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HSH725 Research Literacy

Published : 30-Aug,2021  |  Views : 10

Question:

Identify different types of research used in health practice Decide upon the appropriateness of different types of research methods and findings Critically appraise research articles and defend this appraisal.

Answer:

Disability in children is now a common phenomenon and many young children have to suffer the brunt of these psychological and physiological disorders. It refers to a lack of ability to do a particular task that can be performed by normal children. Disability prevents them from achieving a definite goal. The disability may be attitudinal or social that prevents a person from mingling freely within the fold of society. Mental retardation is the main cause for failing to perform social roles perfectly (Hemm, Dagnan and Meyer 2015). The degree to which the disability has affected them will vary from one person to another. This report will talk about whether the children who suffer from mental disabilities should be integrated into the regular classroom and the advantages and disadvantages of this assimilation. This will further highlight on the efficacy of the research method employed and it will recommend whether the government should allocate funds to help children with special needs.

The term “special educational need” came into existence in the year 1981. It is inclusive of children who suffer from the scourges of mental disability and it prevents a person from normal behavior and interrupts in his academic performance (Harkes, Brown and Horsburgh 2014). It results in a development delay and leads to an emotional problem. The development of a child does not work along a linear path. Each stage of development in a child opens up new possibilities for the later stage of developments. These stages are thus related to each other.

Regular teachers have to now face the responsibility of mainstreaming slightly handicapped children at a steady pace. Special educators heap praises on this act of mainstreaming. Research into the mechanics of the running of an organization will be much required so that both the regular as well as special education personnel can work together. This study differed from that of an earlier study that was conducted by Shotel, Iano and McGettigan in the year 1972 that measured the attitude of the teacher towards the education of ED along with EMR pupils with the help of a resource room. According to this study, a sampling was conducted on an entire gamut of regular along with that of special educators. This research was done among both rural as well as the urban population and it carried out a comparative analysis of responses of both and this was done across all stages of schools like elementary and secondary position (Knight, Porcellato and Tume 2014). It further focused on the abilities of teachers and on outstanding needs of the children. It also laid stress on needs of teachers that would be reflected with the help of their own views.

Search Strategy Database and Search terms

For performing the research studies were conducted in accordance which met certain criteria. The studies were conducted in educational settings that are mainstream. It particularly focused on the students who were dyslexic. It should contain indication of the effect of intervention along with service on students. It encompassed a vast area that ranged from that of the primary school to that of the higher education level. It should include studies in relation to description and exploration in relation to relationships (Robertson et al. 2015).

The primary study that was conducted failed to define the terms like dyslexia and inclusion. It was found that there was a lack of consensus in regard to meaning of these terms. There were some who held that dyslexia was a disorder where the student faced difficulty when they applied their reading or spelling at the word level while others thought of it as a neuro diversity that signified that it was a normal human difference that deserves respect in the same manner that other difference does. Systematic review was conducted that included students who were held as dyslexic. The Eric Thesaurus defined the term “inclusion” as successfully educating all kinds of students within the same classroom that celebrates the diversity and various abilities and people coming from different cultures.

This systematic review included studies that addressed service and form of support that was fashioned to help the mentally disabled children to come to the mainstream (Hunter-Johnson, Newton,  and Cambridge-Johnson 2014). The primary search strategy that was done with the help of electronic database went through dual stage. The screening was firstly done that was based on introspection of titles. It was followed by a full-text inspection. On the basis of this, finally a decision was arrived that the students who had enrolled for access course in preparation for taking degree course as studies involved students who were dyslexic and were engaged in post-secondary education and they belonged to the same age group like the participants from other studies. It was also decided that studies that would focus on different kind of disability would help in providing relevant data in relation to our review (John et al. 2014).

A survey would also help in highlighting and it would focus on such parameters like the attitude of the teacher regarding whether the exceptional children are entitled to equal educational opportunity and it also measured the commitment of the teacher towards assimilating the exceptional children into the structure of regular classroom. The attitude of the teacher was measured in order to ascertain whether exceptional children who were kept in a self contained class was viewed in a different manner as compared to that of a normal student. Their opinion was asked regarding the fact whether an exceptional child would feel isolated in a self-contained classroom.

They were enquired regarding whether they thought that the teacher had to give more importance to those who belonged to the special education class (Liamputtong 2013). Their opinion was asked as to whether they thought that the teachers had the requisite amount of skill to handle special needs children and whether they thought about recommending a different class for those students who are mildly handicapped. It will also focus on the kind of special education service that already exists and the one’s that would be provided in due course of time. They also had to answer whether formal meetings were arranged within the structure of the classroom in order to help in integrating the special needs children along with that of the regular children (Lindsay et al. 2014). The research suggested that laid bare the fact both regular along with those personnel who were involved in special education felt that self-containment will discriminate against that of the exceptional children. 

It does not reveal any kind of overwhelming support to abolish self-contained classes that would be for the slightly handicapped children. Above 60 % thought classes that are self-contained would prove to be of more effective for those who were slightly handicapped. Regular teachers were keen about getting assistance from services and they agreed whole-heartedly to this thing and were eager to take advantage of it (Liu et al. 2016). It was found that 40% regular teachers were opposed to the idea of main-streaming. The report suggested that 20% would be in favour of mainstreaming if such a situation rose. The results indicated the fact that the teachers who belonged to the regular education system thought that it would become difficult to assimilate the students who are mildly handicapped into normal classes without proper help from the special education sector.

The searching terms that have been used for this report are access barriers, adaptive technology, disability, facility, dyslexia, inclusion, mainstreaming, specific learning disability.

Critical Appraisal Tool

A systematic review should not include all the evidence that is available no matter how trustworthy the primary source is. The selection process returned the result of 15 studies which had descriptive designs and the main area that was overlapping was the students of special needs own views in regard to learning along with that of participation (Mackelprang and Salsgiver  2016). The indications of Cochrane Collaboration Qualitative Method Group and Centre for Evidence Based management that was immensely helpful in ascertaining quality of study mainly making use of four dimension. Credibility, transferability, dependability and confirmability were the main factors held into consideration. Credibility was related to the perception of participants and transferability highlighted whether the findings can help in illuminating other settings. Dependability dealt with whether the process of research was traceable and whether the documentation was done clearly. The effect of the researcher should be accounted for that would ensure its confirmability. These factors help in establishing the soundness of study. They should have the ability to answer their own research question.

The appraisal tool would include 10 yes and no question that would be divided into two key areas (Miller 2017). One was that of the internal methodological study and the importance that the study focus will have for the review questions. For internal methodological study, it was asked whether the study revolved around clearly defined question. For understanding the relevance of the results, it was asked whether the study was in relation to the aspects which was important for including children with special needs and whether the studies were providing detailed representation of the views of students. For data extraction, two options are generally made use of. One was the selective and the other one was that of inclusive. The questions that were raised in this review are completely new so an inclusive approach was integrated for the process of data extraction (O'Connor, Yasik and Horner 2016).

Integrating children with special needs with that of regular children carries with it a whole range of challenges. They need attention and care from people around them so that they can fit into the society. According to a popular research, general students who do not have special needs will get a lot of benefits when they interact with those who have special needs. The approach of teaching a class that have students with disabilities will be different and an approach that is all rounded will greatly benefit all kinds of students.

 Students with disabilities have to be taught by using charts and figures and that would indirectly also be useful for normal students to understand the subject (Oliver 2017).  A pictoral representation simplifies the things and  help in captivating the attention of the students. It has been found that the mingling of students who do not have special needs with those who belong to the special needs category will help in increasing the self-esteem of those who have disabilities. According to a report, it would develop empathy in the students who do not have special needs. It will help in their assimilation in the society later on and people without any special needs will be able to accept them within the framework of the society (O'Rourke 2015). It will help in building rapport and special needs children would feel that they are an integral part of society.

Recommendation based on critical appraisal tool

A design that is universal for learning should be able to address the unique needs of students who have different needs. Instruction should be designed for those who have special needs. The traditional approach should give in to a new approach where adjustments would be made for students with special needs. The instructional intervention should be designed to satisfy the needs of both the students with special needs along with those who do not have any special needs. A Code Memory Diagram Animation Software Tool would be able to enhance the self-reported understanding of students in relation to computer programming module.

It will prove to be of huge help in fostering learning in the students. The critical appraisal has raised questions about the ability of study to provide a description regarding how this software may help in improving the understanding of students. The study hence has not much relevance in the present context where the goal was to describe the understanding of students regarding what would improve the instructional experience. E-portfolio will prove to be of huge help to enable the personalization in relation to the learning process and it would prove to be valuable for students who do not have any kind of special need but this results were derived in an indirect manner from the relevant report of two learner who had disability based problems.

The result of instructional design that made use of Second Life that was related to students with and without special needs. Problems in relation to written exams should be catered to. It was found that emotional tension was related to bad performance in spelling and it was related to forgetting known information. Some students with special needs felt that written examination was discriminatory as it did not reflect their knowledge and mastery in relation to the subject matter.

Methodology of Research

A qualitative study was carried out which helped in gathering knowledge about beliefs that people have and it will furnish valuable information about the perspective of people. It will highlight the attitude of people and reflect on their reason for have such a mindset. A questionnaire survey was carried out among different classes of population and among people of different age groups. A major portion of people answered that they did not understand the questions provided in the questionnaire. Lack of information regarding the problems that children with special needs face compounded the problem. The results indicated that more than 60% of people were in favour of keeping the slightly handicapped within the framework of self-contained classes. A very small percentage of people would go for mainstreaming if such a situation rose (Round, Subban and Sharma 2016).

Recommendations in relation to funding

The majority of the children who have special needs come from developing nations who do not have access to treatment and therapy. The disabled do not have equal rights but they can be productive in the society (Smith 2015). Dearth of resources and funding limit their scope in the society. People with disabilities should be funded because that would enable them to have proper access to guidance, opportunity and care in the society.

Disabled people can be productive but they need the support of the government. The government should allocate funds for providing them with proper education and for taking care of their health. Bringing them into mainstream will improve the workforce of a nation. The principles of group entrepreneurship should be put into action to help the disadvantaged class. Collaborative effort from different groups and volunteer organizations should come forward to provide the disadvantaged class with the proper amount of funding (Thomson 2017).

Conclusion

It can hence be concluded that disseminating information that will highlight the obstacles of children with special needs face is the first step that should be undertaken before distribution of the questionnaires. It is extremely important that the teachers understand the severity of the problem before answering the questionnaire survey. Social welfare groups and health practitioners should come together to solve this growing crisis as more and more children are falling prey to various kinds of learning disabilities. Teachers should be given training on the proper techniques of teaching children with special needs so that they can rise to the situation and prove to be a strong factor for the growth of the society.

References:

Harkes, M.A., Brown, M. and Horsburgh, D., 2014. Self Directed Support and people with learning disabilities: a review of the published research evidence. British Journal of Learning Disabilities, 42(2), pp.87-101.

Hemm, C., Dagnan, D. and Meyer, T.D., 2015. Identifying training needs for mainstream healthcare professionals, to prepare them for working with individuals with intellectual disabilities: a systematic review. Journal of Applied Research in Intellectual Disabilities, 28(2), pp.98-110.

Hunter-Johnson, Y., Newton, N.G. and Cambridge-Johnson, J., 2014. What Does Teachers' Perception Have to Do with Inclusive Education: A Bahamian Context. International journal of special education, 29(1), pp.143-157.

John O.. Cooper, Timothy E.. Heron and Heward, W.L., 2014. Applied behavior analysis. Pearson educational international.

Knight, K.H., Porcellato, L. and Tume, L., 2014. Out-of-school lives of physically disabled children and young people in the United Kingdom: A qualitative literature review. Journal of Child Health Care, 18(3), pp.275-285.

Liamputtong, P., 2013. Qualitative research methods.

Lindsay, S., Proulx, M., Scott, H. and Thomson, N., 2014. Exploring teachers' strategies for including children with autism spectrum disorder in mainstream classrooms. International Journal of Inclusive Education, 18(2), pp.101-122.

Liu, Y., Morgan, C., Hornung, L., Tyry, T., Salter, A.R., Agashivala, N., Belletti, D.A., Kim, E., Fox, R.J., Cofield, S.S. and Cutter, G.R., 2016. Relationship between symptom change, relapse activity and disability progression in multiple sclerosis. Journal of the neurological sciences, 362, pp.121-126.

Mackelprang, R.W. and Salsgiver, R., 2016. Disability: A diversity model approach in human service practice. Oxford University Press.

Miller, T.L., 2017. Academic Training.

O'Connor, E.A., Yasik, A.E. and Horner, S.L., 2016. Teachers' Knowledge of Special Education Laws: What Do They Know?. Insights on Learning Disabilities, 13(1), pp.7-18.

Oliver, M., 2017. Defining impairment and disability. Disability and Equality Law, p.3.

O'Rourke, J., 2015. Inclusive schooling: if it's so good–why is it so hard to sell?. International Journal of Inclusive Education, 19(5), pp.530-546.

Robertson, J., Hatton, C., Baines, S. and Emerson, E., 2015. Systematic reviews of the health or health care of people with intellectual disabilities: a systematic review to identify gaps in the evidence base. Journal of Applied Research in Intellectual Disabilities, 28(6), pp.455-523.

Round, P.N., Subban, P.K. and Sharma, U., 2016. ‘I don't have time to be this busy.’Exploring the concerns of secondary school teachers towards inclusive education. International Journal of Inclusive Education, 20(2), pp.185-198.

Roy, A., Roy, M. and Clarke, D., 2016. The psychiatry of intellectual disability. CRC Press.

Smith, J.A. ed., 2015. Qualitative psychology: A practical guide to research methods. Sage.

Thomson, R.G., 2017. Extraordinary bodies: Figuring physical disability in American culture and literature. Columbia University Press.

Vaz, S., Wilson, N., Falkmer, M., Sim, A., Scott, M., Cordier, R. and Falkmer, T., 2015. Factors associated with primary school teachers’ attitudes towards the inclusion of students with disabilities. PloS one, 10(8), p.e0137002.

Wilkin, D., 2016. Caring for the mentally handicapped child. Routledge.

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