Writing your Dissertation Part 4: Revisions

A note of warning here, the revision process does not grant immediate rewards.  In my case, it delivers the exact opposition- pain and suffering.  OK, that is a wee bit dramatic, but it is important to prepare yourself mentally and physically for the amount of time and intellectual strain the revision process demands.

Here are some suggestions to make the process go smoother:
1- Know the formal and informal revision "rules" at your own institution.  At my institution it is an unofficial rule that your co-majors sign off that your dissertation is complete prior to sharing any versions to other committee members. I've heard of other programs that do it very differently, sharing each iteration of the draft as it's being compiled with all members.  The point is this, know how "things go" at your institution.  This won't be written anywhere so I suggest you find the most transparent, ho nest and trusted faculty you know and ask them directly for the low down on the revision process.

2- Chunk out a few weeks for this process and build in "down time".  After reading, re-reading and re-reading you will need to walk away for a day or more in order to get a fresh look at things.

3- Set it free..... seriously, it will never be perfect.  The writing process is never complete, so at some point you have to call it quits and just let it be what it will be or you're never graduate.  Give yourself a deadline and set the manuscript free.

I am in wait mode right now after setting mine free to the full committee for final revision recommendations.  Wish me luck for fast and meaningful feedback.

Writing the dissertation- Part 4: Respect your limits

This is a very important lesson I am about to share with you.

Respect your limits. This goes for the amount of time you can actually be effective, as well as the level of analysis your brain can possibly handle. What I mean is this: if you can only produce two hours worth of meaningful and quality work, then stop working after two hours.

Do not try to pull an all nighter. We aren't in high school anymore folks.

Also, be ok with hat you produce. It's good. Could it better, sure, but isn't that always the way with life.

Celebrate what you do have and respect your analytical limits. This is just your dissertation folks, not your life's work. You have the rest of your career to grow. T

On that note. I'm taking a coffee break! I think you should too.

Writing the dissertation- Part 3: Be OK with Change

It is inevitable that all great plans change, so allow it here too.

Can I just tell you how many times I've completely re-worked my Ch. 4- no, I can't bc I stopped counting at 5.  That is right, folks.


Also, don't forget to keep ch. 5 open while you write ch.4.  You will be inspired for points of discussion as you summarize results.  Having a place to put your "thoughts" about the data is exactly what ch. 5 is all about.  By putting it there right away, you accomplish 2 things: (1) you get to start the draft of ch. 5 early, and (2) you can do a better "objective" job at presenting the data and not your opinions about it.

So my lesson for you today is don't wait "until you're ready" to start writing your results and discussion section- just go for it.  Allow the organization to evolve as you type.  It will come together.  I promise.

That's what I keep telling myself anyway.

54 pages down folks!!!!!

Writing the Dissertation- Part 2: TRANSCRIBING and ATTACKING WRITER'S BLOCK

OK folks, here are my lessons for the week:

1- TRANSCRIBE YOURSELF-As painful as transcribing 30 hours worth of interview recordings may seem, DO IT YOURSELF. Plan accordingly, because it takes a looooooooooonnnnnnnnnggggg time!!!! However, doing it yourself allows you to begin raw analysis and "thinking through the data".  To me, transcribing served the purpose as the first read recommended by many qualitative researchers (Mchatton, class lecture, spring 2011), which leads me to my next lesson and time saving trick- write as you go.

2- WRITE AS YOU GO- If your brain works anything like mine it is on super power idea flow at all times, especially when I am reading.  This is a beautiful, bittersweet, thing. For, if I do not capture my ideas as they zoom past, I loose them, or worse yet, when I try to re-create them on paper later, they are a garbled mess with no organization (almost like a flow of consciousness that only I can follow) bc I've lost the higher order connection that sparked the idea in the first place- and that, my faithful readers, leads to HORRIBLE writing.  SO..... ALWAYS have your ms.doc chapter 4 (and even Ch. 5 if you're that good) notes open and ready for action. Then, type away- put in place holders with all caps, "WRITE SOMETHING HERE" if you can't remember exact quotes or data points.  Also, try to keep it organized based upon your pre-decided structure (see dissertation part 1 post) and even allow for sub-headers to sneak their way in as they emerge/fit. You can always change them later.  This will save you from the feared "writer's block" when you attempt to write the final chapter.  Heck, I already had more than 15 pages, organized by research question, theme, and participant sub-group before analysis was  complete. I, of course, need to fill it in to make it smooth, but that's a pretty good start if you ask me!

So that's it for now- remember: TRANSCRIBE YOURSELF and WRITE AS YOU GO!

Writing the Dissertation- Step 1: ORGANIZE

I'm back...
After a nice long break for the holiday, I'm back and ready to get this thing done.

I will do my best to share the process of how I go from piles and piles of narrative data to a well organized, thought provoking and relevant manuscript that makes sense to someone other than myself!

YIKES!

First things first- ORGANIZE, ORGANIZE, ORGANIZE

(1) Organize your data- if you're anything like me your data is all over the place with crazy file names and chaotic structures that don't align to much of anything, let alone systematic analysis.  So find a tricky process of how you like to name the files, and put them all in one place on your computer.  A lesson learned here: DO NOT have separate folders that categorize the data for you. When you go to upload them to your qualitative software, it is easier if they are all in one folder together.  Thus, the importance of strategic and systematic file naming comes into play.
I did this- DATATYPE.PARTICIPANTID#.STUDYNAME.doc
For example:
GE.AD1.CW.doc

KEY-
GE- general ed. interview
AD- participant ID
1-first interview
CW-name  I have my dissertation on my computer

I did this for each of my files and put them all in one file.

(2) Organize your Chapter 4- Before I could even wrap my head around how the heck I was going to convey this mound of qualitative data to my audience via a dissertation manuscript I needed a plan.  Therefore, I read four similar dissertations and noted how they organized their presentation of data/findings.  I then came up with my own plan, which ended up being a mixture of all. I tweaked this plan a lot over the course of a few weeks and multiple dreams of how it will or won't work (literally, I dream this stuff now) with my final "aha" coming to me at 5:00 AM one day.  I put the organization into my manuscript with as chapter titles, section titles and filed in research questions and other topic headers as appropriate.  I decided upon this framework

RQ1
   Sub Group1 of Participants Summary of Themes
   Sub Group2 of Participants Summary of Themes
   Sub Group3 of Participants Summary of Themes
   Cross-Case of all groups Summary of Superordiante Themes

RQ2
   Sub Group1 of Participants Summary of Themes
   Sub Group2 of Participants Summary of Themes
   Sub Group3 of Participants Summary of Themes
   Cross-Case of all groups Summary of Superordiante Themes

RQ3
   Sub Group1 of Participants Summary of Research Propositions
   Sub Group2 of Participants Summary of Research Propositions
   Sub Group3 of Participants Summary of Research Propositions
   Cross-Case of all groups Summary of Superordiante Themes related to each Research Proposition

Given the in-depth and personal nature of my case study design, I decided to do sub group versus individual participant summaries to increase the level of confidentiality promised to my participants.

Once this was in place I felt I was ready "enough" to get dig in and get busy (just know that you never really feel "ready"- a lot of this dissertation/Ph. D. stuff is learn as you go).

(3) Organize your life- This might sound weird, but really, to be able to devote the amount of focused time necessary in order to get this thing (your dissertation) done you need a good amount of devoted writing/analysis time each day.  And, if you're like me anything and everything that "needs" (need also becomes a much broader defined term) to be done around the house, for the kids, the laundry, cleaning the litter box, organizing the pantry and making sure all my socks are color coded and put away according to texture will pull me away from working on it.  My kids closets have never been so organized! SO, I say to you, embrace your need for order and ORGANIZE your life.  Hire or enlist help if need be, but embrace this need for control and order in your life during a time when choas seems to take control of your mind, and organize it.  Then you can really focus!  This is a bounded period of time in your life so celebrate your anal self and get do whatever it takes to get this thing done.

That's it for now folks.

I'm off to organize... maybe there are some cereal boxes that need to be categorized!

Dissertation Draft Take 5- The Proposal Defense

Well folks, it's done.  That's right.  I proposed and I passed.  Like my good friend/ colleague/ mentor/ major professor told me, "you have another marriage to prepare for now- your dissertation!"

I must add, in my uncensored fashion, "it was really no big deal".  The actual defense that is, not the getting ready for it- now THAT was a big deal.  However, once it was time to defend the proposal, the one I spent what felt like half of my life writing and planning, man was I ready.  I nailed it and you will to!

Data collection already began.  I have two more rounds to go, both of which are scheduled.  I'm on track for my May 2013 graduate, just as planned.  Man it feels good when things flow.  But no celebration yet, I still have to do what I said I'd do in that "no big deal" proposal.

The real work has just begun and I LOVE real work. Really, I do.  It beats out what I deemed meaningless/unauthentic coursework (which, unfortunately for me and those around me, is what my PhD program of study was often filled with) ANYDAY!!!!

Happy Monday y'all.  I'm off to concurrent data analysis session 1- woohoo!!! (There's nothing like "real" data)!

Stayed tuned for updates on the trials and tribulations of my final days as PhD student- yikes!

TASH- Equity, Opportunity, and Inclusion for People with Disabilities

TASH is an organization that is near and dear to my heart.  My professional and moral journey began with TASH, and it continues there as well.  Often I am asked, "what is TASH" and I fumble for an answer because TASH is so much to so many people. 

Well.... here you go:                                        

Who We Are

Founded in 1975, TASH is a volunteer-driven, cross-disability advocacy organization of self-advocates, families, researchers, professionals, policy-makers, and others who work together to formulate solutions to tough barriers.  The inclusive practices we validate through research lead to inclusive, more tolerant communities.

Our Mission

To promote full inclusion and participation of children and adults with significant disabilities in every aspect of their community, and to eliminate social injustices that diminish human rights.

Vision

TASH envisions communities in which no one is segregated and everyone belongs – no matter what the perceived extent of disability might be.  TASH recognizes that people with disabilities want what everyone else wants – the dignity of work, the chance to “give back”, and loving friends and family.  We live this vision by advocating for:

Inclusive Education: evidence-based practices that benefit all students, with and without disabilities, and prepare them for adult living in a diverse and complex world.

Community Living: cost-effective practices which make it possible for people who need support to direct their own lives, live in homes and with people they choose, and contribute as citizens.

Employment: real jobs for real wages, and a chance to advance economically. 

Elimination of Disparities by Disability & Race:  improved quality of life for all people with disabilities, regardless of race/ethnicity.

How We Act on Our Mission

TASH’s core competencies are embedded in:

·      An uncompromising value framework that embraces a presumption of competence of all individuals and guides everything we do.

·      Expertise in evidence-based practices of integrated employment, inclusive education, person-centered community supports, and transitioning students to adult living.

·      State-of-the-art training opportunities for practitioners, employers, and families in the most advanced strategies for supporting citizens with significant disabilities to achieve optimal employment, socioeconomic outcomes, and community inclusion.

·      Unwavering commitment to challenge inaccurate misperceptions about citizens with significant disabilities and transform the “status-quo” through innovation and outcomes-based strategies in workforce development, community inclusion and public policy.

·      Widely respected publications, including a scientific journal, a magazine for parents and practitioners, and excellent technical assistance materials.

We Will Realize Our Vision When –

All individuals with disabilities enjoy a quality of life similar to those available to all citizens. This means all people with disabilities must:

·      Be presumed to be competent to direct their own lives;

·      Have a way to communicate;

·      Are fully included in their neighborhood schools;

·      Have protections against abuse, neglect, and aversive procedures;

·      Have the tools and opportunities to advocate on their own behalf;

·      Have a home, recreation, learning, and employment opportunities based on the their personal vision of quality of life;

·      Have individualized supports that accommodate their functional needs.

Equity, Opportunity, and Inclusion for People with Disabilities

ED NILES, Lincoln, Maine

Ed Niles was 35 years old when he began telling people he wanted an “apartment building.” People at Ed’s support agency, Katahdin Friends, Inc. (KFI), had been TASH members for a number of years and were inspired by leaders in supported living to rethink how and where people with developmental disabilities could live. Many of Ed’s friends were moving out of foster care homes and into their own apartments with support from KFI. Ed wanted this same opportunity, but apparently he wanted an entire building!

Ed had lived with his family until age 7 when he was sent to live at Pineland Training Center, Maine’s former institution for people with intellectual disabilities. Ed lived in foster homes for 17 years, but when Ed began working at the local McDonald’s, which provided job supports, it was the beginning of new expectations! Ed’s parents never thought he would be able to hold a competitive job -- but he had, and they were so proud. They began to view Ed in a different light. If he could do this, then maybe he could do other things…

In Fall 1997, through Ed’s persistence and KFI’s gentle advocacy, his family finally agreed to him renting a place with a roommate—better, but not ideal. Ed revealed the effect of his restricted former foster life by standing at his bedroom door until someone gave him “permission” to come into the rest of the house. It took months for Ed to realize that this was his home and that he could go wherever he wanted.

But once Ed got comfortable, he was delighted in showing visitors every part of his home, highlighting his appliances, yard, cellar and other interests. It was the first time that this man in his 40s had possessed anything and controlled his life.

Ed continued to demonstrate his desire to live alone. Following TASH’s values of honoring personal choice, KFI rearranged its resources to support Ed’s desire to move into his own apartment without a roommate. The contrast in Ed’s life is remarkable. For 17 years, he was institutionalized. Once in his own apartment, Ed began participating in his community as a worker, neighbor and friend.

Ed’s life continues to blossom. He became a homeowner on December 20, 2005. He loves his new house in Lincoln, Maine. Ed retired from McDonald’s after 15 years of employment. He volunteers at a local food cupboard, attends music jams, plays bingo and has been attending the same church for over 18 years. And he developed a new connection—the gentleman who mows his lawn regularly stops in to have coffee or a soda.

If you were to ask Ed about his life today, he would say, “I am happy, I am the boss, and it is my right.”

                                       

Equity, Opportunity, and Inclusion for People with Disabilities

TOBY BAZAN, Canyon County, California

When Toby Bazan was a child, he had some issues at school and in the community. When he was 15 years old, he had a run-in with the police and he ended up in a locked residential unit in California’s Fairview State Hospital, where he lived for 13 years. Much of Toby’s time was spent locked down in a unit, but sometimes he got to go outside and walk around campus thanks to the hospital’s day program. He even had the opportunity to have bonfires on the beach, which Toby looked forward to very much.

Unfortunately, Toby was still living in an institution. The pushy and controlling staff and tight, crowded nature of the hospital made Toby very nervous. If Toby got agitated, sometimes the staff would tie him down in 5-point restraints. Not only does this increase the chances of a patient getting injured, but this also made Toby much more anxious. One time, Toby was invited to speak at a function, but once Fairview found out he was going to talk about the staff tieing him down in 5-point restraints, the hospital would not allow him to go. Toby knew that the hospital was being dishonest and it was wrong for them to try to hide what was going on inside the facility.

A particulary upsetting experience was the case of Van Ingraham. Van was a patient at Fairview and a friend of Toby’s. Van died of a broken neck while under the care of the staff at the hospital. The hospital said that Van fell out of bed. The coronor’s report came to the conclusion that Van’s injuries could not have been caused by a fall out of bed; Spinal experts say that the injury was likely a homicide caused by a headlock.

Luckily for Toby, he moved out of Fairview in 2007 and into his own apartment. Giving Toby the freedom to live on his own allowed him the chance to figure out what makes him comfortable on a day-to-day basis. Being independent isn’t all great. Life has its ups and downs for everyone, Toby is no exception. But Toby seems to be flourishing greatly.Toby now leads a fulfilling life. He has presented his experiences at colleges and conferences around the country. He has a great relatioship with his local politicians and service agencies.

During the Holidays, Toby works as a Bell Ringer for The Salvation Army, and now he’s working on turning his love of beautifying his community into a recycling microbusiness.

Equity, Opportunity, and Inclusion for People with Disabilities

DANNY LEDERER, Louisville, Kentucky

Like most parents, Leslie Lederer did not expect to have a child with a disability. Danny seemed fine at birth. Soon they noticed that he wasn’t achieving the developmental milestones at a typical pace. At age 6 months, Danny was diagnosed with Infantile Spasms. Little did she know that Danny would have significant intellectual and developmental disabilities.

Armed with a medical diagnosis, Danny’s parents began trying to fix Danny through medication and therapy. Fortunately, one of the medications stopped Danny’s seizures; it also resulted in the loss of most of the motor skills Danny possessed at the time. Danny attended an early intervention program with other kids who had complex disabilities. Over time, they noticed that Danny was more interactive around other kids. One day, another mother said that her son considered Danny his best friend.

When Danny was ready for kindergarten, the school wanted to place him in “the severe and profound classroom.” Danny’s parents insisted he enroll in a class comprised of kids with and without disabilities. About that time, Leslie read a magazine from TASH, which highlighted how students with severe disabilities like Danny’s were being integrated into schools. Leslie attended the TASH Conference and started educating school staff about what she had learned.  

As a result of the TASH connection, Danny moved back to his neighborhood school in fourth grade over the loud objections of the principal. However, the law said Danny had the right, and people in the district supported them. He was able to finish elementary school with his sister, cousin and friends—old and new.

Danny continued on to middle school and then high school. He went to proms, was on homecoming court and the newspaper staff, and graduated with his class in 2002. The principals were welcoming and many of the regular and special education teachers were great at figuring out how he could work on his goals and participate in the general curriculum. From the beginning, he was part of the school and larger community. He made friends, got invited to parties, played Little League ball with the help of classmates. The next step was for Danny to transition to the community. Using many of the strategies learned at TASH, Danny did volunteer work and spent time in class and working on a college campus.

Danny has never learned to hold his head up, reach and grasp, feed himself or use a switch consistently despite the best efforts of his support staff. What he has learned is to be part of the community, a place where his health and well-being are immeasurably benefited. The family realized early on that they were raising a future community member and to the best of everyone’s abilities, and his, they have.

Equity, Opportunity, and Inclusion for People with Disabilities

Barb Trader, Executive Director

btrader@tash.org

Become a Member

http://tash.org/get-involved/become-a-member/

Donations and Inquiries

1001 Connecticut Ave NW Suite 235

Washington, DC 20036

Main Info Line: 202-540-9020

info@tash.org