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Essay / Research Paper Abstract
A 4 page paper constructing a problem statement for action research into how to ensure that special education students can receive the positive feedback they need in the form of passing grades. It is reasonable that feedback in the form of grades would be important to special education students, and that passing grades on report cards can provide the positive feedback that special education students need. Thus the problem statement for the proposed research is that special education students need to receive passing grades but generally do not. The paper concludes with the problem statement refined in a matrix form. Bibliography lists 5 sources.
Page Count:
4 pages (~225 words per page)
File: CC6_KSeduLDprob.rtf
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Unformatted sample text from the term paper:
were made to the body of the paper. Introduction A problem of the inclusive classroom often is that special education students routinely receive
failing grades. General education teachers may be unaware of special education students needs, or they may be ill prepared to teach these students in the general education classroom. Possible
Approaches Collins, Dickson, Simmons and Kameenui (2000) note that diverse learners typically are believed to require "more" instruction, when what they need may
in fact be simply a different approach. A review of studies in the effects of metacognitive instruction reveals that results have been varied. Some diverse students have benefited
from metacognitive instruction alone, while others have achieved more after metacognitive instruction with the addition of feedback measures providing confirmation of success. Even
when researchers believe they have identified all factors influencing outcome, "it is difficult to discern whether systematic feedback, metacognitive knowledge ... or the combination of feedback and metacognitive knowledge was
the component that made strategy instruction plus feedback more effective than strategy instruction alone" (Collins, et al., 2000). With so many other points of influence at work in the
classroom setting, it is even more difficult for single teachers observing a few students and trying to make determinations of what types of instruction may be most beneficial. Teaching Challenges
Daniel and King (1997) conducted a quantitative study focusing on achievement; student behavior and self-esteem; and parent attitudes. The authors reaffirm what
teachers have been trying to say for years, that students in inclusion classrooms commonly have a higher incidence of behavior problems. The implication is that the special education teacher
...