Sample Literature Review for Brightspace

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Dec 6, 2023

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Running head: 5-3 Final Project Milestone Three: Literature Review 1 5-3 Final Project Milestone Three: Literature Review Southern New Hampshire University Brianne Bennett

5-3 Final Project Milestone Three: Literature Review 2 Literature Review Wang, L., (2019). Perspectives of Students with Special Needs on Inclusion in General Physical Education: A Social-Relational Model of Disability. Adapted Physical Activity Quarterly , 36 (2), 242–263. Retrieved from https://search-ebscohost- com.ezproxy.snhu.edu/login.aspx?direct=true&db=s3h&AN=135690518&site=eds- live&scope=site Perspectives of Students with Special Needs on Inclusion in General Physical Education: A Social-Relational Model of Disability (2019), was found on the SNHU Shapiro Library site, which I obtained by completing a search with specific results to include peer reviewed articles. This site is a credible university library database that contains reliable and valid documents for academic purposes. This article is a collection of data collected by interviews and studies of special needs students, on the specific lack of adequate resources which promote improper inclusion learning environments within the physical education program of the school. The article also addresses the psychosocial affects these limitations currently have on these student’s ability to thrive and learn in their academic environments. Understanding these children’s viewpoints is a great direct approach to their lack of inclusion which is important in their psychological development, which is the basis of this course. The author used credible references throughout the article (providing in text citations as well as a complete reference list) that collected evidence-based research studies and data that included longitudinal studies, cross-sectional studies, peer-interviewed case studies and etiology of terminology. A semi-structured interview instrument was gathered from 20 students with various special needs in a secondary school in Shanghai. Their findings indicated a negative attitude from special need’s student on their perception of the school’s lack of proper equipment,

5-3 Final Project Milestone Three: Literature Review 3 architectural barriers and lack of financial support as it related to their academic achievements within their physical education course. The interviews concluded that the special needs students also suffered from emotional instability during their physical education class due to embarrassment of not being able to participate because of the lack of support tools, funding and architectural barriers. These students often deal with social isolation and low self-esteem due to their inability to properly participate with in their physical education class. The validity and reliability of this article is seen through the direct quoted answers provided by the participants of the interviews as well as the data collected by responding teachers and peers. The insightfulness of this article demonstrates a thoughtful and reflective tone as it introduces the problem, researches through credible evidence-based interviews and delivers credible data in an easy to read format. Additions that would play an even greater relevance to the necessities to enrich physical education inclusion for special needs students would be to include other countries in a cross-sectional review. The limitations of this article only suggest findings from one school within one country and does not attest to how these same factors could be found throughout the world. The variables used were not specific enough and could narrow down the problematic areas more thoroughly. Using specific language to explain the ways in which architectural barriers were lacking and how these issues could be addressed would even provide greater understanding to a reader. Peetsma, T., Vergeer, M., Roeleveld, J., & Karsten, S. (2001). Inclusion in Education: comparing pupils’ development in special and regular education. Educational Review, 53(2), 125– 135. https://doi-org.ezproxy.snhu.edu/10.1080/00131910120055552 Inclusion in Education: Comparing Pupils’ Development in Special and Regular Education. Educational Review (2001), was found on the SNHU Shapiro Library site in which I

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5-3 Final Project Milestone Three: Literature Review 4 obtained by completing a search with specific results to include peer reviewed articles. This site is a credible academic source provided by a credible university that contains reliable and valid documents. The authors also note the cognitive and psychosocial development of these pupils in both mainstream and special education environments which also leads to connected understandings of this course’s description. This article focuses on determining a stronger prevalence of academic success between two classroom environments and how that relates to both special needs children and their peer’s psychological development, which is the basis of this course. The author used a large-scale longitudinal study that include evidence-based research to back their thesis and support their argument. This study used both quantitative and a qualitative examples and research evidence including a large-scale 2-year longitudinal study that determined if pupils were advancing equally in both educational environments despite being inclusive or not. The instruments used in this article were standardized achievement tests on language and math, questionnaires on students’ psychosocial behaviors, questionnaires on general education characteristics and interviews from students and teachers questioning them on their perceptions, self-image, family life, identity and overall health. The validity of these tests provides a clear lack of academic learning potential through test scores seen between two sets of classroom environments, mainstream and inclusion-based classrooms. Their hypothesis suggested that the level quality and effective care provided by paraprofessionals couldn’t be confirmed. However, the degree in which the students were affected socially was reported greatly and therefor had higher positive effects on pupils’ testing scores and overall academics. Some special needs students perform better within mainstream environments and other do better in special education

5-3 Final Project Milestone Three: Literature Review 5 courses and the relevance is typically determined on level of that individuals cognitive, behavioral or intellectual impairments. There is also evidence to show that the teachers provide a variable in the determination of best form practices for special needs students and suggests that the ways in which teachers are educated and preform their jobs determines overall successful outcomes. The validity and reliability of this article because the length the evidence was collected by various types of reliable instruments provided rich and valid results. The measurement of success in conjunction to the goal of the instruments set to collect produced evidence-based findings that were helpful to back the authors thesis. The data analyzed through multiple instruments provided an in-depth collection of rich evidence-based research findings which was presented in a very clear manner. The headlines and subtitles used helped to provide the data in a clear cut easy to ready format which enhanced the precision of their article. The authors also provided their conclusions where variables were seen to alter certain outcomes and added additional questions to their original theory. They emphasized the correlation these variables had on the outcomes of their findings and suggested that some of which should continue to be researched. The variables that they mentioned throughout their article were the lack of proper teacher education and preparedness, the scale of what disability played a part in each individual student and the rate at which both of these variables were seen to affect the academic environment through mainstream and special education. This article would provide a great collection of data for all public or special education professional; student and teacher, because it provides a broad knowledge pulled from a variety of reliable instruments.

Sample Literature Review for Brightspace

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