| Christie Berry

Research

Overview:
Dr. Berry's research has been conducted in two segments. The first segment is the quantitative research below. The second segment was done as qualitative research as case studies. Five case studies have been summarized and made available to review on this site. The compilation and explanation of this research is availbale. Date of this research is 2000-2006

Quantitative Research

Abstract:
Can a parent with no formal training successfully teach a child with special needs in a parent-led education environment? How much help does the parent need? How effective is parent-led education for a special needs child? Using questionnaires, interviews, instruction, and formal and informal student evaluations, the answers to these questions may astound you. With supports from consultants and/or therapists, as the parent needs them, more than 95% of parent-led educated children with special needs succeed beyond expected norms in the home environment using individualized direct instruction and mastery learning.

Method:
The research for this study was done over a 7 year period through a national organization founded by Christie Berry. The research included special needs children across the country that were home educated by one or both parents that included a broad spectrum of socio-economic and educational levels. The disabilities ranged from mild learning disabilities to profound multiple disabilities. The parents completed a questionnaire and were interviewed periodically throughout the study. An Individualized Education Plan was developed for each child and quarterly reviews were conducted. The children were given both informal and formal evaluations by parents and other qualified administrators. In most cases, the Brigance Comprehensive Inventory of Basic Skills revised (CIBS-r) was used for formal criterion referenced evaluations. Since the study was not to determine the level of each child in a standardized normed reference bell curve, the normed referenced portion of the CIBS-r was not incorporated into the study.

Educational approaches by the parents included Individual Direct Instruction (Huitt.2003; Hunter, 1967), Cooperative Learning in larger sibling groups (Huitt, 2002), and Mastery Learning (Block, J.H. & Anderson, L W., 1975) for Language Arts, Reading, and Math. Child-centered or interest led activities were used for the areas of Science and Social Studies for kindergarten through sixth grade for children with the ability to pursue these areas of learning. Also included in Educational plans were mental health, medical interventions as necessary, behavioral interventions, sensory integration, and other therapies as needed by the individual student.

The initial questionnaire included educational background and economic information as well as a basic overview of a typical day in the home. Other questions included how the parent would address the following issues: physical education or activity, socialization, respite care and other issues.

Once the child was evaluated or the current evaluation was reviewed, Parent interviews were conducted to determine the best intervention for the individual child. Educational approaches were discussed and taught, education plans were developed and methods and materials were suggested. All information was included in the IEP (Individualized Education Plan.) A quarterly review of the progress toward the goals in the IEP was conducted by the parent and turned into the researcher. Interviews were also conducted as needed by the researcher. Educational progress was determined by the mastery of goals in the IEP. Goals were set to one full years progress for academic achievement. Other, non-academic goals were also determined for achievement within one year by the therapists and other support personnel.

Present results:

Educational results:

The results of the research show that of the 107 special needs students studied in a parent-led educational environment, 102 students surpassed expected progress.

58 students made exceptional progress in the first year by accomplishing their goals before the end of one year and new goals were written.

39 students showed a delay in progress for the first year, but showed an incremental advance in the next year.

5 students displayed a delay in progress for the first and second years, but improved incrementally the third and forth year setting them on equal levels with the groups mentioned above.

4 students made very little progress. These students were non-communicative and minimally responsive. 1 student had Traumatic Brain Injury, 3 had profound Autism Spectrum Disorder with Severe Developmental Delay.

1 student made no progress. The childs diagnosis included deaf, blind, developmental delay, heart malady, lung malady, and brain damage.

Professional Involvement Results:

11 parents had <12th grade education, 35 parents were high school graduates, 41 parents had some college, 20 parents had completed college.

Professional involvement decreased as the level of education increased. Parents with previous teaching experience of older siblings needed less intervention than parents just beginning to teach their children.

Discussion:

Educational Results

The results of the research show that over 95% of the special needs students in a parent-led educational environment showed improvement. The majority of the students made exceptional progress in the first year by accomplishing or passing their annual goals before the expected time.

Another large segment of the students showed a delay in progress for the first and second years, but showed an incremental advance in the following years.

This delay in advancement may be due to low self-esteem in the student, lack of motivation due to a dislike of learning caused by a stressful public school experience, maturity level of the child, or a lack of organizational skills of the parent. As these interferences are overcome, the childs learning increases and improves each year progressively, showing a surpassed expectation in progress.

A small group of students made very little or no progress. These students were non-communicative and mostly non-responsive. Although the parents of these students were well educated, the disability of the children interfered substantially in the progress of the education of the children. Improvement was achieved in the areas of life skills, but functional academic activity was not achieved.

In interviews with the parents, health, wellbeing, safety, and life skills were the keys to success and were viewed as positive results.

Although, parents were not special education teachers, the study indicates that the parents can successfully teach their children without the formal education. Some key factors in their success might include a passion to see their children succeed, a less stressful environment for the children, the ability to accommodate specific areas of need, improved child interest and self-esteem. Further research into these areas would be helpful in determining key reasons for success.

Professional Involvement Results:

It comes as no surprise that the need for professional involvement decreased as the level of parent education increased. Also noted was that large families with experienced parents were more self-sufficient and flexible in accommodating the special needs child. They had more creative ideas and experience to draw from as do more experienced teachers. Parents new to parent-led instruction needed more instruction and help with the basic how-tos of teaching, methods, materials, and accommodations. Once they had taught for a couple years they needed less professional involvement. This was consistent throughout the seven years of research.

Overall, the research continues to prove that individual direct instruction and mastery learning is the basis for improved education for special needs children. Although this information is not new, the implementation of such interventions by minimally trained parents shows that a parent-led educational environment is the best setting for special needs children when the parent is willing to do what is necessary for the child to succeed. However, the parents must realize that this is a difficult task and should not be entered into without much thought and understanding of the work ahead. The need for respite is a must for the parents to avoid burnout. Social activities must be sought out and included in the educational program.

Although the results of this study were positive and encouraging for promoting special education in a parent-led setting, it is important to point out that further research should continue.

Notes and Bibliography:

Block, J.H. & Anderson, L W. (1975). Mastery learning

Huitt, W. (2002). Cooperative learning. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http://chiron.valdosta.edu/whuitt/col/instruct/cooplrn.html.

Huitt, W. (2003). Classroom instruction. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http://chiron.valdosta.edu/whuitt/col/instruct/instruct.html.

Hunter, Madeline. (1967). Popularization

For further information related to instructional method used see: Joyce & Weil, (1992). Models of Teaching, "Mastery Learning and Direct Instruction."