I need help writing a literature review on a previously written proposal; “Inclusion of Children with Disabilities in Mainstream Primary Education: An exploration of the Challenges and Consideration
General Dissertation Structure and Guidance- MA SEN Title Page (Not included in the word count) This should include your title, student number, module code and title, your institution and final word count. There is a template available on Moodle to support you with this. Acknowledgements (Not included in the word count) This is your opportunity to thank those who have supported you in your research. Contents Page (Not included in the word count) The contents page should be a clear guide as to what is contained in your dissertation. The template will support you with creating a contents page. Abstract (Approx. 250 words) The abstract should provide the reader with a summary of the research carried out, and will include information such as research aims, methodology, ethical issues, key findings or conclusions and limitations of the research. This should be written in third person, and is usually written last. Introduction (Approx. 1000 words) This section introduces the research- what the topic is, the key issues being researched, why this is important, your motivation, how this research fits within the field, your research questions, introduction to the context of your research (your setting if appropriate) and the data collected, and how this was done. This section should also introduce the ideas of positionality and reflexivity- what assumptions have you brought with you to this research, and how are you going to mitigate the effects of these? Literature Review (Approx. 4000 words) The literature review evidences critical engagement with existing texts relevant to the topic and research questions. These texts can include theoretical texts (books and papers), empirical texts (research papers or articles) and policy documents.  You are strongly advised to evidence your structure through the use of sub-headings in this chapter, and these should evidence the development of your topic.  In this section the focus is on synthesis and analysis of existing knowledge about your topic.  You aim to adopt a critical perspective by exploring assumptions, challenging arguments, questioning the existing research studies (e.g. critique of methodology adopted, or theoretical framework or research has not included practitioner or child or family perspectives) and analysing contradictory or alternative perspectives on your topic. You should also be considering the implications of the work of others, and how this relates to your own research.  The concluding paragraph of your literature review should introduce your evolving argument as informed by the existing literature. Methodology and Ethical Considerations (Approx. 4000 words) The Methodology chapter evidences the rationale for your research design choices including for example your paradigm, justification for your selection of methodology, research approach and a detailed critical discussion of the data collection methods. This chapter should be informed by existing empirical studies and the research methods literature relevant to Special Educational Needs and the wider fields of education and social sciences. Your methodology chapter should make clear links to your research topics/questions; you should aim to form an argument supporting your method design and its relevance to your study.  Throughout you must adopt a critical perspective where you consider the potential strengths and limitations with each aspect of your research design. You should position your study in relation to ethical principles that are relevant to your topic and method/data.  There should be a detailed and critical discussion of the ethical principles/practices adopted to gain access to the data, selection of data, and where relevant information for participants/gatekeepers and the processes to obtain informed consent to obtain/use data.   This section should include an exploration of the power relations and reflexivity from the perspective of the researcher, particularly in relation to existing literature and the data collection processes; there would also be an expectation that you would set out the strategies and actions that you as a researcher will put in place to minimise power imbalances and personal bias. Your critical engagement with ethical principles in your research must be informed by the research methods literature. Findings and Discussion (Approx. 4000 words) Your findings need to be presented and discussed within the context of the literature; answer your research questions. Consider whether your findings build upon, raise further questions about, support or contradict research in the field, and current thinking in your topic of choice. Your discussion of the findings from your study must address your research questions; you must justify your structure and how it relates to all your research questions.  In your discussion of findings, you are critically analysing and reflecting on the data collecting by considering how it relates to your literature review and applying the lens of your theoretical framework (paradigm). This will support the development of your argument first presented in the concluding paragraph of your literature review.  In the structure of your writing you must ‘weave’ by stating your finding, providing an example from the data that illustrates the finding and then interpreting this finding by relating it to literature and theory.   Please note that no new literature should be included in this chapter- you should only draw on your literature review to support analysis.   Conclusion (Approx. 750 words) Summarise and evaluate the research, discuss your recommendations (at policy or practice level for example), consider the implications and limitations of the research and how it could be developed further. Avoid introducing new literature, findings or concepts here- conclusions should be based on what you have already presented in your dissertation. Reference List (Not included in the word count) To be presented in Harvard style (see Cite Them Right) and including only sources referred to in the dissertation. Appendices (Not included in the word count) All appendices should be numbered. They could include your blank research tools and any other documents that you have created and referred to in your work (for example, a coding table). The appendices will not usually contain raw data. Please do not include your research proposal or ethics form in the appendices. Style guidance: please use a san serif font (Arial, Helvetica, Calibri) in point 12, with 1.5 or double line spacing in your submission. Louise Arnold and Dr Fran Zanatta, January 2022
I need help writing a literature review on a previously written proposal; “Inclusion of Children with Disabilities in Mainstream Primary Education: An exploration of the Challenges and Consideration
This is the Dissertation Proposal (Please Note, I have edited it slightly from the Original you sent) Inclusion of Children with Disabilities in Mainstream Primary Education: An exploration of the Challenges and Considerations from the Perspective of Parents, Pupils and School Teachers Perspective Introduction Inclusive education is acknowledged for its beneficial educational achievements and as a moral obligation to achieve the fundamental human right of every child to obtain a high-quality education that meets their needs. Inclusive education is a contested issue at all school levels, but proponents argue that it is rare to believe that certain disabled students have far too chronic disabled conditions to be included. This research is aimed at evaluating the perspectives of parents, students, and teachers to highlight the obstacles encountered in integrating children with disabilities into the mainstream education system while on the other hand analysing its merits in other to further foster practice. Despite the substantial progress made in recent years toward inclusive education for children with special educational needs in mainstream schools, implementation is hindered by a lack of parental and student participation, teacher shortage, and insufficient financing amongst other things. This issue is crucial in education because it affects children and families; therefore, it is essential to investigate the obstacles and factors that parents, students, and schools must consider to ensure that children with disabilities obtain the best education possible. Title: This is a research proposal based on the Approach; Critical Analysis of 4 Key Sources with the title, Inclusion of Children with Disabilities in Mainstream Primary Education: An Exploration of the Challenges and Considerations from the Perspective of Parents, pupils and School teachers. Research Questions These are the research questions that will guide this study. RQ1: what are the barriers and opportunities of inclusion of children with SEND in a mainstream school? RQ 2: What are the attitudes and beliefs of school teachers towards inclusion, and how do those attitudes affect teaching practices? RQ 3: What training and school resources are needed by teachers to aid in educating children with special needs? Literature Review History of special education and policy framework This section of the literature review explores the historical development that shaped the current state of inclusion in mainstream education by relying on national and international reports. Furthermore, this section will connect historical reports on inclusive education and how it influenced the development of a legal framework that supports the inclusion of children with disabilities in mainstream education. 2. Challenges associated with Inclusive education This section of the literature review will explore various factors that impact the inclusion of children with disabilities in mainstream education. The key theme in this section will be:- Teacher’s competence and knowledge on Inclusive education Parental perspective on their involvement in their children’s education, Student perspective especially considering their voice Financing challenges 3. Attitudes and beliefs of school teachers toward inclusion This section of the literature review will explore the attitude and perspective of the teacher toward inclusion and how these attitudes and beliefs influence teaching practice. The themes in these sections include Teacher capacity issues associated with a lack of necessary skill and training to be able to discharge their duties fully to meet the student-specific needs Resources and school challenges that impact school ability to support special needs education for SEND students. This area will be explored in depth as they affect the quality of education available to this special-needs student population. 4. Mainstream school and special Needs; significance for the pupil with SEND This literature review section will explore several best practices recommended to address the challenges faced during inclusive education. The key theme that will shape this section of the literature review include Effective Strategies for facilitating the inclusion of children with Disabilities Impact of inclusion on pupils with SEND, which will concentrate on examining the literature on the impact of inclusion on the academic and social outcome of children with disabilities 5. Conclusion This section will summarize the finding and proposal outlined in the four articles. Studies found that social climate in the classroom is a key factor in which the development of inclusive education is considered. Many factors contribute to the inclusive classroom but relational factors such as actions, norms and values, social interaction, and the learning process strongly influence inclusive education (Morley et al., 2021, p.401). Methodology and Ethical Consideration This research is aimed at gaining an in-depth understanding of the dynamics of including children with special educational needs in mainstream school settings by evaluating the perspectives of parents, teachers and students. An interpretivist (Qualitative) research paradigm will be employed with secondary data being analyzed after being sampled from approved sources. This will be preceded with careful ethical considerations and approval. (Morley et al., 2005, p.84). This paradigm has been adopted to enable a thorough, valid and reliable investigation considering the issues associated to positionality. The research will be approached by critically analyzing secondary quantitative data samples from four key sources which have made valid contributions to the discourse of mainstreaming and inclusion of special education needs students. Themes will be identified and coded during the data sampling for literature review, analysis of discussion and findings. The articles to be utilized in this research study used focus groups to collect information on parents’ and teachers’ experiences and perspectives toward inclusion (Rumrill Jr, Cook, and Stevenson, 2020). The Theoretical framework to be adopted in this research will be Right based framework; this is to enable analyses of inclusion from the viewpoint of social construct and consideration of the rights of the persons with disabilities and Critical pedagogy; this is to reflect thoroughly on the complexities of classroom and inclusion practices. REMEMBER YOU HAD EARLIER SENT THESE ARTICLES AS OPTIONS, ARTICLES Atkins, L., 2016. Dis (en) abled: legitimating discriminatory practice in the name of inclusion?. British Journal of Special Education, 43(1), pp.6-21. https://doi.org/10.1111/1467-8578.12123 Gierczyk, M. and Hornby, G., 2021. Twice-exceptional students: Review of implications for special and inclusive education. Education Sciences, 11(2), p.85..  https://doi.org/10.3390/educsci11020085 Hellawell, B., 2017. A review of parent–professional partnerships and some new obligations and concerns arising from the introduction of the SEND Code of Practice 2015. British Journal of Special Education, 44(4), pp.411-430.  https://doi.org/10.1111/1467-8578.12185 Hewett, R., Douglas, G., McLinden, M., & Keil, S. (2017). Developing an inclusive learning environment for students with visual impairment in higher education: Progressive mutual accommodation and learner experiences in the United Kingdom. European journal of special needs education, 32(1), 89-109. https://doi.org/10.1080/08856257.2016.1254964 Hornby, G. and Hornby, G., 2014. Inclusive special education: The need for a new theory. Inclusive Special Education: Evidence-Based Practices for Children with Special Needs and Disabilities, pp.1-18..   https://doi.org/10.1111/1467-8578.12101 Knight, C., Clegg, Z., Conn, C., Hutt, M. and Crick, T., 2022. Aspiring to include versus implicit ‘othering’: teachers’ perceptions of inclusive education in Wales. British Journal of Special Education, 49(1), pp.6-23. https://doi.org/10.1111/1467-8578.12394 Minott, M., 2019. Reflective teaching, inclusive teaching and the teacher’s tasks in the inclusive classroom: A literary investigation. British Journal of Special Education, 46(2), pp.226-238.  https://doi.org/10.1111/1467-8578.12260 Norwich, B., 2014. Changing policy and legislation and its effects on inclusive and special education: a perspective from E ngland. British journal of special education, 41(4), pp.403-425.  https://doi.org/10.1111/1467-8578.12079 Nugent, M., 2018. Reframing inclusion: An exclusive–inclusive approach. British Journal of Special Education, 45(2), pp.141-156. https://doi.org/10.1111/1467-8578.12214 Shaw, A., 2017. Inclusion: the role of special and mainstream schools. British Journal of Special Education, 44(3), pp.292-312.https://doi.org/10.1111/1467-8578.12181 Stewart, C. and Walker‐Gleaves, C., 2020. A narrative exploration of how curricula for children with profound and multiple learning difficulties shape and are shaped by the practices of their teachers. British journal of special education, 47(3), pp.350-375.https://doi.org/10.1111/1467-8578.12313 I PRESENTED THE BELOW ARTICLES IN MY ETHICS FORM FOR APPROVAL My Four key sources Avissar, G., 2018. Partnerships between special and mainstream schools. Journal of Research in Special Educational Needs, 18(3), pp.149-156. https://doi.org/10.1111/1471-3802.12401 (SUPERVISOR QUESTIONED THIS; DOES NOT FULLY RELATE TO RQ) Warnes, E., Done, E.J. and Knowler, H., 2022. Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre‐pandemic conditions. Journal of Research in Special Educational Needs, 22(1), pp.31-43.https://doi.org/10.1111/1471-3802.12525 ( APPROVED) Paseka, A. and Schwab, S., 2020. Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European Journal of Special Needs Education, 35(2), pp.254-272. DOI: 10.1080/08856257.2019.1665232 (APPROVED) Ní Bhroin, Ó. and King, F., 2020. Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans. European Journal of Teacher Education, 43(1), pp.38-63. https://www.tandfonline.com/doi/pdf/10.1080/02619768.2019.1691993?needAccess=true&role=button ( APPROVED) Thinking, Maybe to add This to make it Four again Knight, C., Clegg, Z., Conn, C., Hutt, M. and Crick, T., 2022. Aspiring to include versus implicit ‘othering’: teachers’ perceptions of inclusive education in Wales. British Journal of Special Education, 49(1), pp.6-23. https://doi.org/10.1111/1467-8578.12394 This is the Merged key sources
I need help writing a literature review on a previously written proposal; “Inclusion of Children with Disabilities in Mainstream Primary Education: An exploration of the Challenges and Consideration
Hi Prof, Please find below the points that was discussed during my Literature Review (LR) meeting with supervisor. As much as possible, loads of articles (references ) are required, even if they are not so relevant, they can be listed amongst supporting references. The introduction of Topic, its Relevance and Positionality is not needed here, as they are already in the main introduction preceding the LR. The presentation should reflect that the reader has had a glimpse of work to be done from the introduction chapter. Sub sections should capture Barriers and Opportunities. Key terms must be clearly defined e.g ; ASC (Autism Spectrum Condition) ASD (Autism Spectrum Disorder) SEND ( Special Educational Needs and Disabilities) etc Then Perspectives clarified e.g, Discussions are relating to English schools and cover students with EHCP ( Education, Health and Care Plans) Discussion conveyed covers the four areas of SEND; Communication and Interaction Cognition & Learning Social, Emotional and Mental Health Sensory and or Physical Needs. Reflection should cover broad amount of articles, avoid writing what seems like an ordinary ‘Shopping List’, rather , articles should be grouped thematically, Analyzed and then Synthesized to articulate agreements and disagreements. Highlight the limitations of any of the sources, vis a vis its contemporaries, stronger Vs Weaker Sources, etc ( This may be due to change in policies, Obsolete information or recent development on the subject matter). Criticality is key, avoid Descriptive writing. In the conclusion section, summarize your work; relate this to the next chapter (Methodology), The picture below is an illustration to help with a better work;