Researching Special Education Online - Literature review Example

Online Research: Researching Special Education of the of the ONLINE RESEARCH: RESEARCHING SPECIAL EDUCATIONOnline Research Two issues reflected in the current News and Issues page of the Website of the Council for Exceptional Children (CEC, 2008) are summarized below. CEC Adopts Policy on Safe Schools The Council for Exceptional Children has approved a policy on Safe and Positive School Climate at its 2008 Annual Convention and Exposition. Student harassment and bullying occur more commonly on the basis of appearance and real or perceived differences in ethnicity, language, disability, gender, religion and race. Students with disabilities are most likely to be victims of bullying and harassment, since they may be unable to comprehend and report the attitudes and behavior from other students, that they are subjected to. To prevent bullying and harassment and to enhance learning by differently abled children, schools should have clear policies prohibiting harassment and discrimination, supporting human and civil rights, and promoting a safe learning environment (CEC, 2008). CEC Testifies Before Interagency Committee on Disability Research CEC’s recommendations are put forth, for future research priorities of the Interagency Committee on Disability Research (ICDR), directed towards the employment of individuals with disabilities. These include investing in early childhood development to achieve positive employment opportunities, using the principles of universal design for learning as the foundation for employment opportunities, strengthening career development and transition for students with disabilities to expand employment opportunities, and investing in research to recruit and retain special educators to support students’ opportunities for employment (CEC, 2008). Researching Special Education By conducting interviews of the SPED (Special Eductors) Team their perspectives on the importance of online research in this field were obtained. It was found that there was unanimous agreement on the significant contribution that online research makes to the enhanced practise of special education. The SPED Team reported that online research played an important role in their work. It helped them to identify the areas where the curriculum and educators’ professional responsibilities including teaching practices, therapeutic interventions and developmental activities needed change, for improving results in students’ learning outcomes and advancement. Further, with online research, information on the latest policies and federal laws established in the sphere of special education, and the recommendations for future research are acquired. Autism is the topic of interest in Special Education that was selected for online research. The Eric database (ERIC, 2008) on Autism proved to be educative, with several documents and articles available as Full Text on the topic. By investigating the Eric Website, recent discoveries, changes, and developments were found in the sphere of Autism and the practise of special education. Evidence from research studies help to increase one’s knowledge about the autism spectrum disorders, their symptoms and manifestations. The most recent developments in diagnosis, therapies, methodologies, technology and teaching aids, help in optimizing beneficial results for the students; while facilitating efficiency and effectiveness in special educators’ work. Evidence from Research on Autism and Special Education from the ERIC database In America the number of children diagnosed with autism has increased to one out of every one hundred and fifty children. The current trend in special education supports integrated education. Applied Behavior Analysis (ABA) is acknowledged as a very effective classroom instructional technique in teaching children with autism, and is requested by the parents of autistic children, for use in their child’s education. However, there is minimal training received by teachers on evidence-based practices for children diagnosed with autism. Since these children spend more time in integrated and inclusive settings there is a need for well-trained and highly qualified teachers for achieving the spirit of the No Child Left Behind Act of 2001. This Act requires evidence based research practices to be implemented within our instructional settings. But, higher education is not adequately preparing prospective special education teachers to meet the instructional challenges of working with increasing numbers of children diagnosed with autism, in either integrated or segregated settings (Loiacono & Allen, 2008). The implication of the findings by Loiacono & Allen (2008) is that significant collaborative effort between and among colleges, universities, and Local Education Agencies (LEAs) is required to be implemented. They should integrate their ideas to produce a plan for preparing special education teachers towards providing optimal learning experiences on a state wide level, to school aged children diagnosed with autism. The plan should include general education teachers to partner with special education teachers in inclusive settings. It should seek to further enhance the former’s teaching skills and knowledge of special education strategies and Applied Behavior Analysis (ABA) for providing enhanced instruction in inclusive classrooms. The web-based Autism Treatment Survey was developed to identify strategies used in the education of children with autism spectrum disorders (ASD) in Georgia. Respondents included a sample of 185 teachers across the state, reporting on 226 children with ASD, in grades from preschool to the twelfth. The five main strategies used in the state were: Gentle Teaching, sensory integration, cognitive behavioral modification, assistive technology, and Social Stories technique; all these methods are recognized as lacking a scientific basis for implementation. The choice of strategy differed according to the grade level and the classroom type, whether general or special education. The results of the study indicate a crucial need for preservice and inservice educator training, as well as a requirement for continued research on evidence based strategies for use in public schools for students with autism spectrum disorders (Hess et al, 2008). According to Newman (2007), almost all secondary school students with autism are reported to receive some type of support, modification, technology aid or related service. More frequent types of accommodations are modified work and additional time to complete assignments and tests. Monitoring of students’ progress by special education teachers, individual help from teacher aides, instructional assistants, or personal aides are forms of instructional support provided. Technology aids are less frequently provided to students with autism at the secondary school level. A variety of services such as speech and language therapy address a range of needs and functional issues. Coordination and supervision of services is ensured by case managers. The special education model of Response to Intervention (RTI) is receiving national attention. It is believed to have the potential for school systems to develop a more effective and efficient process of special education. Further, RTI also provides the opportunity for school systems to replace the earlier dual system of general education and special education, into a unified system that can more effectively meet the needs of all students. With the support of higher education, teacher preparation courses as well as administration preparation programs are required to be developed. The knowledge, skills, and dispositions essential to support RTI and to meet the needs of all students, can be achieved through preparing aspiring teachers and administrators with appropriate preparation programs (Haar et al, 2008). Thus, it can be concluded that online reseaerch helps in keeping educators abreast with several issues pertaining to disabled students. It helps in the formulation of more effective teaching and therapeutic methods to efficiently and competently fulfill the goals of special education. References CEC (Council for Exceptional Children). (2008). News and issues. Retrieved on 20th December from: http://www.cec.sped.org/AM/Template.cfm?Section=News_and_Issues&Template=/TaggedPage/TaggedPageDisplay.cfm&TPLID=4&ContentID=3500 ERIC (Education Resources Information Center). (2008). Eric Website. Retrieved on 20th December, 2008 from: http://www.eric.ed.gov/ Haar, J.M., Robicheau, J.W. & Palladino, J. (2008). Special Education: A systematic approach to efficiency and effectiveness. Paper presented from 7th to 10th February, 2008 at the 60th Annual American Association of Colleges for Teacher Education (AACTE) National Conference, New Orleans, Los Angeles. Hess, K.L., Morrier, M.J., Heflin, L. & Ivey, M.L. (2008). Autism treatment survey: services received by children with Autism Spectrum Disorders in public school classrooms. Journal of Autism and Developmental Disorders, 38(5): 961-971. The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers. Loiacono, V. & Allen, B. (2008). Are special education teachers prepared to teach the increasing number of students diagnosed with autism? International Journal of Special Education, 23(2): 120-128. Newman, L. (2007). Facts from National Longitudinal Transitional Study 2 (NLTS 2): Secondary school experiences of students with autism. Institute of Education Sciences, National Center for Special Education Research. Read More