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Essay / Research Paper Abstract
A 3 page research paper that discusses the problem of emotionally disturbed students in special education classrooms. Bibliography lists 4 sources.
Page Count:
3 pages (~225 words per page)
File: D0_khedstu.rtf
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Unformatted sample text from the term paper:
trying to teach a class that consists of mentally retarded students and learning disabled students, but finds that at least 50 percent of instruction time is spent correcting and disciplining
the students who are cognitively normal, but emotionally disturbed (ED). Research has shown that a primary predictor of whether or not a special education teacher will leave the teaching profession
is stress (Center and Steventon, 2001). Studies have also reported that teachers of ED students report higher levels of stress than other special education instructors (Center and Steventon, 2001). The
stress of teaching ED students can significantly affect whether or not a special education teacher remains in teaching. About 5 percent of New York States SE student population, which
is roughly 402,000, are mentally retarded, with the vast majority of SE students classified as "learning disabled" (LD) and 15 percent are ED (Zernike, 2001). Critics of these categorizations say
that LD and ED have become catch-all "dumping grounds" for problem students (Zernike, 2001). In response to this problem, New York City schools began a program called the Inclusion Initiative,
which combines children with special needs with general education students (NCREL, 2006). State Regents began to reform the states special education programs in 1996, with the aim of reducing the
numbers of students classified as disabled and educated in largely segregated environments (Zernike, 2001). Mooney, et al (2003) report that there roughly 470,000 students in the US who are
receiving special education and related services due to having been categorized as ED and statistics show that this number is increasing. Figures from 2003 show a 2 percent increase over
the previous year and a 20 percent increase over the previous ten years (Mooney, et al, 2003). One of the defining factors of ED is academic underachievement and the federal
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