Assignment5 Annotatedbibliography

1
Research Article Analysis
Assignment #5
Annotated Bibliography
EDUA 5600 University of Manitoba

The implementation plan I put into place at the beginning of April 2016 was to
support Laura, a grade 5 student with intellectual disabilities. Laura was new to the
school in September 2015. It was important for Laura to make friends at her new school,
however, her struggles in the areas of academics and socializing put her at a
disadvantage. I felt her social imagery was at risk and therefor that she was a good
candidate for my change project.
Laura is partially funded and receives support from an Educational Assistant as
well as math resource pull-out support two times per cycle. Prior to the change project,
Laura and another student spent a substantial amount of time outside of the classroom
working with the Educational Assistant. While inside the classroom, the Educational
Assistant was often situated within close proximity to Laura and often worked with her
and one other student exclusively. I planned to implement heterogeneous groupings,
establishing a new system of E.A. support (not in close proximity and not working
exclusively with Laura), explicit teaching of comprehension strategies as well as the use
of intentional instruction (through modelling) of inclusive group work skills and showing
empathy.
My implementation plan centered around Literature Circles and structuring them
in an inclusive format. Rather than using homogeneous groupings of students based on
reading level, the students were able to select the books they wanted to read from a
variety of levels and read at their own pace. This format allowed for the groupings to be

heterogeneous and fluid rather than static. It also allowed for Laura to work with many
of her peers rather than being segregated to a group based purely on reading level.
Another aspect of the change plan was to implement the strategy of co-teaching
and make use of all adults within the classroom to support all students. This meant
working with the classroom teacher, student teacher and the E.A. to establish a new
system for supporting Laura without having her work within close proximity to an E.A. at
all times. All adults within the room (classroom teacher, E.A., student teacher and
myself) understood the importance of circulating during work periods and discussion
groups to support every student and allow Laura the opportunity to work with her peers
(and perhaps have the peers step in to offer the support) without continual adult
supervision.
A third part of the change project was to offer explicit teaching of key concepts
and strategies in a concise format to foster comprehension. The use of repetition and
review helped Laura (as well as other students) to cement their understanding of basic
concepts such as setting, character description and plot as well as the strategies of
visualizing, inferring, prediction and making a connection. The use of modelling and
explicit instruction provided Laura with the competency to complete assignments
independently without requiring the one-on-one assistance of an E.A.
The final factor considered as part of my implementation plan was to foster a safe
and inclusive environment where Lauras gifts were showcased and celebrated. Through
periodic teacher modelling of inclusive group skills and empathy, students were reminded
of the appropriate thought pattern for working with and including others in a diverse
community of learners.

The following articles were considered while implementing my change project.
The process of analyzing research studies on subjects such as co-teaching, use of
paraprofessionals (E.As), peer perspectives of students with disabilities and parental
hopes for their children served to further enrich my perspective while implementing my
change project.

Article #1
Article reference:
Purpose of the study:
Rivera, E.A., McMahon, S. D. & Keys, C. B. (2014)

Collaborative Teaching: School implementation
and connections with outcomes among students
with disabilities. Journal of Prevention &
Intervention in the Community, 42:1, 72-85.
DOI: 10.1080/10852352.2014.855067
The purpose of this study was to assess the

connection between the use of co-teaching
practices and improvement in the areas of school
belonging, school satisfaction and perceived selfefficacy of students with intellectual disabilities.
To link to this article:

http://dx.doi.org/10.1080/10852352.2014.85506
7
Summarize the method in your own words.
Draw a figurative representation.
This study relied on the interviewing and

surveying of principals, teachers and students
with disabilities. Principals and teachers were
questioned on co-teaching, inclusion and
accommodation practices at their schools, while
students were surveyed on their sense of school
belonging, their satisfaction with school life and
self-efficacy for new experiences.
https://pixabay.com/en/us-unity-cooperation-together566322/
List the outcomes in point form, underlining five

key words.
Write two questions you have about the research.

1.
This study only included data from 5 schools and

56 students, I wonder if similar trends would be
seen in a larger sample group?
students with disabilities had a more positive

sense of being part of the school community in
schools where more co-teaching practices were in
2. This study relied only on interviews and surveys.
use
Would school/student observations have backed up
students with disabilities felt greater
or weakened study findings?
satisfaction in school life in schools with higher
levels of teacher collaboration and co-teaching
students perceived themselves as having more
self-efficacy for new situations in schools which
implemented more of the higher level (both
teachers taking part in instruction rather than
one doing crowd control) co-teaching strategies.
Implications for change project:

This study supports the use of co-teaching to enhance student inclusion, school satisfaction and
student efficacy towards new experiences for students with disabilities. Co-taught classrooms
promote interactions between general and special education students, allowing all students to develop
skills in cooperative learning settings (Rivera, McMahon, & Keys, 2014, p.83)
Creating a safe, inclusive environment where students with disabilities are willing to take risks (selfefficacy), feel included and valued should always be our goal. So, viewing this study and and how it
strongly supports the inclusion of co-teaching strategies within all classrooms, co-teaching should
definitely be a strategy used in more classrooms in replacement of the pull-out model.
Co-teaching is a strategy I am currently adopting during my implementation plan. I am seeing the
benefits of having many adults in the classroom who are circulating and helping all students rather than
focusing on students such as Laura, who have many needs but long to be viewed as independent like
their peers.

Article #2
Article reference:
Feldman, R., Carter, E.W., Asmus, J., &

Brock, M.E. (2016). Presence, proximity,
and peer interactions of adolescents with
severe disabilities in general education
classrooms. Exceptional Children, 82(2)
192208.
DOI: 10.1177/0014402915585481
http://ecx.sagepub.com.uml.idm.oclc.org/content
/82/2/192
To observe the attendance and proximity to

peers of students with disabilities within
general classrooms.
Draw a figurative representation
This study was completed through 324

observations of 108 high school students
with severe disabilities within general
education classrooms. The focus was on
percentage of classroom time the student
was present within the classroom, the
percentage of time the student was within
proximity of peers to facilitate
interactions (within 3 feet) and the
percentage of time the student was
engaged in peer interactions.
https://pixabay.com/en/square-peg-wrong-faildifferent-855294/
List the outcomes in point form,

underlining five key words.
Write two questions you have about the

research.
students with severe disabilities were 1.

absent from the classroom for a large
portion of instructional time (usually at
the beginning and towards the end of a
class)
even though they were in general
education classrooms, students with
2.
severe disabilities often had limited
proximity to peers
students with disabilities are missing a
significant number of opportunities for
peer interactions
This study did not consider the type of

instruction being used at the time of
observation. How do different types of
instruction (small group, large group, no
instruction) affect the degree of proximity
and level of peer interactions?
Implications for change project
The focus of this study was on high school

students. Would the results be similar with
younger students?

Through this study it is noted that presence of students with severe disabilities within
general education classrooms cannot alone create an environment of inclusion. Advocacy
for increased access to general education classes must be accompanied by actual efforts
to ensure students are participating fully in these educational settings (Feldman, Carter,
Asmus,& Brock, 2016, p.206). In planning lessons and organizing, classrooms teachers
must make efforts to ensure active participation of students with special needs alongside
of their peers.
While Laura is assimilated into a regular grade 5 class; she is still being pulled out for
math resource and at times will work on different programming from her peers while
within the classroom. Keeping in mind the results from this study while I implement my
plan with Laura will help me to remember the importance of fostering an environment
where Laura is able to participate fully in the same activity alongside of her peers with
minimal adult (EA) involvement.

Article #3
Article reference:
Siperstein, G. N., Parker, R. C., Bardon, J.

N., Widaman, K. F. (2007). A national study
of youth attitudes toward the inclusion of
students with intellectual disabilities.
Council for Exceptional Children, 73(4),
435-455.
http://go.galegroup.com.uml.idm.oclc.org/ps/i.do
?
ty=as&v=2.1&u=univmanitoba&it=search&s=RE
LEVANCE&p=HRCA&qt=SP~435~~IU~4~~SN
~00144029~~VO~73&lm=DA~120070000&sw=w
The purpose of this study was to analyze

middle school students perceptions of
students with intellectual disabilities as well
as their attitudes towards the inclusion of
peers with intellectual disabilities.
Researchers randomly selected 68 from

different geographic regions. A minimum
of 2 seventh and eighth grade classes
were selected within each school.
Teachers of academic classes (math, ELA
etc.) administered the test to the whole
class. The survey included questions to
assess students exposure and contact
with students with intellectual disabilities.
The survey also included 5 scales to rate
students perception of the following:
perceived capability of students with
intellectual disabilities, the impact of
inclusion, behavioral intentions towards
someone with intellectual disabilities, the
effects of academic and nonacademic
inclusion.
https://pixabay.com/en/signs-right-wrong-goodbad-1172209/


research.
students have limited contact with peers 1.

with intellectual disabilities in and outside
of school
students perceive their peers with
2.
intellectual disabilities as being
moderately impaired rather than mildly
This study was done 9 years ago. I wonder

how or if the results would be any different
if completed today?
I wonder how the results of this study
would change with the implementation of
10
impaired
students believe that peers with
intellectual disabilities can participate in
nonacademic classes but not academic
classes
students view inclusion with both positive
and negative effects
students dont want to interact socially
with a peer with intellectual disabilities
outside of school
direct and frequent instruction of students

in the areas of empathy and diversity.
This was a very sobering study. Despite the fact that educators have been working to
promote inclusion within classrooms for over 30 years, we still have a long way to go. This
study was done in 2007, which means that most if not all of the students polled should
have at least been exposed to the idea of inclusion and what it means to be inclusive. This
can be assumed from the fact that many of the students polled responded that they
believed there were benefits to inclusion. The problem that was brought to light by this
study was the fact that many of the youths polled remained inexperienced and
uneducated in their attitudes towards peers with intellectual disabilities and inclusion.
Are we headed in the right direction? Yes, some progress has been made in the area of
inclusion but as educators we must realize that if we are only adopting the physical
inclusion of students with disabilities into our classrooms attitudes will not improve. To
promote change, educators must engage in a programmatic and systematic approach to
facilitate positive attitudes among youth (Siperstein, Parker, Bardon, & Widaman, 2007,
p. 453).
The findings of this study are important to remember throughout my implementation plan.
Always including Laura as a contributing member of the classroom, rather than having her
complete different assignments from her peers will develop an awareness that all
students learn in different ways as well as help to promote empathy and understanding.
Not being mindful of such things will only continue to foster the problem of youths having
the wrong perspectives about individuals with disabilities as brought to light by this
study.
11

Article #4
Article reference:
Giangreco, M. F., Broer, S. M. (2005).

Questionable utilization of
paraprofessionals in inclusive schools: Are
we addressing the symptoms or causes?.
Focus on Autism and Other Developmental
Disabilities, 20(1), 10-26.
http://foa.sagepub.com.uml.idm.oclc.org/content/
20/1/10
The purpose of this study was to assess how

special education resources (special
education teachers and paraprofessionals)
are being utilized in inclusive schools.
This quantitative study analyzed data from

737 individuals in 12 different schools.
The five respondent groups asked to fill
out questionnaires were special education
teachers, general education teachers,
administration, educational assistants and
parents of funded students. Different
surveys with specific questions were
designed for each of the five groups.
The most notable findings were:
1.
The amount of time (86%)
paraprofessionals (E.A.s) were spending in
close proximity to students with
2.
disabilities.
2. That nearly 70% of the paraprofessionals
(E.A.s) that responded were making
instructional and curriculum related
decisions without consulting the teacher.
1.
Other findings included:

special education teachers spend less time
than E.A.s on instruction
on average there were more than four
times the number of E.A.s than special
education teachers in the schools surveyed
individual E.A.s (who were attached to a
https://pixabay.com/en/road-sign-questionquestion-mark-1280245/
research.
This was study done with only 12 schools in
the state of Vermont. I wonder if and how
the results would differ here in Canada?
If studies do not support the exclusive use
of E.A.s as a beneficial way to provide
instruction to students with disabilities,
then what were the factors that lead to an
education system with a blossoming number
of paraprofessionals?
12

specific student) spent less time providing
instruction than group E.A.s
As a resource teacher I oversee a team of Educational Assistants (E.A.s). I found this
study very enlightening and somewhat convicting in how we are using our
paraprofessionals as well as how we are training them.
Specifically, during my implementation project, I was particularly mindful in my use of
(E.A.s). I included them as part of the educational team but worked to help them
understand the importance of circulating the room rather than attaching themselves to
Laura. I was also mindful of ensuring that they were prepared and competent to complete
any task asked of them.
This was a concerning study. The fact that the least trained individuals (E.A.s) are
delivering the most instruction to the students with the highest needs should be of
considerable concern. Moving forward we need to be training our paraprofessionals in SRV
and how damaging close proximity can be to a students image. We also need to ensure it
is the teachers (most trained) who are completing most of the instruction to students
with developmental disabilities.
Schools need to consider alternatives to extensive reliance on
paraprofessionals, such as implementing co-teaching models,
reallocating resources, building the capacity of teachers and
special educators to teach mixed-ability groups and offering peer
support strategies, among others (Giangreco, Halvorsen, Doyle, &
Broer, 2004, p. 24).
13

Article #5
Article reference:
Broer, S.M., Doyle, M.B., & Giangreco, M.F.

(2005). Perspectives of students with
intellectual disabilities about their
experiences with paraprofessional support.
Council for Exceptional Children, 71(4),
415-430.
?
~00144029~~VO~71&lm=DA~120050000&sw=w&au
thCount=1
While there has been extensive research in

the area of the use of paraprofessionals,
the research is lacking in the area of
perspectives of students with disabilities.
The purpose of this study was to bridge this
gap and gain insight into how individuals with
disabilities perceived the support afforded
them through paraprofessionals (Educational
Assistants).
This study used semi-structured

interviews with individuals with disabilities
who were no longer attending school but
had progressed through the school system
with paraprofessional support.
The questions in the survey were designed
to explore the participants perceptions
and experiences about receiving support
while attending general education
classrooms.
Surveyors were educated in important
considerations that must be made when
interviewing individuals with intellectual
disabilities. Some of these considerations
were, making sure the questions are open
ended (not leading) but were understood
and being aware of participants wanting to
please the interviewer.
https://pixabay.com/en/eyes-see-point-of-viewwindow-141363/


research.
The main finding of this study was the 1.

degree to which paraprofessionals become
This was a relatively small survey in an area

with very little research. I wonder what
14

part of a student with disabilities
educational world. Two of the most
concerning issues being:
1.
The number of participants who

recognized that the relationship they had2.
with their E.A., interfered with them
being able to develop peer relationships.
2. The degree of instructional time given to
students with disabilities by an E.A. rather
than a teacher.
other findings would come to light about the

educational experiences of students with
disabilities within inclusive classrooms,
with a larger number or responses?
With the understanding that came from this
study, what would be the number one
recommendation for change in how
paraprofessionals are used within an
inclusive classroom?

The perspective of students who were supported by E.A.s throughout their schooling is
helpful in building empathy and understanding into how we are planning for students with
disabilities within an inclusive classroom. Laura has been resisting the support of her E.A.
in an attempt to belong and have friends.
This study points out 5 basic longings of all the students surveyed (and probably all
students in general):
1.
2.
3.
4.
5.
The
The
The
The
The
need
need
need
need
need
to belong.
to feel worthy of the teachers time.
for friends.
to attend school without fear or embarrassment.
to learn.
Keeping in mind these 5 longings of all students (not just those with disabilities) will help
to maintain perspective as I plan and facilitate my implementation plan. I feel that
number 2 is in particular one to keep in mind as it may not always be obvious to us as the
teacher, the message we are sending to a student with disabilities when we are always
sloughing them off.
15

Article #6
Article reference:
Munk, D.D., & Bursuck, W.D. (2001).

Preliminary findings on personalized
grading plans for middle school students
with learning disabilities. The Council for
Exceptional Children, 67(2), 211-234.
http://ecx.sagepub.com.uml.idm.oclc.org/content/
67/2/211
This study focused on evaluating the use of

a collaborative model in making grading
adaptations for students with intellectual
disabilities.
Three subjects participated for two terms

and one subject participated for one term.
Surveys were completed by parents,
teachers and students to assess current
grading plans. Researchers collected data
during meetings with students, parents
and teachers in preparation to form
specific grading plans for each student.
The new grading plans were implemented
for one or two terms.
https://pixabay.com/en/pen-school-notes-gradememo-162124/

research.
The results of this study showed that the1.

use of a collaborative model to form
personal grading plans (PGPs) to assess
students with intellectual disabilities was
overall very positive. Participants viewed
the new assessment criteria as fair and 2.
Are the time demands and logistics of

implementing such a student specific grading
system reasonable for the average
classroom teacher?
effective. The allowance for criteria to

be more highly based on students
strengths rather than deficits was a
positive outcome while one parent
indicated they felt there was a lack of
compensation for the increase in complex
material as the year progresses, which was
something to be considered.
The suggestion of integrating PGPs as part
All 4 participants in this study were

receiving passing grades before the
implementation of the PGPs. Would there
be such a positive result from a PGP for a
student whom was failing?
16

of a students IEP process was also
mentioned as a possible consideration.
Assessment and grading is a large part of what we so as educators and needs to be
considered in any implementation plan. I chose this study because I was intrigued by the
process of designing a specific grading plan for students with intellectual disabilities.
When planning IEPs we need to be taking into account a students strengths so it makes
sense that our evaluation process should also be strength based. As educators we should
not only be making the appropriate accommodations in the way we instruct but also in the
way we are evaluating our students with intellectual impairments. With a students
academic confidence being closely tied to the marks they receive, the use of PGPs can
play an integral part in boosting a students academic self-image.
During my implementation plan, assessing Lauras understanding of material will play a role.
Keeping in mind the results from this study, I may be required to make adjustments to
grading systems to ensure Lauras assessment is reasonably attainable and is based on
strengths rather than deficits all while holding the highest of standards for Laura, to
ensure competency development and foster independence.
17

Article #7
Article reference:
Milligan, K., Phillips, M., & Morgan, A.S.

(2015). Tailoring social competence
interventions for children with learning
disabilities. Journal of Child and Family
Studies, 25, 856-869.
doi: 10.1007/s10826-015-0278-4
http://link.springer.com.uml.idm.oclc.org/article/1
0.1007/s10826-015-0278-4
The purpose of this study was to assess the

effectiveness of a non-school based social
skills program (Integra Social Competence
(SC) Group program) in assisting students
with learning disorders in the area of social
interactions. Also a survey of the ability of
students to generalize the skills learned and
demonstrate them in a school setting was
considered.
Based on referral forms (parent and

teacher surveys) and group assessments
the participants are put into one of four
social groups. Social Skills Improvement
System Rating Scales (SSIS) was also
used as a measure of participants social
skills, problem behaviours and academic
competence. Master-level therapists
worked with the four social skills groups
on group and individual goals over ten
sessions. Data was collected (videotaped)
through observations of the ten sessions
as well as through a final parent and
classroom teacher survey after the
sessions were over.
https://pixabay.com/en/social-media-personal581783/


research.
While it appeared that all participants 1.

improved in the areas of social selfconcept, initiation and emotional
regulation, there was mixed ability of
students to generalize or transfer of
these skills into the classroom. Some
thinking behind this may be the situational
2.
factors that are unique to a classroom
setting may play a role in the ability of
students to transfer such skills. It was
This study dealt with students with the

average age of 11. At this age, the students
made obvious gains in their social
development through a non-school based
social skills program. Would such a program
have the same results with older students?
The greatest transfer of skills was seen
when students were attending a classroom
environment similar to that of the social
18

noted by teacher interviews that when the
classroom setting was most similar to the
setting of the social skills group
(structured, safe, in the moment
feedback and small class size) that more
progress was observed.
skills group. Is this even feasible for

teachers to create such an environment?
(small class size, in the moment feedback)
Analyzing of the effectiveness of explicit social skills instruction is something to consider

when implementing a plan to improve a students social imagery. Through this study,
direct environmental factors such as structure, safety, immediate feedback and small
group instruction were found to be most effective in creating an atmosphere which
promoted social development in students with learning disabilities. These are all factors
to keep in mind that will benefit Laura with her social interactions. While I dont have
control over the size of the class, small group discussions will help to create this sense.
As well, the co-teaching model I am using with 2 to 4 adults in the classroom at a time,
helps with the immediate feedback to students offering encouragement. Remembering
to have lessons structured with periodic lessons on topics such as how to be a good group
member and empathy will establish a feeling of safety and acceptance.
19

Article #8
Article reference:
Carter, E.W., Sisco, L.G., & Chung, Y.C.

(2010). Peer interactions of students with
intellectual disabilities and/or autism: A
map of the intervention literature.
Research & Practice for Persons with
Severe Disabilities, 35(3-4), 63-79.
http://rps.sagepub.com.uml.idm.oclc.org/content/
35/3-4.toc

the current studies out there on peer
interactions of students with intellectual
disabilities or autism and identify important
areas where further research is required.
83 articles were selected to be reviewed

as part of this analysis based on the
following criteria:
that they used an intervention based
investigation
that at least one participant in the study
was diagnosed with an ID or ASD
students were receiving some form of
special education services at the middle or
high school level
at least one of the dependent variables in
the study was the measure of direct social
interaction between students with ID or
ASD and their peers
all studies analyzed fell between January
1990 and December 2008
https://pixabay.com/en/meeting-conference-salesbusiness-1184892/
After reading each study, the project

team identified educational practices used
to promote social interactions for
students with ID or ASD. These practices
were then labelled as being student
focused, peer-focused or support focused.


research.
The most common student-focused

1.
practices to promote interactions was the
direct (small group/individual) instruction
This study focused on the review of journals

from 1990 onward. How would the analysis
of previous journals affect the way we are
20

of social skills and self-management.
currently teaching students, perhaps based

on old research based philosophies?
The most common peer-focused practices2. Based on the fact that there is considerable
were peer interaction training and peer
interest in improving social interactions for
awareness training.
students with ID or ASD, what current
educational practice for implementing these
The most common support focused training interactions, would benefit the most from
was in instructional groupings, interactive
further research?
activity arrangement and direct teaching
facilitation.
The main outcome of this study was the
realization of the complex nature as well
as the challenges involved in identifying
practices that promote positive, inclusive
social development which are evidence
based.
Understanding the importance of basing instructional practice on sound, research based
philosophy is of extreme importance. This article sheds light on the current research
available on the social interactions between students with learning disabilities or ASD and
their peers. While this is a currently well researched area, this article highlights the
fact that there are many complexities that go along with this area and many factors to
consider when reading the research. Since reading research articles was part of the
implementation plan, I felt it relevant to include an article on the analysis of research
articles.
21

Article #9
Article reference:
Rea, R. J., McLaughlin, V. L., WaltherThomas, C. (2002). Outcomes for students

with learning disabilities in inclusive and
pullout programs. Council for Exceptional
Children, 68(2), 203-222.
?
~00144029~~VO~68&lm=DA~120020000&sw=w

and compare how or if the delivery of
instruction, inclusion versus pull-out,
affected the academic achievement,
attendance and behaviour of grade 8
students with intellectual disabilities.
This study used a combination of

qualitative and quantitative methods to
gather data. Two schools were selected
and compared through an analysis of
student records to ensure similarity
between both groups. This increased the
ability for researchers to attribute any
differences seen between the two groups
to the method of instruction rather than
other variables. A total of 56 grade 8
students were chosen. 36 were from a
school adopting an inclusive, co-teaching
model within general education classes to
support students with I.D. and 22 were
from a school using the pull-out model for
resource support. Results were gathered
through an analysis of final course grades
in the 8th grade, scores on standardized
tests, data from student records on
number of behavioural infractions as well
as attendance.
https://www.flickr.com/photos/lumaxart/21
37737248


research.
It was observed that the students within 1.

the inclusive model achieved higher or
comparable outcomes to their
While this study shows solid reasoning for

an inclusive resource system, is there any
place for the pull-out model so many schools
22

counterparts who received support
through the pull-out model.
Specifically, students with disabilities

supported within an inclusive model
experienced:
higher grades
higher scores in the language and math
subtests on standardized tests
better attendance than students
supported within a pull-out model
are still subscribing to? For example, if a

student is not receiving the support he/she
requires within the classroom as the teacher
is closed to the idea of co-teaching and
pulling in support.
2. This study was a small study performed with
56 middle school students. Would the
results be similar when performed with EY
students when pull-out and direct
instruction may be necessary to learn the
fundamentals?

This study is an important comparison of the two resource support models currently being
used in the school systems. As I read through the article, I found the way the second
school that subscribed to the pull-out model was structured was very similar to the way
my school is currently organized (not set-up for co-teaching). Through my implementation
plan I have been working to change how Laura is supported within her classroom (more coteaching rather than pull-out). After reading this study and seeing that the students
with ID who received special education services within an inclusive setting achieved
comparable or better results than those on pull-out, it is hard as a resource teacher to
endorse the pull-out model.
23

Article #10
Article reference:
Poon, K. K., Koh, L., & Magiati, I. (2013).

Parental perspectives on the importance
and likelihood of adult outcomes for
children with autism spectrum disorders,
intellectual disabilities or multiple
disabilities. Research in Autism Spectrum
Disorders, 7, 382-390.
https://universityofmanitoba.desire2learn.com/co
ntent/enforced2/19300525642.201610/Content/pdf%20rdgs/Poon
%20Parental%20perspectives.pdf?
_&d2lSessionVal=1pbdFudQeL9fVKkoiZqeyH9
eu&ou=193005
The purpose of this study was to poll

parents of children with ASD and/or
intellectual disorders to gain insight into
what outcomes they deemed most important
as well as most likely to happen in their
childs future.
Parents of 105 children with ASD and/or

intellectual disabilities were selected to
be surveyed. They were asked to rate,
using a 5-point scale, 21 possible future
outcomes for their children based on level
of importance and likeliness of their child
achieving. The areas surveyed included,
typically valued outcomes of adults
without disabilities (getting married,
having kids, buying a house), future safety
and security, social participation and
personal satisfaction.
The two outcomes most valued by parents1.
were:
1. For their children to be safe from harm.
2. For their children to be happy and
2.
satisfied in life.
The highest discrepancy between valued
outcome and likeliness to occur was in the
area of safety and security which could
https://pixabay.com/en/people-child-kids-familyparent-1082906/
research.
This study was done in Singapore. How
would the results differ if a similar study
was done here in Canada?
Based on the results of this study, what
system change or factor (educational,
community services etc.) would make the
biggest impact to improve the current
discrepancy between the highest valued
24

indicate that while parents highly value
this outcome for their children, they
believe that their children will have
difficulties in the areas of safety, social
acceptance, financial security, and
independence.
outcome and likeliness of occurrence?
I felt the results from this study showed the importance of communication between
educators and parents of children with disabilities. As educators, we often feel we are
the experts in our field and can plan goals for our students with little regard for the
wishes or dreams of the parent(s). It saddened me to see the level of discrepancy
between what parents most want for their children in life and the level of likeliness they
think these things will occur. It tells me we still have a long way to go in the area of
inclusion and social role valorization. I felt this article served as a very good reminder of
what we need to be keeping in the forefront of our minds when planning and creating
goals for students with disabilities. Every goal should be working towards the following
highly valued outcomes of, personal safety, social acceptance, financial security and
independence. This is important, as knowing parents valued outcomes could ultimately
translate into more directed efforts towards common and meaningful goals for the
children with disabilities as they enter adulthood and for their families. (Poon, Koh, &
Magiati, 2013, p.389)
Even though Laura is only in the fifth grade, carefully aligning her IEP goals to ensure the
development of areas that will ultimately result in her living a life of safety, acceptance,
independence and financial security will be the most beneficial to Laura. Creating a
classroom environment where she feels safe to participate and be herself, planning
activities which allow Laura to work independently and grow in competency and developing
her strengths and competency in fundamental concepts are all ways to help Laura
progress towards attaining the outcomes shown through this study to be the most
important. By not being short sighted with our goals for Laura and instead looking
forward to how her current goals will ultimately develop her for her future is of the
utmost importance.

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1

Research Article Analysis

Research Article Analysis

Research Article Analysis

Research Article Analysis

Research Article Analysis

Purpose of the study:

Rivera, E.A., McMahon, S. D. & Keys, C. B. (2014)

The purpose of this study was to assess the

To link to this article:

Draw a figurative representation.

This study relied on the interviewing and

List the outcomes in point form, underlining five

Write two questions you have about the research.

This study only included data from 5 schools and

students with disabilities had a more positive

Implications for change project:

Research Article Analysis

Research Article Analysis

Purpose of the study:

Feldman, R., Carter, E.W., Asmus, J., &

To observe the attendance and proximity to

Summarize the method in your own words.

Draw a figurative representation

This study was completed through 324

List the outcomes in point form,

Write two questions you have about the

students with severe disabilities were 1.

This study did not consider the type of

Implications for change project

The focus of this study was on high school

Research Article Analysis

Research Article Analysis

Purpose of the study:

Siperstein, G. N., Parker, R. C., Bardon, J.

The purpose of this study was to analyze

Summarize the method in your own words.

Draw a figurative representation.

Researchers randomly selected 68 from

List the outcomes in point form,

Write two questions you have about the

students have limited contact with peers 1.

This study was done 9 years ago. I wonder

Research Article Analysis

direct and frequent instruction of students

Research Article Analysis

Purpose of the study:

Giangreco, M. F., Broer, S. M. (2005).

The purpose of this study was to assess how

Summarize the method in your own words.

Draw a figurative representation.

This quantitative study analyzed data from

Other findings included:

Research Article Analysis

Research Article Analysis

Purpose of the study:

Broer, S.M., Doyle, M.B., & Giangreco, M.F.

While there has been extensive research in

Summarize the method in your own words.

Draw a figurative representation.

This study used semi-structured

List the outcomes in point form,