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Addressing Gaps in Special Education Research Paper

Addressing Gaps in Special Education Research Paper.

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Assignment: Addressing Gaps in Special Education Research Paper

Pages: 3

Deadline: 8hrs

As a doctoral student and future leader in the field of special education, what do you believe are the key current gaps in practice, as related to evidence-based practices? For this Assignment, you will select a gap in practice that you have identified within the research as it relates to implementing specialized instruction in an area that is of interest to you. Provide evidence from the research to support your rationale as to why addressing this gap in practice will improve the delivery of services to students with exceptionalities and the overall field of special education.

To prepare:

  • Review the module’s Learning Resources. Reflect on the research-to-practice gap and why this is an issue in special education.
  • Select a gap identified in the research (i.e., 3–5 current research-based resources) related to a specific specialized instruction topic or specialized instruction across content areas from a previous module.

Compose a 3- to 5-page draft paper addressing a gap that you identified in the research that interests you. Include the following sections:

Section 1: Gaps in Evidence-Based Practice

Provide a 1- to 2-paragraph statement that identifies a gap in the research that is the result of a review of current literature and practice that contains the following information:

  • A logical argument for the need to address an identified gap in special education practice. Make sure to clarify why you believe that this is a problem of practice in special education. Support your argument by citing current research articles and contrasting them with older research articles related to gaps in practice.
  • Preliminary evidence that provides justification that this problem is meaningful. Provide a minimum of three to five key citations that support the relevance and currency of the problem. These references need not all be from peer-reviewed journals, but should be from reputable sources, such as national agency databases or scholarly books, and should ideally be from the past 5 years.

Section 2: Significance

Provide 1 or 2 paragraphs informed by the topic outlined in the gaps in evidence-based practice that describe the following:

  • How this study will contribute to filling the gap in special education practice. What original contribution will this make?
  • How this research will support professional practice or allow practical application: Answer the “So what?” question.

Section 3: Questions

List the research questions or a series of related questions that are informed by the purpose, which will lead to the development of what needs to be done to research the identified gap in practice. A research question informs the research design by providing a foundation for:

  • Generation of hypotheses in quantitative studies;
  • Questions necessary to build the design structure for qualitative studies; and a
  • Process by which different methods will work together in mixed-methods studies.

Section 4: Nature of the Study

Using one of the following terms as a subheading, provide a concise paragraph that discusses the approach that will be used to address the research question(s) and how this approach aligns with the problem statement. The subheadings and examples of study design are as follows:

  • Quantitative—for experimental, quasi-experimental, or non-experimental designs, treatment-control, repeated measures, causal-comparative, single-subject, predictive studies, or other quantitative approaches;
  • Qualitative—for ethnography, case study, grounded theory, narrative inquiry, phenomenological research, policy analysis, or other qualitative traditions; or
  • Mixed methods, primarily qualitative—for sequential, concurrent or transformative studies, with the main focus on qualitative methods, and single subject.

Section 5: Social Change

Consider the relationship between the identified problem of practice and social change. In 2–3 paragraphs, describe:

  • How the claim aligns with the problem statement to reflect the potential relevance in this study to society: How might the potential findings lead to positive social change for students with exceptionalities?
  • Then, give your perspective. Craft a “Research Promise to Students with Exceptionalities.” Take the researcher’s perspective as you craft this “promise.”
  • Example: “As I move through my program, I promise to seek the highest and deepest levels of scholarship in order to bring about meaningful social change for students with exceptionalities. As a part of this promise, I will: [list 2–3 ways in which you will pursue and fulfill this promise].”

Section 6: References

On a separate page, cite the text, articles, and other current peer-reviewed research in support of your position. Be specific and provide examples. Remember to use APA formatting to complete this Assignment.

Learning Resources

Note: To access this week‘s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79(2), 135-144.

Hudson, R. F., Davis, C. A., Blum, G., Greenway, R., Hackett, J., Kidwell, J., … & Schulze, M. (2015). A Socio-Cultural Analysis of Practitioner Perspectives on Implementation of Evidence-Based Practice in Special Education. The Journal of Special Education, 50(1), 27-36.

Stahmer, A. C., Rieth, S., Lee, E., Reisinger, E. M., Mandell, D. S., & Connell, J. E. (2015). Training teachers to use evidence-based practices for autism: Examining procedural implementation fidelity. Psychology in the Schools, 52(2), 181-195.

Special Education Gaps

Gaps in Evidence-Based Practice

Special education is a grade saver, but it fails to meet all the prerequisite requirements to mold a complementary system that is all around. Constant special education groups from different cultural backgrounds should be addressed equally. Education is a vehicle that is open and diverse to facilitate any individual towards their future goals. The ambitions cannot be attained; however, if concerned parties fail to address inequality emanating from cultural and background issues (Klingner & Boardman, 2017). For instance, if 7 % of the Caucasian students are selected for special education, it is expected that 7 % of Latinos, African Americans have chosen for the same course, but that is not always the case (Stahmer et al., 2014). The ultimate results are that one group appears as over-represented while others fail to recognize even a single realization in the special education. Equality is a virtue provided in the American constitution, and if the individual needs, the educational sector will accommodate such a milestone endeavor, then the future is brighter.

Significance

The study will contribute to filling the gap by proposing an RTI model that will be functional in mitigating the gap existing in the different education sectors. Offering an outcome-oriented action plan might play a considerable role in reducing the real menace in the industry. As an approach to attain positive results, then learning must be centered to address the children’s needs. One of the plans to enhance satisfaction to the learners is incorporating policies and activities that will strengthen inclusion. Therefore an outcome directed motive should not just aim at results based on the headcount but also on skills gained. The latter must run across all groups to satisfy the credibility of the exceptional need teaching (Hudson et al., 2015). Also, the study will sensitize on the address a data-focused approach that will be out to analyze, present, and integrate available data to assume a conscious act. Ultimately the study will enhance the professionals to direct their efforts on individuals, classrooms, and districts as central points to identify trends.

Questions

Any research can presume minor and significant actions provided the research questions are objective and goal-oriented. Firstly it will be essential to address how long the issue of disproportionate has been eating out the sector without notice. After discussing such an original query, then it will be possible to direct the focus on what is the ideal meaning of Disproportionate. Institutions ought to be made conversant with the gap since the majority of the stakeholders might get it all wrong (Cook & Odom, 2013). Additionally, it will be functional to address the impact of proportionate allocation as compared to Disproportionate. The two schools of thought must be treated as an approach to shape the learning system for the better. Finally, a question on which direction to be assumed for the players to reverse the issue will serve the study a great deal if addressed (Counts, Katsiyannis & Whitford, 2018). Arguably, answering the above questions will facilitate the formulation of hypothesis, foster research structure, and identify techniques to collaborate with mixed research methods.

Mixed methods, primarily qualitative

Research Questions will best be addressed using the mixed methods focusing on the qualitative approach to unravel the methodological approaches aimed at ascertaining viable findings and conclusive remarks that will transform the gap to non-existent. A qualitative technique will be aimed at identifying how special needs learners find and discover meaning in their world. Approaching the study in such a strategy will assist in addressing how impactful equality will be if filled with a gap. A constructive approach will be essential in addressing subjective reality as it unfolds in the less privileged individuals in special needs education. Methods –centric identified in the topic will be sidelined and incorporated in the last stages of the research (Hesse-Biber, 2016). Primarily the mixed approach will be utilized in linking the theoretical perspective of research to a single action plan that can be used in mitigating the gap laid. Case studies will be the source of primary data to influence the reasoning and cognitive action of the researchers.

Social Change

The abolition of inequality is one aspect of social change that will be realized once the gap in the educational sector is filled. Individuals in the world are made to believe in inclusion, equity, and equality, but a mechanism to enhance the same fail to be equal all through. Thus it is expected that the findings from the research will motivate and influence other sectors in social life by emulating the same (Gorski, 2020). For instance, in the issuance of scholarship and educational opportunities to the minority, benefits should not be focused on empowering a single group of individuals around the globe.

As I move through the program, I abide by the promise that I will vouch for exceptional educational opportunities and waivers to learners with exceptionalist. In line with the endeavor, I will collaborate with non-government organizations fighting for equality in society. Also, I will enlist all learners with exceptional qualities and register them under the umbrella of individuals with special needs. Arguably, operating as an individual organization under the support of disability groups will enhance sourcing of funds and policy implementation easily.

References

Cook, B., & Odom, S. (2013). Evidence-Based Practices and Implementation Science in Special Education. Exceptional Children79(3), 135-144. Doi: 10.1177/001440291307900201

Counts, J., Katsiyannis, A., & Whitford, D. (2018). Culturally and Linguistically Diverse Learners in Special Education: English Learners. NASSP Bulletin102(1), 5-21. Doi: 10.1177/0192636518755945

Gorski, D. (2020). Representation of Diverse Students in Special Education | RTI Action Network. Retrieved 1 May 2020, from http://www.rtinetwork.org/learn/diversity/disproportionaterepresentation

Hesse-Biber, S. (2016). Qualitative Approaches to Mixed Methods Practice. Qualitative Inquiry16(6), 455-468. Doi: 10.1177/1077800410364611

Hudson, R., Davis, C., Blum, G., Greenway, R., Hackett, J., & Kidwell, J. et al. (2015). A Socio-Cultural Analysis of Practitioner Perspectives on Implementation of Evidence-Based Practice in Special Education. The Journal of Special Education50(1), 27-36. Doi: 10.1177/0022466915613592

Klingner, J., & Boardman, A. (2017). Addressing the “Research Gap” in Special Education. /; through Mixed Methods. Learning Disability Quarterly34(3), 208-218. Doi: 10.1177/0731948711417559

Stahmer, A., Rieth, S., Lee, E., Reisinger, E., Mandell, D., & Connell, J. (2014). Training Teachers to Use Evidence-Based Practices for Autism: Examining Procedural Implementation Fidelity. Psychology in the Schools52(2), 181-195. Doi: 10.1002/pits.21815

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