Professional Development Course: Mapping with CA to Strengthen Mixed Methods Research in Disability, Neurodiversity, and Autism

2026-03-04

Organizing Institution: EDNA Institute – Education, Development, Neurodiversity, and Autism. https://edna-institute.org

Lead Instructor: Dra. Constanza Ruiz-Danegger, PhD

(El Pez Volador Foundation / Cerena - PRINUAR '23 Peer Reviewer (UNSa) - Faculty Member, MA in Inclusive Education, UNJu) Contact: cruizdanegger@elpezvolador.org

 

Rationale

Contemporary research in Inclusive Education, Disability, Neurodiversity, and Autism faces a critical challenge: the operational fragmentation between qualitative and quantitative methods. Labeling a set of independent studies with different methods and samples as "mixed methods"—without systematic integration in design, analysis, and interpretation—weakens the analytical potential of mixed designs, reducing the approach to a mere multi-method juxtaposition. While multi-method strategies constitute a valid and valuable category for external triangulation, the true potential of Mixed Methods Research (MMR) lies, as noted by Creswell (2015) and Fetters (2020), in the generation of meta-inferences through the deliberate interaction between qualitative and quantitative data, rather than the simple summation of results through separate tracks.

Correspondence Analysis (CA) and Multiple Correspondence Analysis (MCA) emerge as a superior alternative and a potent engine for integration. By working with categorical data, this technique allows researchers to:

  • Generate Meta-inferences: Transform interview codes and observations into structures that enable a joint interpretation, both transcending and supporting intuitive qualitative description.

  • Visualize Intersectionality: Identify clusters of qualitative indicators that linear statistics often overlook, respecting the complexity inherent in the data.

  • Strengthen Situated and Contextualized Research: Provide a high-impact, low-cost methodology that supports undergraduate and graduate theses, as well as localized research.

Objectives

  • Understand categorical data as a hybrid tool that bridges qualitative rigor with quantitative exploration.

  • Learn to implement Multiple Correspondence Analysis (MCA) as an accessible alternative in mixed designs.

  • Avoid reductionism when labeling "mixed methods" without actual integration.

  • Apply the technique to personal thesis projects (with an emphasis on inclusion, diversity, and situated pedagogies).

Detailed Program

  1. Categorical Data and Mixed Methods: What is categorical data and why is it "hybrid"? Key difference: multi-method vs. mixed methods. Why labeling separate studies as "mixed" is limiting. Key figures in CA development.

  2. Data Collection and Basic Preparation: Rapid thematic coding. Examples and recommendations.

  3. Transition to MCA – From Basics to Visuals: Rapid exploratory analysis. What does MCA contribute?

  4. Practical Workshop – MCA in Action: Software. Step-by-step application.

  5. Integration in Mixed Methods: How to embed MCA into your thesis. Advantages in inclusive education, neurodiversity, and autism. Resources. Q&A and closing.

Key Information

  • Format: Online synchronous (Google Meet) (Total: 6 hours).

  • Tentative Date: March or April 2026.

  • Limited Capacity. Target Audience: Graduate students, CONICET or National University fellows, Master’s/PhD candidates in education, social sciences, neurodiversity, inclusive education, and critical pedagogy. Priority given to those working on qualitative or mixed-method theses with categorical data (coded interviews, mixed questionnaires, observation).

  • Registration: Email info@edna-institute.org. Please include your motivation, research topic, and current methodology.

  • Cost: Free for graduate students and fellows (priority for those in need). Suggested voluntary contribution: ARS 5,000-10,000 (or 5-10 USD for international participants) to support future free editions and certification costs.

  • Certification: Digital Certificate of Participation issued by the EDNA Institute.