses on the variations which the student strategizes to “stay afloat” and ultimately survive in the college environment. Preparation for college of high school students with learning disabilities while they are in high school is addressed by Cowan (2006) and DuPaul, et al. (2017). Successful admittance to college goes undetermined in these two studies, yet strategies are addressed throughout. DuPaul, et al. (2017) suggests providing assistance to students with learning disabilities and Attention Deficit Hyperactivity Disorder (ADHD) is necessary as it emphasizes differences among peers, school disengagement, substance use, emotional difficulties and other factors during their last year of high school. Moreover, it addressed some reasons for enrolling in and attending college, as well as the expectations for college (DuPaul, et al., 2017). ?Transitions and steps are also addressed in Jorgensen, Fichten, Havel, Lamb, James, Barile, & Dawson Coll., (2003) and Synatschk (1995). Both of these articles, yet dated, focus on relevant topics such as the importance of knowing your students, listening to the needs of the students, and providing excellent assistance with transitions. Students with Learning disabilities require assistance with developing future plans and preparation with the transition to college. Transitioning was addressed by researchers, who discussed ways to enhance academic and social competencies and particularly, the academic adjustments at the postsecondary level (Barretti, 1993; Beale, 2005; Cowan, 2006). Their studies emphasize the difficulties in transition to higher education. Adult learning was mentioned infrequently in various articles, which focus mainly on academic and vocational curriculum, but are significant since these programs deviate from an academic track for students with learning disabilities (Irvin, et al, 2011; Illinois Community College, B., 2014). These articles, even though they are dated more than ten years old, depart from the norm of college entry and discussed the characteristics and policies related to adult life. Self-Advocacy is discussed in Garner (2008) and Adreon & Durocher, (2007). (Barretti 1995), (Beale, 2005) and (Cowan, 2006) encapsulate the essence of this study with a direct focus on transitioning to higher education. Equal access and special education laws were addressed in Pagels (1998) which demonstrates how this country needs accessibility in order to advance to higher education for students with learning disabilities. There is a high demand for a greater number of students with learning disabilities and other special needs to enter academic study and graduate level programs (Lester & Nusbaum, 2017). This will increase the prevalence of people with learning disabilities in the workforce (Petcu, Yell, Cholewicki & Plotner, 2014) and (Shifrer, Callahan & Muller, 2013). In Lester & Nusbaum (2017), the authors themselves have disabilities, demonstrating the great need for the learning-disabled population to enter graduate level academic programs. These studies use a combination of methods including surveys, interviews, data analysis, literature review, and observation. Each of their studies has proven how students with learning disabilities are still a minority in higher education. PART III: RESEARCH METHODOLOGY AND DESIGNIn addition to the conceptual framework, this study uses a variety of methods to collect basic data. The methods include thirty interviews with students with learning disabilities. Further information regarding these subjects is provided through student data assessments and discussion with school site professionals in a school setting such as teachers, administrators, and counselors. The students participating in this study are currently in learning support high school classes. The researcher developed questions which allowed for the participants to have a deeper understanding and relate their own experiences, through the collection of data. Upon accurate interactions and data collection, the researcher develops a theory (Creswell & Poth, 2018).Specific Sites and Location As the researcher’s study is based on students with special needs particularly with learning disabilities, access to 30 high school students in the East Los Angeles area with this particular population is required for the completion of the study. The researcher chose the location of a large high school in East Los Angeles, within the Los Angeles Unified School District, which primarily serves the Latino community. This is the ideal location and population for this study, as it is comprised of local learning-disabled high school students. Therefore, it is logical that this is where qualitative research would take place. Participants/Access and RapportThe participants were chosen based on location and access in relation to the researcher and the familiarity with the school and its surrounding community. Researchers need the cooperation of the participants during the project, (Research Ethics Guidebook, 2018). Since the researcher is employed with a school district, the researcher will ask for formal permission to conduct research within this district at her work site, where contacts have been established prior to the research and data collections. Formal introductions will be made via already established connections. The researcher is also familiar with the students, their parents and other family members, including members of the surrounding community from previous introductions and interactions. School staff and faculty are familiar with the researcher and with her role as such, therefore rapport and ease exist. This rapport with subjects was established prior to the actual interviews, so “in a grounded theory study… they will disclose detailed perspectives about responding to an action or process” (Creswell & Poth, 2018). Sample size of 30 subjects is appropriate for the approach chosen by the researcher. The intended audience for this study would be students with learning disabilities and educational staff and administrators. It is estimated that there would be 30 students with learning disabilities participating in the study, which is based on their medical diagnosis from a certified psychologist, which is labeled on the Eligibility form of each student’s Individualized Education Plan (IEP’s). Since these subjects have this particular disability, they have been specifically selected for this study as ideal candidates.AssessmentsAdditional assessments have been previously given to all candidates, which measure age range and academic grade equivalency. These tests include the Woodcock Johnson, Diagnostic battery III and IV, (Appendix B) depending on how long ago they were administered to the student. This test has “standard” and “extended” battery, which focuses on the student’s cognitive abilities. For students who are younger than kindergarten, the Brigance Assessment would have been administered rather than the WJ, III, to test readiness skills. For this study, the subjects of high school students with learning disabilities would have been administered one or both by senior high school (Wikipedia, Woodcock Johnson, 2018).Students are given Norm based assessments, as well as curriculum based assessments throughout the school, which are recorded on the Welligent IEP System and My Data school district website. The aptitude tests which selected and affirmed subjects have taken are Dibels Fluency Reading assessment, which tests speed and accuracy and curriculum-based comprehension tests, which monitor prosody. Moreover, students previous and current IEP’s will be reviewed by the researcher. Subjects were issued a standard survey questionnaire (Appendix C) with 25 yes or no questions. These questions were provided to the parent and guardian of the subject prior to the subject receiving them. The material is guided towards previous notions of academic achievement. Subjects should answer all questions, yet they can leave some unanswered by choice. Screening for participants will take place on school site, not during school hours based on subject availability and schedule. If parents request to meet at a public location such as a coffee shop or private location such as their home, this will be considered by the researcher case by case. Subject privacy and confidentiality are first and foremost in determining a proper location. The study participants or the students with Learning Disabilities may have different settings in the school, different accommodations, and varying hours of participation in the general education included a classroom with non-disabled peers. They are serviced depending on their Free Appropriate Public Education setting (FAPE), as specified by the Individuals with Disabilities Education Act of 1975 (IDEA) law and their Individualized Education Plan (IEP’s). These factors affect the process and implementation of the research method selected for this study; Grounded Theory.PART IV: DATA COLLECTION AND ANALYSISSpiral, Memoing and CodebookData collection is crucial to the work of the researcher. The activities needed to conduct research need to be well prepared. First, locating the site and individual and gaining access to the site is necessary for the researcher to establish. They must develop a relationship and rapport, conduct sampling purposefully, start the process of collecting data and formulate the appropriate approaches to be utilized during the qualitative research. Next the researcher will begin developing protocols and recording information, minimizing field issues, and securing the data. Ethical considerations must be considered during each of these components, (Creswell & Poth. 2018). Each of these steps must be aligned and completed in a systematic order. According to the Data Analysis Spiral, data collection can be accomplished in five steps. The first is managing the data, which essentially begins the process. Researchers should organize and name their data, so it is easy to locate. The researcher would create an Excel sheet with the data with appropriate headings with categories (Crabtree & Miller, 1992) as this data would be reflective of the views of the participants. The researcher would focus on processes, actions, or interactions (in Grounded Theory) (Creswell & Poth, 2018). The researcher would transfer handwritten data to computer and date it accordingly. Storage is equally as important as data collection. To ensure protection of all data, all digital information collected on a computer, will be labeled in files and password protected by the researcher. Any coded interviews and notes would be transferred to a computer and properly password protected. Any loose notes would be shredded and destroyed. Further, backing up information in a password protected database is crucial for safe keeping of notes, transcripts, field notes and jottings (Davidson, Jones, & Molloy, 2014). The researcher would label alphabetically and date everything chronologically, depending on the themes and codes. The visual representations would be filed chronologically after the written data (Creswell & Poth, 2018). The author or researcher would also realistically, use less notes and record information, with the interviewees permission, as it would be easier to record rather than to try to write everything down. This is more effective and more efficient, especially when collecting and organizing samples. These recordings would be securely transferred to a computer and stored safely on a hard drive and labeled appropriately (Creswell & Poth, 2018). Since numerous memos have been created during data collection, the researcher would develop and utilize code sheets and organize a codebook. A codebook is necessary for three main reasons: to assign a name for the code, or shortened label, to apply a description of the code defining boundaries through use of inclusion and exclusion criteria, and to provide examples of the code using data (Creswell & Poth, 2018). These themes that are created based on the data, ultimately lead to a greater more prominent theme throughout this study. Each code would be distinctive and serve a sole purpose in the journey of this research. Therefore, having an active codebook is necessary for organizing during the coding process (Creswell & Poth, 2018). Sampling is necessary additional information, which the researcher may collect. Sample size is appropriate for this study. The timeline for collecting the necessary data is organized according to need and access. This could take two to three weeks in phone calls and emails, or it may take up to two months of strategic planning. These steps require follow-up. The first step in this process is preparing a plan and assessing what possible conclusion could be reached. Knowing a possible ending point makes it easier to devise a program for reaching a data goal. Next, the researcher would contact participants and getting the appropriate releases and access is an early step in this process. If access is denied, another plan must be implemented shortly thereafter (Creswell & Poth, 2018). Upon gaining access, the researcher can begin data collection. By having a secure place for the data and establishing methods of secure collection, the researcher may begin preparing a data strategy and the data collection process (Creswell & Poth, 2018). Sampling occurs inadvertently during this process and is contributed to the research. This should be well-planned and thought out ahead of time. With a good plan, when events occur and the researcher must deviate from the plan, it is easier to stay focused if a plan has been established prior to the start of the research (Creswell & Poth, 2018). The data method includes a questionnaire prior to interviews and was collected from student’s cumulative files and state-administered tests. Observation and field notes were collected, in compliance with the IRB regulations (Creswell, 2012, Hatch, 2002, Sieber & Tolich, 2013). Evidence was provided of ethical conduct based on the guidelines. All documents and interviews were kept confidential and valid. ?Other ApproachesWhen managing and organizing data in the initial stages, each approach creates and organizes files. When memoing, each approach requires the researcher to read through the text, make margin notes, and form initial codes. When classifying, the narrative researcher describes the patterns across the objective set of experiences. When assessing and interpreting data, the narrative researcher locates epiphanies within stories and identify contextual materials. Finally, they re-story and interpret the larger meaning of the story (Creswell & Poth, 2018).When coding during the phenomenological approach, the researcher would describe through personal experiences and describe the essence of the phenomenon. In revisiting and interpreting the data, they would develop significant statements and group statements into meaning units (Creswell & Poth, 2018).For ethnography, for managing and organizing the data, the researcher would describe the social setting, actors and events and draw a picture of the setting. During the assessment of the data, the ethnographer would analyze data for themes and patterned regularities, then interpret and make sense of the findings and evaluate how the culture “works” (Creswell & Poth, 2018).For case study, the researcher would describe the case and its context and use categorical aggregation to assess and interpret, in order to establish themes or patterns. In representing the data, the researcher would use direct interpretation, develop naturalistic generalizations of that was learned (Creswell & Poth, 2018). Grounded theory is focused on the process of research, which ultimately leads to a hypothesis (Creswell & Poth, 2018). The researcher will develop a theory based on grounded theory will be developed and an explanation will be provided for further development (Creswell & Poth, 2018). Grounded theory is the foundation of this study which utilized student interviews and teacher documented observations. The goal of the research is to provide insight of the success of high school transitions to college and higher education. Data collected by the participants are presumed to be authentic and valid. Based on the commutative responses, the researcher will deduce a theory. Consequently, the grounded theory approach is used in this study, as it examines data from interviews, which are kept confidential and complies with HIPAA laws, which state that research that identifies personal health information is subject to HIPAA requirements (Protecting Personal Health Information in Research: Understanding the HIPAA Privacy Rule, 2018). These methods are secure and private, therefore are authentic and valid. Recording InformationThe purpose of the study is to determine whether each student has applied to a college or university and will be collected as official data. The methods for research include student records such as each student’s current and previous report cards, current and previous IEP’s, and Evaluative Reports (ER). These formal reports will be examined and coded to find similarities and overlap. Themes will emerge based on common threads among students and each of their educational milestones. A formal coding chart and graph will be developed and utilized. Concerns may include the authenticity of students’ grades and data and missing or irrelevant data. Interviews and student data will be stored in a confidential file of the researcher, on graphic organizers including privacy codes and use of alternate names, concept maps, and Excel charts. There are procedures available in qualitative computer analysis programs. These procedures differ by approach to qualitative inquiry. For example, some approaches seem more directed towards specific types of data collection. In a Narrative study, the researcher uses multiple forms of data, whereas Grounded Theories and Phenomenological studies tend to rely on interviews. Ethnographers focus on observing and often mixes occur between the various approaches.When coding issues occur, the researcher has developed a strategy to handle irregularities. Several issues are important to address during the coding process, such as counting codes, yet a “count conveys that all codes should be given equal emphasis,” even though they may represent different points of views (Creswell & Poth, 2018). Moreover, there are pre-existing codes, which warrant much controversy among researchers. The researcher intends to use in vivo codes, or the exact words of the participants (Creswell & Poth, 2018). Finally, the type of information a qualitative researcher codes, whether they are looking at processes, actions or interactions, which occur in Grounded Theory (Creswell & Poth, 2018). Qualitative data requires a copious amount of reading, particularly of extensive transcripts, as researchers are looking for similarities and differences in order to develop themes (Wong, 2008). As technology has advanced, so has the method of collecting data (Wong, 2008). As a result, computers and software packages like “NVivo,” have replaced pencils, paper, post-its, colored organizers, and other hands-on methods of coding collected data. This is less tedious and more manageable for qualitative researchers (Wong, 2008). Field Issues In the first stages of research, “informal” written surveys with the participants would be taken with the purpose of collecting confidential data, prior to the face-to-face interviews. Next, interviews would be scheduled and conducted at the school site with the students with learning disabilities themselves, and other prominent school and special education team members. Recordings of each of the interviews of the students with learning disabilities will be transcribed for further use and proper data security. A chart will be created to code the data and find similarities and common traits of each of the students, parents and other interviewed parties. Questionnaires will be coded based on common themes. Commonalities will be found and conveyed as the final step of resolving this theory. There is obvious support missing in the previously mentioned articles which this paper addresses, specifically the authenticity of the value of these programs which are currently in place. Further, the evidence of bona fide results of students with learning disabilities entering four-year college programs is scarce. High school services in the areas of academic preparation and social preparation are in place, yet the specific outcomes these services provide have yet to be determined. Evidence and documentation of student engagement and participation are lacking as well. Even though Barr (1995), Barretti (1993), and Beale (2005) each focus their individual studies on transitioning from high to a college setting, they are not duplicated in another study, as the researcher understands that variables change from one case to another (Creswell & Poth, 2018). This study integrates theoretical thinking and the cause and effect, or Grounded Theory. Grounded Theory is defined as “moving beyond description and to generate or discover a theory, a ‘unified theoretical explanation’ for a process or an action” (Creswell & Poth, 2018, p.82). Data collected and conveyed on this concept will be analyzed in light of the proposed theory.Data SecurityDue to insufficient political and social awareness of the problem, there is much data and research needed in this area. As a result of neglecting this issue, a strength in this study is that sufficient focus of this research topic is scarce. This study is limited to high school and college settings and since it is a confidential and sensitive topic, protected by special education laws such as Americans with Disabilities Act (ADA) and the Health Insurance Portability Accountability Act (HIPAA) therefore, it has not been brought to the public’s attention, with as much notoriety needed to sufficiently highlight its need.PART V: ETHICAL CONSIDERATIONSProtect Participants from Harm For purposes of data security and the protection and security of those involved, strict measures by the researcher will be taken. Since this research involves those with special needs, these measures will be heightened for security purposes. Pseudonyms names are utilized throughout this paper, for the purpose of protecting participants from harm. Further, the researcher will disguise on-site, in-person interviews with alternate “reasons for the interview,” such as Higher Education observations or school project in order to preserve confidentiality. “Confidential” labels and covers will be used and marked properly ahead of time with all paper data and recordings will have proper ethical releases for protection. Finally, data collected will be properly stored with the highest consideration for personal safety and protection of others. A BRIEF HISTORY OF THE ETHICAL TREATMENT AND CONSIDERATION OF INDIVIDUALS WITH DISABILITIESDocumentation of individuals with disabilities is scarce until the 1880’s. Prior to special education laws of the 1970’s, treatment of people with special needs was inhumane and many were incarcerated or treated for mental illness. In the early 1950’s, psychologist Bruno Bettelheim wrote many works about the disorders of children, including The Empty Fortress, (Bettelheim, 1967) and much of his work was discredited in the future. Disabilities were not understood in common law, therefore ethical treatment and conduct were poor, (Winzer, 1993). According to Trolley, Haas, & Patti (2009) who confirm that early 1970’s, laws were passed such the Rehabilitation Act of 1973, the Education for All Handicapped Children Act (PL94-142) was passed, (Trolley, et al., 2009). In 2001, No Child Left Behind was passed in into Law. Individuals with Disabilities Act came in 1975 and was amended in 2004, with the Americans with Disabilities Act, (Trolley, et al., 2009). These urgent amendments were implemented far too late in our country’s history.As researchers create and utilize a process to ensure the safety and equal protection of their potential interviewees, they must take into account to avoid disclosing potentially harmful information, particularly sensitive information regarding disabilities and personal medical diagnosis. Researchers must be cognizant of these situations since data might be identifiable, and they must be aware and sensitive to the interviewees, particularly if the results are negative. The researcher should disclose positive results and avoid potentially distressful language. Researchers must be objective and adhere to guidelines and procedures of disclosure of comprehensive findings. In order to ensure the safety of all participants, an INFORMED CONSENT FORM is attached (Appendix A). Each consent form was presented with a formal letter of intent, reason/need for the research and procedures of the interview process. All potential interviewees were contacted by a parent or guardian with consent, as referred by their school. Another benefit of this study is that a variety of participants, for example, counselors, college services assistants, in addition to students, may contribute data. Extending the data source to include responses from learning disabled would have produced a more comprehensive study.CODES TO CATEGORIESInterpreting and summarizing codes allows categories and themes to emerge, which ultimately lead to thematic analysis. Researchers must have a strong understanding of the literature, prior to developing emerging themes. In this approach, the researcher refers back to the literature which is relevant to the research topic and to the qualitative observations throughout data collection and analysis (Braun & Clark, 2006; Pope & Mays, 1995). As a result, new perspectives merge between the initial research and the participant’s responses. In the data analysis stage of the study, this process involves the critical review of the participant’s responses to determine appropriate coding and develop cohesive themes from those codes. The researcher should build detailed descriptions and develop themes. “Researchers can conduct thematic analysis on the interview questions, dialogue and open-ended questions” (Braun, et al. 1995). Being able to expound on such elaborate details and description from interview questions and open dialogue, broad themes can be narrowed and made more explicit. This clarifies the theme which has evolved throughout the Grounded Theory process. By providing key points and interpreting the data properly in an authentic manner, this method, Grounded Theory, explains and imparts lessons learned from the collected data, and leads to thematic analysis.POSITIONALITY STATEMENTThe researcher has more than 14 years in the field of Special Education, with Mild to Severe lifetime credential in Pennsylvania and in Mild to Moderate credential in California. Positions the researcher has held include behavior interventionist and special Education teacher, specializing in learning disabilities. She has had the opportunity to serve Los Angeles in a Special Day Class setting as a special education teacher for six years with primary students with learning disabilities and ADHD. As a teacher, the researcher advocates for equal access for her students with learning disabilities.The researcher has a special circumstance of having a learning disability herself, which is what intrigued her to investigate this social and political issue as a topic. Upon graduating from senior high school, the researcher noted how her own self-advocacy, perseverance and determination were key in her success as a student. As a graduate student, she had to overcome obstacles which kept her from reaching her goals, particularly from teaching. Other’s negativity and pessimism only pushed her harder to overcome these obstacles and she persevered even when times were difficult. In the interest of having the truth of her participants’ experiences revealed, the researcher wishes to share the self-reported stories of college-bound students with learning disabilities. In bringing these stories out, it is the researcher’s hope that the perception concerning students with learning disabilities and the stigma attached will be lessened. She is optimistic that with proper implemented measures and more notoriety, students with disabilities will be able to access education at all levels, especially higher education. OverviewThe purpose of this qualitative grounded theory study was to examine and determine the reasons for the lack of students entering college and graduating. This study used questionnaires and exploring self-reported perspectives of students with learning disabilities. The goal was to understand what can be done to increase student prevalence in college academia. The researcher looked at the challenges, barriers, strengths, needs, and practices of students and the people assisting them in their lives. A review of the study’s purpose, analysis and conclusions of the study’s key findings and implications for further recommendations are addressed. Interpretation of Key FindingsBased on the extensive literature review and the interviews and questionnaires evaluated, students with learning disabilities find it difficult to navigate through college procedures and to ultimately demonstrate success as college students. This makes it difficult to graduate in a reasonable time frame, enter society and workforce, and to be seen as an equal contributing member. With assistance and specific strategies, students with learning disabilities are better equipped for the academic challenges during college. However, the caliber of assistance programs currently in place in high schools is lacking adequate and equal support. Likewise, even if a student with a learning disability enters college, it does not guarantee that they will remain successful and competitive throughout the duration, expectedly averaging four consecutive years. Finally, since special education privacy laws protect students’ rights, it is hard to determine with solid evidence, the level of success of students with disabilities in college. VI. CONCLUSIONEducators, parents and counselors, regardless if they are general educators or special educators, share a responsibility to educate all students equally by law (IDEA, ADA, 504). Special education students are not to be exclusively served by special educators, as they are entitled to receive equal access to general education. This would ultimately increase academic learning and increased social skills progress, enhancing student outcomes. Participants would express the positives and negative stories and incidences, therefore shedding light on this topic of access for learning disabled students. Students with learning disabilities would share their insights and experiences about being in high school, transitions services which they have utilized, services, referrals and advisors who have aided in their journey from high school to college. All participants discussed the positive experiences of their transition and areas which need further attention and development. Connection to conceptual frameworkThe connection of this study to the conceptual framework include, as stated in Charmaz (2014), there is simultaneous involvement in data collection and analysis, constructing analytic codes and categories from data, rather than from a deduced-hypotheses, constant comparison method, advancing theory development during each stage, memo-writing, sampling aimed toward a theory, and conducting a literature review after developing an independent analysis (Charmaz, 2014). According to Corbin & Strauss (2007), framework is aligned with data, they can complement, extend and verify findings and they can be used to offer alternate explanations. The conceptual framework can be very strict and binding, yet useful when connecting data and theories. ConclusionIt is imperative to provide equal access to higher education for all students with disabilities and to alleviate the discriminatory and exclusionary acts, thus, bringing national political and social awareness to this controversial situation. College-bound students with learning disabilities must advocate for themselves in order to receive equal opportunities in higher education. Students with learning disabilities must seek out the proper assistance, self-help, guidance and advocacy if they wish to compete and enter the same colleges as their non-disabled peers. Often, these students are tracked during the early stages of their education and they are disregarded as academically equal candidates. The urgency by which to provide equal access to all students with learning disabilities is emphasized by the fact that it is their own personal responsibility. Their ability to succeed in postsecondary education is dependent on their self-advocacy. 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Retrieved from: is HIPAA (Health Insurance Portability and Accountability Act ...Retrieved from:searchhealthit.definition/HIPAAWelligent (2018).Retrieved from: $pfield=rpdate_3Wikipedia-Woodcock-Johnson III (2018).Retrieved from: APPENDIX APEPPERDINE UNIVERSITY(School Affiliation)YOUTH ASSENT TO PARTICIPATE IN RESEARCH (AGES 14–17)(CREATING EQUAL ACCESS TO EDUCATION FOR COLLEGE-BOUND STUDENTS WITH LEARNING DISABILITIES)You are invited to participate in a research study conducted by (Toby Tomlinson Baker, M.Ed., Doctoral Candidate, faculty advisor, Dr. Ebony Cain, Ph.D.), from Pepperdine University. Your participation is voluntary. You should read the information below, and ask questions about anything you do not understand before deciding whether to participate. Please take as much time as you need to read the consent form. You can decline to participate, even if your parent/legal guardian agrees to allow your participation. You may also decide to discuss it with your family or friends. If you decide to participate, you will both be asked to sign this form. You will be given a copy of this form.PURPOSE OF THE STUDYThere are many reasons why students with learning disabilities are unable to apply to college. This is particularly true for high school graduates with learning disabilities. Even though this is a national problem and it affects many students and high school graduates, this issue is not being properly addressed. High school students with learning disabilities may be directed away from academic tracks or recommended towards vocational and community college settings, which ultimately limit their options. The college application process itself may be difficult to understand and fill out correctly. These students may be discouraged to apply by influential people such as counselors, parents and teachers. There are many social, academic and political factors, which greatly affect the number of students with learning disabilities who are applying, or not applying to college. STUDY PROCEDURESIf you agree to participate in this study, you will be asked to complete a brief questionnaire and a one-one personal interview. Both the questionnaire and interview will take about 30 minutes to complete. You don’t have to answer any questions you don’t want to.If you agree to participate in this study, you will be asked to:Guidelines:Discuss challenges and successes you have had in school, especially during high school. Discuss how you have worked on the process of applying for college and discuss who (parents, teachers, counselors) has helped you with this, during the process.Discuss if you have had to have any formal assessments or standardized tests pertaining to college, like the SAT, or Special Education related evaluations. Please consider being recorded/photographed during the session. This is OPTIONAL. You may choose to decline (you may choose not to do this)-you are under no obligation. The study will take place at your school site during and after school hours for your convenience in a private secure location due to the sensitivity of the material discussed. Each interview will last 20-30 minutes. There will be one definite initial in-person interview. Researcher respectfully requests two more interviews via phone, skype/facetime. Researcher will be up front about expectations and privacy issues with parents and youth participants. Prior to the interview, researcher will issue a questionnaire for the researcher and their parent/guardian to answer and return for the initial stage of the data collection process. Researcher will interview 10-30 students with special needs, interview each of them, with a parent/guardian present, in a private and secure setting. Participants will answer questions and may choose to respond or decline a response. Both parents and youth participants will receive separate questionnaires-one for the youth, and one for the parent/guardian. POTENTIAL RISKS AND DISCOMFORTSThe potential and foreseeable risks associated with participation in this study include…HIPAA laws protect persons with a learning disability/privacyRelaying personal information regarding disability status to interviewer will be protected by national laws, therefore a private room with a protective setting will be provided to interviewee. Interviewee may experience minor discomfort in expressing stories/examples of challenges of disability Releasing personal information regarding diagnosisDiscussing academic strategiesBecoming vulnerable with school informationDifficult discussions regarding academic difficultiesPsychological strain regarding personal informationIn the case, you experience discomfort or stress during the interview, you will be encouraged to take breaks, discuss the discomfort with the interviewer, and/or will be provided with referrals for centers where culturally appropriate support or mental health services may be available.Access California Services 631 S Brookhurst St, Ste 107Anaheim, CA 92804T: 1(800) 287-1332 (714) 917-0440, F: (714)917-0441 National Suicide Prevention Line (24hrs/7days)1-800-273-TALK (8255) Psychology TodayThere are potential risks to your participation as one may feel uncomfortable answering some or all of the questions. You do not have to answer any question you don’t want to.POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY(Note that as this is a research study, the benefits are contingent upon the results. The investigator can state what the benefits are anticipated to be, not what they will be. Also the anticipated benefits to society should be stated.) There are no anticipated benefits to your participation. We hope that this study will help researchers learn more about transition of college-bound students with learning disabilities. This research may help advance knowledge in the field of cognition and emotion; however there is no direct benefit to you for participating in this study.CONFIDENTIALITYWe will keep your records for this study confidential as far as permitted by law. However, if we are required to do so by law, we will disclose confidential information about you. The members of the research team, and Pepperdine University Protection Program (HSPP) may access the data. The HSPP reviews and monitors research studies to protect the rights and welfare of research subjects. The data will be stored in a private, confidential setting and will not be reviewed by any parties without permission from the interviewed parties/participants. Participants must authorize their parents or guardians (parents cannot access their child’s responses). The participant has the authority and right to a copy of all written, audio and/or recorded material. All names and identities will be kept confidential and visuals may be hidden during recording to hid a participant’s face upon request. The data will be kept for ten years and erased afterwards. The data will be stored on a password protected computer in the researcher’s office for three years after the study has been completed and then destroyed. Pepperdine personnel will have the authority to maintain a copy of the material which will be stored in confidential data research facility. All identifying details will be changed for protection and security, and after 10 years, documents will be erased and destroyed. However, the data will not be used in future research studies.PARTICIPATION AND WITHDRAWALYour participation is voluntary. Your refusal to participate will involve no penalty or loss of benefits to which you are otherwise entitled. You may withdraw your consent at any time and discontinue participation without penalty. You are not waiving any legal claims, rights or remedies because of your participation in this research study. (If appropriate, describe the anticipated circumstances under which participation may be terminated by the investigator without regard to the participant’s consent.)ALTERNATIVES TO FULL PARTICIPATION Your alternative is to not participate. Your relationship with your employer will not be affected whether you participate or not in this study.EMERGENCY CARE AND COMPENSATION FOR INJURY Does Not Apply to Participants in this study. RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATIONIf you have questions, concerns or complaints about your rights as a research participant or research in general please contact Dr. Judy Ho, Chairperson of the Graduate & Professional Schools Institutional Review Board at Pepperdine University 6100 Center Drive Suite 500 Los Angeles, CA 90045, 310-568-5753 or gpsirb@pepperdine.edu. SIGNATURE OF RESEARCH PARTICIPANT (IF PARTICIPANT IS 14 OR OLDER)I have read the information provided above. I have been given a chance to ask questions. My questions have been answered to my satisfaction and I agree to participate in this study. I have been given a copy of this form. AUDIO/VIDEO/PHOTOGRAPHS (If this is not applicable to your study and/or if participants do not have a choice of being audio/video-recorded or photographed, delete this section.) □ I agree to be audio/video-recorded /photographed (remove the media not being used)□ I do not want to be audio/video-recorded /photographed (remove the media not being used)Name of ParticipantSignature of ParticipantDateSIGNATURE OF INVESTIGATORI have explained the research to the participants and answered all of his/her questions. In my judgment the participants are knowingly, willingly and intelligently agreeing to participate in this study. They have the legal capacity to give informed consent to participate in this research study and all of the various components. They also have been informed participation is voluntarily and that they may discontinue their participation in the study at any time, for any reason. Name of Person Obtaining Consent Signature of Person Obtaining ConsentDate ................
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