Students With Disabilities: Research Analysis

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Table of Contents

Research Problem
Literature Review
Research Design
Findings
Limitations
Implications for Practice
References

Research Problem

What are the research questions? What is the hypothesis under test?

According to Fuchs and Fuchs (1998), there is a gap for practitioners to make use of knowledge from academic research. Practitioners do not make use of research knowledge acquired from academic research. The gap is widening and that is the main reason this study is being undertaken. One reason attributed to this is that researchers are not doing research in accordance with the teachers’ wishes. Another probable reason could be that they no longer take heed to what teachers are saying or want to be researched. In the process of undertaking this research and practical alignment, there is a misalignment in the inclusion of students with disabilities (SWD) in the GE class. This is because the GE teacher may have a different attitude towards the SWD. This paper will, therefore, try to address this issue by including SWD into a GE class and undertaking instructional lessons together. This problem is evident if the GE teacher does not get any support from the school. Science teachers need to assist students with exceptional needs in learning and understand their needs better.

Five key research questions in the study:

What are the specific needs of students with disabilities in their learning process?
What assistance does a GE teacher need in order to teach an SWD?
What are the requirements that should be addressed in order to include SWD in science?
What experiences and skills does SWD need in order to learn science well?
Is there a need for GE teachers to undertake exceptional education in order to handle SWD well?

Literature Review

According to Cawley, Hayden, Cade, and Baker-Kroczynski (2002), this research paper concerns inclusion of students with disabilities in general education classrooms. It is also about skills required to teach SWD effectively together with GE students.

List three key points from the study’s literature review that helps the reader understand what is known about the subject, and the purpose of this study in light of other studies. Cite, at least, one study used by the author for each of the three points the author list.

Three key points from the literature review, “Conceptual Framework”, in this article, are:

Changes became evident in education for handicapped children. The two main changes that were made include:

Students with disabilities should get maximum education in accordance with the Least Restrictive Environment.
Students with disabilities should access and progress together with the students in the general classification.

A study by Sharpe, York, and Knight (1994) indicated that there is no difference in learning under the same roof of students with disabilities with those in the general classification. This has already been proven, and this is the basis the study will be based.
There is a significant gap between students with disabilities and those without. the difference comes in when it comes to instructional classes in the upper grades. Science is, therefore, a good subject to measure the success of students with disabilities with those without when it comes to instructional classes. Teachers also have practical knowledge. According to Sharpe, York and Knight (1994), teachers’ practical knowledge about teaching is shaped by their personal histories and life experience.

Research Design

Describe the design that the research has taken (experimental, correlational, descriptive, etc)

This study will take on a quantitative research design. Fifteen teams with three people in each team were made to undertake a training program that would last for 100 hours.

Describe the method(s) of data collection

The research used a survey to undertake research. The teachers and students under study undertook a survey that would help the researcher get the facts that are crucial in this study. The teachers were randomly chosen from GE and SE teachers so that the results and the study would be accurate. The survey was then documented, and the results analyzed. In all, there were 114 teachers that were taken through the survey.

Describe the method(s) of data analysis

The researcher showed the results of the survey and statistical computations were done. The students with disabilities and the GE and SE teachers were also combined. The instances of students with disabilities learning with those in the GE class were analyzed. After this, the instances where the two groups differed when learning and applying science instructional classes were noted. As the survey was underway, the researcher made use of inductive analysis so that the thematic categories would be developed. The analysis of the data was undertaken using recursive, thematic process.

Findings

Briefly describe the outcomes of the research. In this section, the author does not have to supply large amounts of statistical data from the article.

From the study, the researcher found out the following:

The GE students were not affected by the presence of SE students in the same class.
The behavior of GE students during a science class was better when compared to classes when there were no SE students in the same class.
The science class is affected by the interactions of students. The claim that the presence of SE in GE class will affect the performance of students in GE class is not supported. There is no effect when SE students are included in a GE class.

Teachers and researchers can collaborate. It appears that hands-on experience for SWD is applicable and academic knowledge can be transformed into practical knowledge.

Limitations

What are the limitations of this research?

The study focused on students in one country with one education system. The results could be different in other education systems. The issue of demographics was also another problem that was seen in the research. This is because students from different parts of the world could be having different behaviors due to culture. Students with disabilities could have different behaviors from one disability to another one. The study generalized disability without any form of autonomy. There is a need to separate and distinguish disabilities so that the different disabilities can be rated and evaluated separately for succinct results and facts.

Can the outcome(s) be generalized or transferred to groups outside of this study?

Yes, this study and the findings can be generalized to affect working people so that people with disabilities can work effectively with people without disabilities. This has already been proven.

Implications for Practice

Discuss ways in which the author can incorporate findings from this study into the author’s own professional practice.

I can incorporate the facts and the results that are found in this research, in my professional undertakings. This, I can work and engage people and students with disabilities in various activities. I find that working with students in various calibers, and various abilities are possible, and, there is no need to be concerned about the effect this will have on those without disabilities. I can, therefore, plan to teach and instruction for students with disparate abilities without worrying how they will cope. I can, therefore, include students with disabilities in science classes with the general students in the general education. This information and study is invaluable to me in my professional undertaking.

References

Cawley, J., Hayden, S., Cade, E., & Baker-Kroczynski, S. (2002). Including students with disabilities into the general education science classroom. Exceptional Children, 68 (4), 423-435.

Fuchs, D., & Fuchs, L. (1998). Researchers and teachers working together to adapt instruction for diverse learners. Learning Disabilities Research and Practice, 13, 126-137.

Sharpe, M., York, J., & Knight, J. (1994). Effects of inclusion on the academic performance of classmates without disabilities. Remedial and Special Education, 15, 281-287.

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