Social Change: Conceptual Frameworks for a Study of Learning Disabilities

A conceptual framework represents the researcher's synthesis of literature on how to explain a phenomenon.

The conceptual framework for qualitative studies should be based on one or two or three multiple theories. The most appropriate theories of choice for today’s students, researchers, and scholars are Constructivism, Behaviorism, Operant Conditioning, Social Learning Theory, and Disability Learning Theory.  The difference between a conceptual framework and a theoretical framework are as follows: A Conceptual framework is used in new areas of research while a Theoretical framework is based on theories developed over an area that has a long history. 

It is not unusual to see both frameworks used in the same study. Although the terms might have been used interchangeably, in fact, they referred to different things. Theoretical framework in a study is based on an existing theory or theories (e.g., Disability Theory). The conceptual framework, on the other hand, is something you can develop yourself based on this theory (e.g., a Study of Learning Disabilities).

In a nutshell, a conceptual framework is used more often with qualitative research. Qualitative research is a scientific method of observation to gather non-numerical data. This type of research "refers to the meanings, concepts definitions, characteristics, metaphors, symbols, and description of things" and not to their "counts or measures." This research answers why and how a certain phenomenon may occur rather than how often. Whilst the theoretical framework is often used with quantitative research. Quantitative research is the systematic empirical investigation of an observable phenomenon via statistical, mathematical, or computational techniques.

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Constructivism: Jean Piaget 1957; Lev Vygotsky, 1978 - Is a theory on learning, which suggests that people acquire knowledge by experiencing things and in conjunction with knowledge that they already possess. Constructivism learning theory explains how we learn and acquire knowledge. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences Two of the main contributors to Constructivism are Lev Vygotsky (1978) - A Behaviorioralist and Jean Piaget (1957) - A Developmentalist. Jean Piaget focused on children passing through different developmental stages in life. Lev Vygotsky focused more on culture and social environment affecting cognitive development.

Behaviorism: John B. Watson, 1913 - Refers to a psychological approach which emphasizes scientific and objective methods of investigation. The approach is only concerned with observable stimulus-response behaviors and states all behaviors are learned through interaction with the environment. Behaviorism is primarily concerned with observable behavior, as opposed to internal events like thinking and emotion. Behaviorism emphasizes the role of environmental factors in influencing behavior, to the near exclusion of innate or inherited factors. This amounts essentially to a focus on learning. We learn new behavior through classical or Operant Conditioning (collectively known as 'learning theory'). 

Operant Conditioning: B. F. Skinner, 1938 - Is a method of learning that occurs through rewards and punishments for behavior. Through this theory an individual makes an association between a particular behavior and a consequence, and B. F. Skinner believed that the best way to understand behavior is to look at the causes of an action and its consequences. According to this principle, behavior that is followed by pleasant consequences is likely to be repeated, and behavior followed by unpleasant consequences is less likely to be repeated.

Social Learning Theory: Albert Bandura, 1977 - Agrees with the Behaviorist Learning Theories of classical conditioning (learning through association and also known as Pavlovian conditioning, Watson 1924; Watson 1913) and Operant Conditioning (learning through rewards and punishment for behavior, Skinner 1938). However, he adds two important ideas: (1) Behavior is learned from the environment through the process of Observational Learning. Bandura (1977) believes children observe the people around them behaving in various ways and the individuals that are observed are called models (family, teachers at school, characters on TV); and the children encode their behavior, and at a later time, they may imitate (copy) the behavior they have observed. (2) Mediating processes occur between stimuli & responses - Observational Learning could not occur unless cognitive processes were at work. These mental factors mediate (i.e., intervene) in the learning process to determine whether a new response is acquired. Therefore, individuals do not automatically observe the behavior of a model and imitate it. There is some thought prior to imitation, and this consideration is called "mediating or mediational processes". This occurs between observing the behavior (stimulus) and imitating it or not (response). 

Disability Theory: Creswell (2012) - Is a view by researchers using a Disability Interpretive Lens. That is, to view disabilities as a dimensional difference and not as a defect. Creswell (2012) writes, “Disability studies can change our basic assumptions about identity, ideology, language, politics, social oppression, and the body. Ideas about the capacity, limitations, experiences or needs of disabled people are socially constructed and will continue to change. As researchers, we are ethically bound not to exclude people with disabilities; insight into their lives benefits us all. Disability studies don’t directly impact my study on volunteers, but it’s clear that this type of exploration and understanding strengthens a society that values human rights”. Disability Studies is a diverse interdisciplinary field that investigates broad questions about the nature, meanings, and consequences of disability from social, historical, cultural, and political perspectives.

Study of Learning Disabilities: Contrary to a popular misconception, Learning Disabilities (LD) are infrequent causes of marginal performance among students. The primary reason that this misconception enjoys such wide acceptance is a semantic one. For example, the term "disabled reader" does not imply, nor is it synonymous with, “reader with a learning disability." In fact, LD students, as an archetypal group, clearly differ from other discrete learner constituencies such as the handicapped and the disadvantaged. The conceptual framework can be applied in different categories of work where an overall picture is needed. It is used to make conceptual distinctions and organize ideas. Strong conceptual frameworks capture something real and do this in a way that is easy to remember and apply.

This paper will focus primarily on the learning disability student. Students with learning disabilities are those who suffer some psychological or neurological impairment that makes it difficult for them to 1) To perceive and process information correctly, and/or 2) To express their thoughts clearly. Learning disabilities often include minimal brain dysfunctions resulting from injuries such as aphasia, dyslexia, and similar expressive or perceptual disorders. As a separate learning category learning disability students are distinguished from the handicapped - whose learning difficulties are traceable to congenital or acquired psychomotor dysfunctions, and also from the disadvantaged - whose learning problems stem from socioeconomic or cultural deprivations.

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