Description
Compare and contrast two concepts relating to special educational needs teaching and learning.
You should begin to move beyond mere description by thinking deeply about the
items being compared, identifying relationships between them and deciding which
qualities are most significant. This process involves evaluating, analysing and
synthesising your findings and presenting them in a meaningful, interesting and
logical way. It is up to you to argue why any similarities and differences matter.
Some pairs of concepts, considered on the module, that we think might work well
together (i.e. there will be elements to compare and contrast) are:
• Labelling/intervention
Intervention sources :
https://vle.exeter.ac.uk/pluginfile.php/1374628/mod_resource/content/1/early-intervention-next-steps2.pdf
Al Otaiba, S., Connor, C. M., Folsom, J. S., Wanzek, J., Greulich, L., Schatschneider, C., & Wagner, R. K. (2015). To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading. Society for Research on Educational Effectiveness.
Fuchs, D., & Fuchs. L.S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93-99.
Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The “blurring” of special education in a new continuum of general education placements and services. Exceptional children, 76(3), 301-323.
Gorard, S., Siddiqui, N., & See, B. H. (2016). What works and what fails? Evidence from seven popular literacy ‘catch-up’ schemes for the transition to secondary school in England. Research Papers in Education, 1-23.
Griffiths, Y. & Stuart, M. (2013). Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties. Journal of Research in Reading, 36(1), 96-116.
Gustavsson, A., Kittelsaa, A., & Tøssebro, J. (2017). Successful schooling for pupils with intellectual disabilities: the demand for a new paradigm. European Journal of Special Needs Education, 32(4), 469-483.
Jaeger, E. L. (2016). Intensity of focus, richness of content: Crafting Tier 2 Response to Intervention in an era of the Common Core. The Reading Teacher, 70(2), 179-188.
Sharples, J., Webster, R., & Blatchford, P. (2015). Making best use of teaching assistants: Guidance report.
Streiner, D. L. (2002). The 2 E’s of research: efficacy and effectiveness trail. Canadian Journal of Psychiatry, 47(5), 553-556.
Sylva, K., & Hurry, J. (1996). Early intervention in children with reading difficulties: An evaluation of Reading Recovery and a phonological training. Literacy, Teaching and Learning, 2(2), 49.
Winch, C., Oancea, A. & Orchard, J. (2015) The contribution of educational research to teachers’ professional learning: Philosophical understandings, Oxford Review of Education, 41(2), 202– 216.
Labelling sources
Abes, E. S., Jones, S. R., & McEwen, M. K. (2007). Reconceptualizing the model of multiple dimensions of identity: The role of meaning-making capacity in the construction of multiple identities. Journal of college student development, 48(1), 1-22.
Asher, N. (2001) Checking the box: the label of ‘model minority’. In G. Hudak and P. Kihn (eds) Labeling: Pedagogy and Politics Routledge: New York.
Ayers, W. (1993) To teach: The journey of a teacher. New York: Teachers College Press.
Boyle, C. (2014). Labelling in Special Education: Where do the benefits lie?. Routledge: London.
Corbett, J. (1995). Bad mouthing: The language of special needs. Falmer: London.
Haslam, N. (2002). Kinds of kinds: A conceptual taxonomy of psychiatric categories. Philosophy, Psychiatry, & Psychology, 9(3), 203-217.
Norwich, B. (1999). The connotation of special education labels for professionals in the field. British Journal of Special Education, 26(4), 179-183.
Norwich, B. (2008). Dilemmas of difference, inclusion, and disability: International perspectives and future directions. Routledge: London.
Norwich, B. (2016). Conceptualizing special educational needs using a biopsychosocial model in England: the prospects and challenges of using the International Classification of the Functioning framework. Frontiers in education, 1(5).
Runswick‐Cole, K., & Hodge, N. (2009). Needs or rights? A challenge to the discourse of special education. British Journal of Special Education, 36(4), 198-203.
Sample Solution
