University: CCCU

Course: MA Special Educational Needs and Inclusion

1. Critical essay.........................................................................................................................3

2. Critique of journal article......................................................................................................7

3. Case study...........................................................................................................................11

Part 2 : Research proposal.............................................................................................................15

1. Critical essay
Introduction
Disability is considered to be one of the most serious challenges to education globally and
inclusive education is considered to be the most effective way in which the children can be given
a fair chance for going to school and be able to work for a decent living(Amor et al. 2019).
However they are still special schools and home classes available for children with disabilities
arising from the fact that they are not being accommodated in schools along with other children
due to lack of inclusivity and stigma around the disability (Archambault and Milone, 2020).
Addressing the significance of inclusivity in education for all, the focus of the critical essay is to
determine strategies for developing inclusive learning environment in schools addressing the
needs of the students with special educational needs. There will be theoretical understanding of
the need for inclusive education while also justifying the need for the study and the significance
of the research.
Theories and debate
The social constructionist theory states that various aspects and knowledge in the world only
exist because of the share assumptions from the human society (McNamee et al., 2020). Rapp
and Corral-Granados (2021) have debated the achievement of the inclusive education could be
challenging as it is based on terms like justice in democracy which are challenging to be
translated from the research perspective into actual practice. On the other hand, Sempowicz et al.
(2018) had propose the use of the principles from the theory for identification of opportunities
and obstacles for inclusion in school curriculum and construction of school policies align with
the diversity in students. Al-Shammari et al. (2019) have argued that the social constructionist
approach can be used for guiding the writing and subject specialist for sharing knowledge to
create inclusive curriculum.
Rational for conducting the research
The key rational for which the study is being conducted is to address the issues related to lack of
inclusion of students with disabilities and special requirements of education in the current
scenario of educational setting. There are children with intellectual, physical and mental
disability is being overlooked in the policy making that limits the access to quality education and
their overall ability to participate in the economic, political and social life (Hsiao et al. 2019).
They also face persistent challenges to education rising from discrimination, routine failure of
the decision makers to include disability in the school services. Because of such challenges their
often robbed off the chance for learning and take part in the community and workforce (Kart and
Kart, 2021). Addressing such issues, in the current education setting the understanding of
strategies for creation of inclusive learning environment for children with special education
needs can help in developing inclusive learning environment in schools and reduce the
significant challenges existing to inclusive education.
Significance of the research
By the implementation of strategies and the adoption of proactive mindset it can be ensured that
every individual student feels respected, empowered in valued for reaching the overall potential.
Inclusive education can be the most effective way for giving all the children the fair chance for
going to the school and learning and developing their own skills that are required for thriving the
society (Knickenberg et al. 2020). The need for inclusive classrooms and learning opportunities
consistent with the agenda of 'Every child has the right to quality education and learning'
developed by UNICEF pro protecting the rights of the children with difficulties (Clark et al.
2020). There are over 240 million children that have disabilities globally. Like the other children,
these children also have dreams and ambitions for the future and require quality education for
developing their overall skills and realise their complete potential (Lauchlan and Boyle, 2020).
The topic of exploring the strategies for the creation of inclusive learning environment for
students with special needs is important and worthy of studying because irrespective of
understanding the significance of inclusive environment for learning, there is still limited
implementation of the inclusive learning environment because of the lack of knowledge of
teachers to develop an environment in which students special needs can study along with the
other children.
Suggestion for creation of inclusive learning environment
From the perspective of the teacher positive attitude, active engagement and adequate
preparation as well as being receptive to the inclusive practices is the key to the success of the
students with special needs. The reforms for improving the inclusive education need to begin
with the changes in education courses by preparing educators for the profession such as through
special courses (Lopez-Gavira et al. 2021). While reforming the learning institutions to be more
inclusive there should be consideration of factors impacting learning environment and make it
more comfortable for learning of students with special needs limiting any negative attitude from
the peers. Inclusive extra-curricular activities, projects and clubs can provide opportunity for the
students special needs to work together with other students promoting the social interaction as
also emphasized by the social constructivist theory (Knickenberg et al. 2021). Apart from that
there should be changes in the physical environment to make it more accessible such as the
providing wheelchair ramps, accessible restrooms and elevators for comfortable mobilization.
Differentiated instruction that involves the tailoring of the teaching methods and the materials for
shooting the individual learning style of the students can make them more actively engaged in
the process of learning. (Hsiao et al. 2019) This can be possible through the use of visual aids
and hands-on activities as well as the use of assistive technology (Kart and Kart, 2021).
Conclusion
In the diverse society present today educational institution should foster an inclusive
environment catering to the needs of all the students which includes those with the specific and
special needs. Students who have special needs face very unique challenges and hence it is the
responsibility of the educators and the schools for creating inclusive and safe environment
supporting their overall learning and development. By valuing the unique requirements of every
student and promoting awareness and implementing necessary accommodation inclusivity can be
embraced in the learning environment.
References
Al-Shammari, Z., Faulkner, P. E., and Forlin, C. 2019. Theories-based inclusive education
practices.Education Quarterly Reviews,2(2).
Amor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. Á., Burke, K. M.,
and Aguayo, V. 2019. International perspectives and trends in research on inclusive education: A
systematic review.International Journal of Inclusive Education,23(12),
1277-1295.https://doi.org/10.1080/13603116.2018.1445304
Archambault, M., and Milone, J. P. 2020. Changing college student perceptions of individuals
with disabilities using contact theory and community-based recreation activities. SCHOLE: A
Journal of Leisure Studies and Recreation Education,35(2), 110-116.
https://doi.org/10.1080/1937156X.2020.1718037
Clark, H., Coll-Seck, A.M., Banerjee, A., Peterson, S., Dalglish, S.L., Ameratunga, S.,
Balabanova, D., Bhan, M.K., Bhutta, Z.A., Borrazzo, J. and Claeson, M., 2020. A future for the
world's children? A WHO–UNICEF–Lancet Commission. The Lancet, 395(10224), pp.605-658.
Hsiao, F., Burgstahler, S., Johnson, T., Nuss, D., and Doherty, M. 2019. Promoting an accessible
learning environment for students with disabilities via faculty development (Practice
Brief).Journal of Postsecondary Education and Disability,32(1), 91-99. https://eric.ed.gov/?
id=EJ1217448
Kart, A., and Kart, M. 2021. The academic and social effects of inclusion on students without
disabilities: A literature review.Education Sciences,11(1), 16.
https://doi.org/10.3390/educsci11010016
Knickenberg, M., LA Zurbriggen, C., Venetz, M., Schwab, S., and Gebhardt, M. 2020.
Assessing dimensions of inclusion from students' perspective-measurement invariance across
students with learning disabilities in different educational settings.European Journal of Special
Needs Education,35(3), 287-302. https://doi.org/10.1080/08856257.2019.1646958
Lauchlan, F., and Boyle, C. 2020. Labeling and inclusive education. InOxford Research
Encyclopedia of Education.https://doi.org/10.1093/acrefore/9780190264093.013.1021
Lopez-Gavira, R., Moriña, A., and Morgado, B. 2021. Challenges to inclusive education at the
university: the perspective of students and disability support service staff.Innovation: The
European Journal of Social Science Research,34(3), 292-304.
https://doi.org/10.1080/13511610.2019.1578198
Rapp, A. C. and Corral-Granados, A. 2021. Understanding inclusive education-a theoretical
contribution from system theory and the constructionist perspective.International Journal of
Inclusive Education, 1-17.https://doi.org/10.1080/13603116.2021.1946725
Sempowicz, T., Howard, J., Tambyah, M., and Carrington, S. 2018. Identifying obstacles and
opportunities for inclusion in the school curriculum for children adopted from overseas:
developmental and social constructionist perspectives.International Journal of Inclusive
Education,22(6), 606-621.https://doi.org/10.1080/13603116.2017.1390004
 2. Critique of journal article
Introduction
The study in the research paper by Crispel and Kasperski (2021) had been set for the
examination of the impact of professional development course on the practices and perception of
the teachers in Israel which respect to the teaching of children who have learning disabilities.
Evidences of the significance of the professional development have been noted in the review of
literature by other authors who have demonstrated the effectiveness for the experienced teachers.
The authors Crispel and Kasperski (2021) have conducted interviews to understand the
perspective of the teachers who have recently participated in a course for professional
development for handling children with learning disabilities. The findings also add to the
extensively growing body of knowledge about the concerns and efficacy of teachers and their
attitude towards inclusive teaching.
Philosophical underpinning
There has not been any clear indication of the philosophical underpinning used by the authors in
the study that may have influence the data collection method used for data gathering. However
there has been mention of interpretive analysis of the transcript of the interview to be an integral
aspect of the research procedure. This can suggest that the authors have used interpretivism
philosophy that is consistent with qualitative research methods applied in research (Arthur,
2012). Interpretivism as a philosophical underpinning of research studies is based on the key
assumption that reality can be subjective, socially constructed and open to multiple interpretation
(Bryman, 2012). This philosophical framework assumes that one can only understand the reality
of an individual through the experience of their reality that can be different from perception of
reality by another person also determined by their social and historical perspective (Cohen et al.
2011; Creswell, 2003). Consistent with this philosophical understanding, it can be stated that the
use of interpretivism philosophy in this study as noted in the choice of conducting semi structure
interview with the teachers to know about their experience of the special education training
program is justified. Interpretivism philosophy had supported the reality of the teachers through
their experience of the reality and socially constructed by the setting in which they teach (Denzin
and Lincoln, 2011). It has also facilitated the capturing of multiple perspectives of many teachers
such as the data gathered from 10 Israeli mainstream teachers. This can be considered to be
significant for examination of the effect of the training program on the perspective of the
teachers from multiple sources, influenced by different historical and social perspective.
Data collection and analysis methods
The method chosen for data collection is semi-structured interview from a sample of 10
mainstream teachers in Israel who have recently participated in the special education training
program. The sample size is justifiable considering that large sample size could have led to data
variance and would have made the overall analysis of data to be very complex (Drake, 2010;
Glesne and Peshkin, 1992). It is noted that not all the teachers are from the same school and that
the sample size composite of two kindergarten teachers, three teachers from high school and 5
teachers from elementary and middle school. This variety in the sampling of the interview
participants had provided more support for the generalisation of the research outcomes given the
variability in the data collection setting (Grbich, 2009; Kvale, 1996). There has been interpretive
analysis of the interview transcripts after which the interview is had been asked to give feedback
to the research procedure. The practice of taking feedback from the interview is consistent with
principles of research integrity.
It is noted that content analysis framework had been used for presenting the findings from the
interview transcripts under themes relevant for answering the research question. However a key
drawback of the data analysis is it that there has not be mentioned of the steps of data analysis
technique used nor has the overall steps followed for data analysis using themes explained by the
researchers. In the discussion section, there has been comparative discussion of the interview
transcripts and the finding from the early literature that has been helpful in understanding the
similarities and differences of the findings from the interview and previous research study.
Summary of the article
The findings of the study can be considered to be a great interest for the teachers in the education
system teaching students with special needs and can also be significant for constructing the
curriculum for the teacher training programs specially focusing on the need for supporting
inclusive education. The authors have been able to fullfil the aim of the research by presenting a
strong case for teacher education programs to be incorporated in the courses on learning
disabilities for supporting inclusive education through the interview of the teachers.
Limitations of the study
The key limitation of the study is that the authors have not mentioned any limitation of the
overall research process which respect to the selection of the methods or conducting interview or
any possible limitation in the findings. The lack of recognition of the study limitations shows that
the constraints related to the research design has not been recognised by the authors. In this way
it cannot be certainly stated that the credibility level to the conclusion of the research had been
properly ascribed (Brooks et al. 2014). Moreover the validity of the research findings cannot also
be ascertained as the research limitations have not been recognized (Chichester et al. 2006). The
key problem identified with the research design is that there is explanation for the questions used
for the interview and no mention of the number of questions used for interview. The setting of
the interview and also the research ethics followed in the interview of the teachers have not be
mentioned. This raises significant questions about the adequacy of process followed in the
designing of the interview and also the research ethics followed by the researchers questioning
the research integrity of the study (McCartan and Robson, 2015; Brooks et al. 2014).
References
Crispel, O. and Kasperski, R., 2021. The impact of teacher training in special education on the
implementation of inclusion in mainstream classrooms. International Journal of Inclusive
Education, 25(9), pp.1079-1090.
https://www.researchgate.net/profile/Ronen-Kasperski/publication/332181266_The_impact_of_t
eacher_training_in_special_education_on_the_implementation_of_inclusion_in_mainstream_cla
ssrooms/links/5ca5cd3f92851c8e64b12858/The-impact-of-teacher-training-in-special-education-
on-the-implementation-of-inclusion-in-mainstream-classrooms.pdf
Arthur, J. 2012. Research Methods and Methodologies in Education. London: Sage.
Bryman, A. 2012. Social Research Methods. 5 th edn. Oxford: Oxford University Press
Cohen, L., Manion, L. and Morrison, K. 2011. Research Methods in Education. Seventh Edition.
Oxon: Routledge.
Creswell, J.W. 2003. Research design: Qualitative, quantitative, and mixed methods approaches.
(2nd ed.) Thousand Oaks: Sage.
Denzin, N. and Lincoln, Y. 2011. Handbook of qualitative research. London: SAGE.
Drake, P. 2010. Grasping at methodological understanding: a cautionary tale from insider
research. International Journal of Research and Methods in Education. Vol. 33. No. 1. 2010
Glesne, C., and Peshkin, A. 1992. Becoming qualitative researchers. Thousand Oaks: Sage.
Grbich, C. 2009. An Introduction to Qualitative Data Analysis. London: Routledge.
Brooks, R, te Riele, K and Maguire, M. 2014. Ethics and Education Research. SAGE. London
Kvale, S. 1996. InterViews: An introduction to qualitative research interviewing. London: Sage.
McCartan, K and Robson, C. 2015. Real World Research: A Resource for Users of Social
Research Methods in Applied Settings. (4th Ed) Wiley.
Chichester. McMillan, J. and Schumacher, S. 2006. Research in Education. (6th ed.) Boston:
Pearson Education
 3. Case study
Axiological assumptions of the researcher
The Axiological assumptions or the role of the values are the subjective values, biases and
intuition of the researcher (Shan, 2022). These are important in qualitative research because they
play an important role in the approach to the study (Skjølsvold, 2022). It also influences the kind
of questions that have been asked by the researcher influenced by the world view of the
researcher. It is evident from the reading of the case study that the subjective values of the
researcher and his intuition with respect to stuttering had an important role to play in the
recruitment of his clinical psychology student in the experiment conducted. The primary value
and intuition driving the need for the study stem from the fact that Wendell Johnson who had
conducted experiment was a speech pathologist. This means that the approach to the study, the
nature of the study as well as the selection of the research subjects had been pre-determined by
his profession and his views about the prevailing theories of the causes of stuttering (Brooks et
al. 2014). The axiological assumptions of the study grounded in the rational of the study to show
that the prevailing theories regarding the causes of stuttering were wrong we are based on the
world view of the researcher about the theory of stuttering refuting stuttering to have genetic or
organic cause (Gupta et al. 2022). As a speech pathologist, Wendell Johnson had his own world
view regarding stuttering such as he suggested that calling attention to the normal hesitation or
repetition of the child can precipitate stuttering and that it was not genetic and that it could be
avoided. Hence, it can be stated that the belief and views of the researcher about stuttering has an
important role to play in developing the research design, selection of the research subject and
also the overall experiment design developed (Moroi, 2021).
For instance the experimental design was found to be very complicated because Mary Tudor who
was recruited by Wendell Johnson to conduct the experiment was not just trying to induce
stammering in the healthy children what was also trying to see whether telling the stutters about
the speech being fine could produce any change. In this way it can be stated not that not just the
world views of Wendell Johnson who had initiated the study but also the views, thinking and
subjective biases regarding stammering and stuttering had come into play while developing the
experimental design. Mary Tudor was herself a graduate student in clinical psychology and given
her education, experience and thoughts about clinical psychology, the experimental design had
been influenced in terms of selection of the subjects and the designing of the experiment. The
axiological assumptions of the researcher are related to the subjective values of the research as a
clinical psychologists in designing the different activities across the different phases of the
experiment. She had certain assumptions and biases with respect to stuttering and stammering
that she was trying to prove through the experiment conducted. The subjectivity and biases of
Ms. Tudor regarding stuttering and stammering to influence experiment design was also noted in
the fact that three times after the experiment ended she had written to the orphanage for
providing follow up voluntarily. Hence there was no objectivity maintained in the experimental
design by the researcher increasing the overall subjectivity, intuition and bias to influence the
study outcomes (Arrant, 2020).
Ethical issues
When conducting the research on the human subjects research ethics involves a minimization of
risk and harm to the research subjects (Rossfeld et al. 2020). However in the experimental design
adopted in this study Tudor was not just trying to induce the stammering in the healthy children
but she was also trying to see whether telling the stutters speech could produce any change. The
inducing of stammering in the healthy children can be harmful to the human subjects involved as
it had the risk of affecting their speech as a result of the experiment hence the principle of
beneficence had not been adhered to (Rossfeld et al. 2020; Pandit, 2021). The researcher had also
not respected the enrolled subjects to communicate them the real reason for the research. None of
the 22 subjects selected by Mary Tudor at Iowa Home had been a notified about the intent of the
research and they were made to believe that they were receiving speech therapy. This had led to
ethical issues associated with the need for taking informed consent from the human subjects
involved in experiment (Klykken, 2022). Research integrity had not been maintained because
inform to consent had not been taken from the participants and that the research cannot be
considered to be voluntary (Millum and Bromwich, 2021). Even in qualitative research there is
objectivity maintained in the experimental design so that the research outcomes are not
influenced by the biases of the researcher (Xu et al. 2020; Varkey, 2021). However the
involvement of Mary Tudor while she return to alternate for providing follow up care disturb the
scientific validity of the research outcomes and the independent review of the research.
Resolving the issues
The issues could have been resolved by following the research ethics specially with respect to
beneficence by ensuring that none of the participants where potentially harm to during the
experiment (why not inducing stammering in healthy subjects). For resolving the issue, the
subjects should have been informed about the nature of the research and communicate with them
the research details (through participant information sheet) before taking informed consent from
them. It is only after taking inform to consent from them for the voluntary participation in the
experiment that the subjects should have been recruited in the experiment. The researchers
should not have been involved in the experimental design by providing the follow-up as it could
lead to falsification of the results also affecting the result validity and reliability. There should
also have been an independent researcher to review the process for maintaining data integrity.
References
Brooks, R, te Riele, K and Maguire, M. 2014. Ethics and Education Research. SAGE. London.
Arrant, K., 2020. Ethics in research. Journal of Interprofessional Practice and
Collaboration, 2(1), p.4. https://repository.ulm.edu/cgi/viewcontent.cgi?
article=1013&context=ojihp
Pandit, P., 2021. Toward a more credible principle of beneficence. Journal of Indian Council of
Philosophical Research, 38(3), pp.407-422.
Varkey, B., 2021. Principles of clinical ethics and their application to practice. Medical
Principles and Practice, 30(1), pp.17-28.
https://karger.com/mpp/article-pdf/30/1/17/3128579/000509119.pdf
Xu, A., Baysari, M.T., Stocker, S.L., Leow, L.J., Day, R.O. and Carland, J.E., 2020.
Researchers’ views on, and experiences with, the requirement to obtain informed consent in
research involving human participants: a qualitative study. BMC medical ethics, 21, pp.1-11.
Rossfeld, K.K., Cloyd, J.M., Palmer, E. and Pawlik, T.M., 2020. Ethics (Informed consent and
conflicts of interest). Clinical trials, pp.17-31.
Millum, J. and Bromwich, D., 2021. Informed consent: What must be disclosed and what must
be understood?. The American Journal of Bioethics, 21(5), pp.46-58.
https://philarchive.org/archive/MILICW
Klykken, F.H., 2022. Implementing continuous consent in qualitative research. Qualitative
Research, 22(5), pp.795-810. https://doi.org/10.1177/14687941211014366
Moroi, T., 2021. Quantitative and qualitative research and philosophical assumptions. Journal of
Bunkyo Gakuin University, Department of Foreign Languages,(20), pp.127-132.
https://www.bgu.ac.jp/library/wp-content/uploads/sites/11/2022/08/fsell-2020_127-132.pdf
Gupta, A., Philip, T.M., Turpen, C. and Elby, A., 2022. Assumptions matter! epistemological,
ideological, and axiological aspects of assumptions that undergird collective reasoning about
science, technology, and society. In The learning sciences in conversation (pp. 181-191).
Routledge.
Skjølsvold, J.K., 2022. A Meta-Perspective on Societal Security & Safety: Ontological,
Epistemological, & Axiological Assumptions in Societal Security & Safety Research (Master's
thesis, UiT Norges arktiske universitet).
https://munin.uit.no/bitstream/handle/10037/31699/thesis.pdf?sequence=1
Shan, Y., 2022. Philosophical foundations of mixed methods research. Philosophy
Compass, 17(1), p.e12804. https://kar.kent.ac.uk/92235/1/Philosophical%20Foundations%20of
%20MMR%20%28preprint%29.pdf
 Part 2 : Research proposal

Topic: Needs of the students with special education needs in inclusive classroom
Research topic: Area of research
The research topic being proposed to be investigated is the needs of the students with special
education needs in inclusive classroom. The area of the research is inclusive learning
environment by developing inclusive classroom with the subject discipline being focused on
Special Education Needs (SEN). Special education and needs can be referred to as an area of
education referring to children with learning disability is or problems that create challenges for
them to learn as compared to the other students (Nilholm, 2021). SEN has developed as a branch
of education for students with disability affecting their learning capacity in consideration for
their individual needs of education aim in towards complete development inconsistent with the
principle of equality and fairness to educate one and all (Allam and Martin, 2021).
Research question
Primary question:
What are the needs of the students with Special Education Needs (SEN) in the inclusive
classroom?
Secondary question:
 What are the unique or special needs of the students in the SEN set up?
 What is the significance of inclusive classroom for students with SEN?
 What are the key features of inclusive classroom?
 What requirements need to be maintained in the inclusive classroom for supporting the
unique needs of the students with special needs?
Significance of study
With the growing attention being given to SEN, there have been more research into concepts that
can help in addressing the special educational needs of the students such as inclusive classroom
(Crispel and Kasperski, 2021). Inclusive classroom are specially directed towards providing an
inclusive learning environment in which the children with unique or special needs of education
can study along with other students rather than making separate provisions for them to make
education more inclusive. The research is being proposed to understand the needs of the students
with learning disabilities having specific needs for education while planning inclusive learning
environment such as through inclusive classroom.
Proposed methodology:
The methodology that is being proposed for conducting the study on the assessment of the needs
of the students with Special Education Needs (SEN) in the inclusive classroom is qualitative
research methodology involving semi structured interview to be conducted on SEN experts.
Sample and sampling strategy
The interview would be conducted on 10 experts who have minimum 5 years of work experience
in the area of SEN in primary and middle school in UK. There will be used of purposive
sampling strategy for the selection of the sample population for conducting the interview. The
purposive sampling strategy is a non probability technique of sampling in which the participants
will be selected because they have the key characteristics that are needed to be in the sample
(Glesne and Peshkin, 1992). Such as in this study they was need for selecting sample population
for the interview who would have the experts and knowledge about the development of inclusive
learning environment such as to inclusive classroom and working with students with special
education needs.
Data collection method
For data collection semi structured interview would be conducted on the 10 experts under
interview would be conducted over video conference in using the Zoom platform. The experts
would be contacted through email address of the primary and middle School in UK that
specialised in providing special education to children. Only the first 10 experts who would agree
to participate in the interview will be sent an email containing participant information sheet
containing key details of the study and a consent form to which they would give their consent for
the participation (Rossfeld et al. 2020). Each interview will be conducted for a time span of 15-
20 and there will be development of 5-7 open ended questions for conducting the interview.
Notes will be taken throughout the interview and the interview would be recorded for interview
transcripts.
Data analysis method
For analysing the interview transcripts from the individual interviewee, there will be used of
thematic analysis framework developed by Braun and Clarke (2019). By using the thematic
analysis technique at first there will be thorough reading of the interview transcripts followed by
the identification of codes from each transcript (Gubrium And Holstein, 2008). The codes will be
arranged to develop the themes under which the transcript would be analysed as per their
alignment with the respective themes as found relevant to answer the research questions (Grbich,
2009). There would be proper naming and defining of the themes as emerged from the collation
of the keywords from the interview transcripts addressing significant aspect of the research
specifically addressing the research questions (Silverman, 2000).
Ethical considerations
The interviewees will be sent an email containing participant information sheet containing key
details of the study and a consent form to which they would give their consent for the
participation (Xu et al. 2020). The participation of the interview in the interview would be kept
voluntary which means they would have to freedom to not participate in the interview and they
will not be coerced to take part in the data collection process (Brooks et al. 2014). Moreover if
they wish to withdraw their participation in the interview then they would have to declare it
before the interview begins (Millum and Bromwich, 2021). Their responses would be kept
anonymous and no identifiable information related to the participants would be mentioned in the
research project addressing the principle of anonymity in research ethics (Israel, 2014). The
responses would be kept confidential and would only be used for the purpose of the research as
per GDPR regulations (Arrant, 2020). There will not be any deliberate harm to the participants in
the research as aligned with the principle of beneficence in research ethics (Pandit, 2021). As per
the Data Protection Law, any USB device or laptop containing the files that has information on
the participants will be password protected. The data from the interview will be stored in a
secured file on the laptop until marks have been awarded for the project and after that it would be
safely discarded.
References
Brooks, R, te Riele, K and Maguire, M. 2014. Ethics and Education Research. SAGE. London.
Israel, M. 2014. Research Ethics and Integrity for Social Scientists. London: SAGE Publishing.
Arrant, K., 2020. Ethics in research. Journal of Interprofessional Practice and
Collaboration, 2(1), p.4. https://repository.ulm.edu/cgi/viewcontent.cgi?
article=1013&context=ojihp
Pandit, P., 2021. Toward a more credible principle of beneficence. Journal of Indian Council of
Philosophical Research, 38(3), pp.407-422.
Xu, A., Baysari, M.T., Stocker, S.L., Leow, L.J., Day, R.O. and Carland, J.E., 2020.
Researchers’ views on, and experiences with, the requirement to obtain informed consent in
research involving human participants: a qualitative study. BMC medical ethics, 21, pp.1-11.
Rossfeld, K.K., Cloyd, J.M., Palmer, E. and Pawlik, T.M., 2020. Ethics (Informed consent and
conflicts of interest). Clinical trials, pp.17-31.
Millum, J. and Bromwich, D., 2021. Informed consent: What must be disclosed and what must
be understood?. The American Journal of Bioethics, 21(5), pp.46-58.
https://philarchive.org/archive/MILICW
Creswell, J.W. 2003. Research design: Qualitative, quantitative, and mixed methods approaches.
(2nd ed.) Thousand Oaks: Sage.
Grbich, C. 2009. An Introduction to Qualitative Data Analysis. London: Routledge.
Silverman, D. 2000. Doing qualitative research: A practical handbook. London, Thousand Oaks,
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