Using Self-Monitoring to Increase Following-Direction Skills of Students with Moderate to Severe Disabilities in General Education
This article explores the modalities of enhancing the adaptability skills for students with disabilities in a collective learning environment. One of the main problems in attaining collective learning environments revolves around the establishment of modalities of learning that can increase levels of accommodation for students with learning disabilities in general educational institutions. Therefore, this research forms one of the critical bases of addressing the problem of increasing the learning skills and competence for students with disabilities. The researchers placed the research within an experimental spectrum. The main objective of the research was taken as a learning question for researchers during their experiment on the chosen population. The specific questions were embedded in the experiment. This practice is desirable in purely experimental research. The authors of this article heavily borrowed from secondary research. Relating the study to other studies done earlier is one of the main ways through which the accuracy and the applicability of the research can be broadened.
The research findings indicate that the introduction of self-monitoring techniques for children with learning disabilities can aid in increasing their adaptability in collective learning environments. These findings can be applied across different learning institutions. The authors use two graphs to present the results, with each being used a control of the other. The results in the two graphs denote a higher level of conscience for the learners and an increase in the learning abilities for the participants. This addresses the main objective of the research. This is an experimental research that is restricted to a given learning environment. As such, the conditions of learning in other environments may need to be adjusted to enhance the applicability of the research. The most interesting part of the research is its ability to deploy diverse sets of tests within single research. As such, the quality of the research is enhanced.
Educating Students with Mental Retardation in General Education Classrooms
The authors sought to ascertain the trends and impacts of placing students with mental disabilities in inclusive classrooms in the United States. The authors separated the study into two based on two diverse periods: 1989-1990 and 1999-2000. The issue of disability is a policy issue; therefore, it is important to explore the policy framework and its impacts on the establishment of an effective inclusive learning environment as has been done by the researchers. The researchers do not outline the specific research questions to be addressed in the paper. However, the subject of the article denotes an exploration of the studies conducted by the federal organs. The nature of the study is restricted to given timelines as noted earlier; however, the exploration of the secondary statistical data denotes the results and the gaps in the results of the studies. These form part of the objectives of the study. The information that is generated in this research is critical to policymakers who are responsible for implementing policies on inclusive education in the United States.
The results of the study have been summarized in tables and graphs. The results show the cumulative trends of placement of students with mental retardation in general classrooms in different states in the USA. The deduction is based on the comparison of the findings, as depicted in the tables and the graph. The comparison addresses the main research question. The researchers restricted the main source of data to certain timelines, which is a limiting factor. The most interesting thing about this research is the ability to engage different sources of data and yet managing to limit the findings to the two categories of the research problem. The researchers ought to have opened up the study to unearth the trends in the entire 1900s decade.
Engaging Youth With and Without Significant Disabilities in Inclusive Service Learning
The article aimed at highlighting the issue of creating learning environments that are outside of the formal learning environments. The researchers excavate through a substantial number of researches that help in expounding the scope within which the discussion and findings are derived. The research addresses one of the fundamental questions in education; collective accommodation of students in informal learning environments. This research does not seek to answer a specific question, but it presents literature on the several attributes of fostering inclusive learning environments in informal situations.
Moreover, the authors do not make elaborate deductions from the literature. However, they highlight certain key learning outcomes from the literature. The information that is presented in this article is important for education planners and parents.
As noted earlier, the paper is an exploration of literature; therefore, the authors just present information, but they do not carry out an analysis of the information. As such, there is no documentation of the findings. The authors only present the key learning point under each set of literature. Research limits are also not presented by the researchers in the article. This article denotes an increase in the number of studies that aim to establish the means through which effective informal, inclusive learning environments can be molded. The most critical point of interest in this research is the highlight of learning outcomes under each set of literature. This can be used as a basis upon which findings or other studies can be molded—the flow of the research warrants the outline of several recommendations that can complete the research.