Defining Quality Indicators for Special Education Technology Research

Abstract

Historically, the use of technology in special education has been advanced on the basis of marketplace innovations and federal policy initiatives rather than on a compelling research base. This article presents a set of quality indicators that will guide efforts to enhance that base. Thirty quality indicators, organized into eight areas (conceptualization of the research study, full disclosure, sample selection, description of participants, implementation of the intervention, outcome measures, data analysis, and publication and dissemination), are briefly described and three variations of each (unacceptable, essential, and desirable) are highlighted. Particular attention is paid to the distinct methodological design issues associated with technology research and development. Recommendations are made for the use of these quality indicators to enhance the evidence base for the field.