For this Assignment, you will continue to reflect on the gap that you identified and supported in your research paper started in Module 7. Be sure you have thoroughly supported your rationale with evidence as to why addressing this gap in practice will further enhance the field of special education and improve the overall delivery of services to students with exceptionalities. Consider the feedback provided by your Instructor as you finalize your research paper. To prepare: Consider Instructor feedback on your Assignment and revise as necessary. Final “Addressing a Gap in Research Paper”
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Running head: SPECIAL EDUCATION GAPS
Special Education Gaps
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SPECIAL EDUCATION GAPS
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Special Education Gaps
Gaps in Evidence-Based Practice
Special education is a grade saver, but it fails to meet all the prerequisite requirements
to mould 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
SPECIAL EDUCATION GAPS
3
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
SPECIAL EDUCATION GAPS
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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. Therefore 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 it will enhance sourcing of funds and policy
implementation easily.
SPECIAL EDUCATION GAPS
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References
Cook, B., & Odom, S. (2013). Evidence-based practices and implementation science in
special education. Exceptional Children, 79(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 Bulletin, 102(1), 5-21. doi:
10.1177/0192636518755945.
Gorski, D. (2020). Representation of diverse students in special education | RTI Action
Network. Retrieved from
http://www.rtinetwork.org/learn/diversity/disproportionaterepresentation.
Hesse-Biber, S. (2016). Qualitative approaches to mixed methods practice. Qualitative
Inquiry, 16(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 Education, 50(1), 27-36. doi:
10.1177/0022466915613592.
Klingner, J., & Boardman, A. (2017). Addressing the “research gap” in special education
through mixed methods. Learning Disability Quarterly, 34(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 Schools, 52(2), 181-195. doi:
10.1002/pits.21815.
Assignment: Addressing a Gap in Research
Paper
•
For this Assignment, you will continue to reflect on the gap that you identified and
supported in your research paper started in Module 7. Be sure you have thoroughly
supported your rationale with evidence as to why addressing this gap in practice will
further enhance the field of special education and improve the overall delivery of
services to students with exceptionalities. Consider the feedback provided by your
Instructor as you finalize your research paper.
To prepare:
Consider Instructor feedback on your Assignment and revise as necessary.
Final “Addressing a Gap in Research Paper”
There is quite a bit of feedback in your document. Please review and make adjustments
as needed for your final draft.
So, as you refine for the next module’s assignment, you will continue to reflect on the
gap that you identified and supported in your research paper started in Module 7. Be
sure you have thoroughly supported your rationale with evidence as to why addressing
this gap in practice will further enhance the field of special education and improve the
overall delivery of services to students with exceptionalities.
Be sure you look at the specific items needed under EACH SECTION in the rubric for
Mod 8 Assignment. Use this graphic as a check-list if that helps (Use my example
below!). Give each section THE TITLE AS IS HERE, FROM THE RUBRIC. This creates
clarity and flow.
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
Cobb, C. (2015). Principals play many parts: a review of the research on school principals
as special education leaders 2001–2011. International Journal of Inclusive Education, 19(3),
213-234.
Harry, B. (2014). The disproportionate placement of ethnic minorities in special education. In L. Florian
(Ed.), The SAGE Handbook of Special Education (pp. 73–95). Thousand Oaks, CA: Sage.
Robinson, S. E. (2011). Teaching paraprofessionals of students with autism to implement
pivotal response treatment in inclusive school settings using a brief video feedbacktraining package. Focus on Autism and Other Developmental Disabilities, 26(2), 105–118.
Ruef, M. B., Nefdt, N., Openden, D., Elmensdorp, S., Harris, K. C., & Robinson, S. (2009). Learn
by doing: A collaborative model for training teacher-candidate students in
autism. Education and Training in Developmental Disabilities, 44(3),343–355.
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