More Sources on Learning Disabilities

Bailey, Sandra, Shirley Jacob, and Elizabeth Wadlington.  "Teaching Students with Dyslexia in the Regular Classroom."  Childhood Education 73.1 (1996): 2.  Expanded Academic ASAP. Web. 27 Oct. 2011.

This just talks about students with dyslexia and how you (as a teacher) can help them in the classroom setting.

Hornstra, Lisette, Eddie Denessen, Joep Bakker, Linda Van Den Bergh, and Marinus Voeten. "Teacher Attitudes Toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students With Dyslexia." Journal of Learning Disabilities. Hammill Institute on Disabilities, 5 May 2010. Web. 27 Oct. 2011. http://ldx.sagepub.com/content/early/2010/04/07/0022219409355479.abstract.

 

This talks about dyslexia, teacher-child interaction, methodological issues.

 

 

Cook, Bryan G., Melody Tankersley, Lysandra Cook, and Timothy J. Landrum. "Evidence-Based Practices in Special Education: Some Practical Considerations." Intervention in School and Clinic. Hammill Institute on Disabilities, Nov. 2008. Web. 27 Oct. 2011. http://isc.sagepub.com/content/44/2/69.abstract.

 

Effective instruction; Law/legal/policy; personnel preparation/professional development; research; reform; school

Topic Change

Hickman, Lou E. "Wilson Web." When Math Doesn't Add Up (2007): 32-35. Print.

 

  This is a source that I found through the UC library.  It talks about dyscalculia, the cousin of dyslexia.  This is a learning disability where people have problems with learning mathematics specifically.

 

 

Swain, K. D., M. Friehe, and J. M. Harrington. "Teaching Listening Strategies in the Inclusive Classroom." Intervention in School and Clinic 40.1 (2004): 48-54. Print.

 

This is an article that I found which talks about students who are at risk and those with disabilities when it comes to listening.

 

Barbetta, Patricia M., and Linda A. Spears-Bunton. "The English Journal." Learning to Write: Technology for Students with Disabilities in Seconday Inclusive Classrooms. National Council of Teachers of English, Mar. 2007. Web. 27 Oct. 2011. http://www.jstor.org/stable/30047171.

 

This is an article about seven ways to teach technology, for those students who are resistant to writing or for those who struggle.

Inclusion

I'm finding a lot of information on inclusion in education and why it came about.  I believe this will be useful because my audience is more so for parents who may not understand or know the terminalogy used in the education world.

Furthering my research

Policy guidelines on inclusion in education- http://unesdoc.unesco/org/images/0017/001778/177849e.pdf
  This allows me to understand more information on inclusion.  It gives rationale, objectives and developments on inclusion.  This will be helpful for me so that I make my point across when explaining to my audience.
Another source that I looked at was http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html#sec1001
 This was a source that I ended up using this far and it's just the legal document and the purpose of why it was implemented.

Inclusion vs. pullout

Still researching my topic I found some new websites that I really enjoy and think will be beneficial and effective in my paper.  Most of them consist where inclusive classrooms came about and why they were implemented into the schools.

Proposal

Proposal:

                For my research topic, I’m choosing to write about problems that teachers and parents face throughout the school year.  The thesis to the paper is as follows; Inclusion versus pull-out and the effects that each one has on students and parents alike.  This paper will be directed to parents.  This will allow them to be aware of what goes on in the classroom setting.  The first source shown is a book that explains the whole reason inclusion came in to the mix in the first place.  I thought this would be a great source because it explains ways in which the school system is improving by using inclusion in the classroom. The second source that I chose was  is a journal that debates which one is more appropriate for the classroom and all the students who are in that classroom.  It shows a study given to students that examine the social and academic effects of inclusion.  I thought this would be a great source because you’re hearing the voices of all types of students, and not just hearing a biased approach of what one thinks is right or wrong.  The third source is a book that helps you to understand the No Child Left Behind Act and more of a reason why inclusion has developed in the classroom rather than pulling those students with learning disabilities out.  Last but not least, my fourth source is another book that explains the reason inclusion came to be in the first place and why it should still be part of the classroom.  So far all these sources will be useful in furthering my research to show the audience (parents) the effects that inclusion has on the students.

Ainscow, Mel, Alan Dyson, Tony Booth, and Peter Farrell. Improving Schools, Developing Inclusion. London: Routledge, 2006. Print.

Klingner, J. K., S. Vaughn, J. Shay Schumm, P. Cohen, and J. W. Forgan. "Inclusion or Pull-Out: Which Do Students Prefer?" Journal of Learning Disabilities 31.2 (1998): 148-58. Web. 4 Oct. 2011.

Olivert, Damian P. No Child Left Behind Act: Text, Interpretation, and Changes. New York: Nova Science, 2007. Print.

Smith, Phil. Whatever Happened to Inclusion?: the Place of Students with Intellectual Disabilities in Education. New York: Peter Lang, 2010. Print.