McNeely 1!

Sarah McNeely

Dr. Angela Mitchell

UWRT 1104-040

September 25, 2017

Annotated Bibliography

Boutot, E. Amanda. Social Integration of Students with Autism in Inclusive Settings.

Education and Training in Developmental Disabilities, vol. 40, no. 1, 1 Mar. 2005, pp.

14-23. JSOTR, JSTOR.

Students are often found to hang out with others they have something in common

with. Characteristics leading to the group decisions include both social status and basic

communication skills. Those with special needs are assumed to have a lower social

status, which may lead to having fewer friends. The fact that they may have fewer

friends makes social integration abilities even more important. Social integration must

take the students characteristics into consideration. For example, some characteristics of

autism include communication deficits or delays, stereotypic behaviors, or limited social

relatedness. Keeping each of these in mind, it is easy to study some major diagnostic

areas as they have the same focus. Working on these areas helps understand that students

are more accepted when they are visible in the classroom and able to take time to

associate with their peers as friendships are a large priority. These friendships are formed

by the social network or peer group the student belongs to. A large research study was

performed on one hundred seventy-seven students with results showing no difference in

social preference, impact, or network among those with and without special needs. These
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results lead to the belief that students with autism may be viewed as equivalent to other

students, among their peers.

This source comes from the JSTOR database, full of helpful and credible peer-

reviewed articles. This specific source is a small section of a journal that focuses on the

social integration of students with autism in inclusive settings. While focusing on this

subject, a research project or experiment was performed to study the difference or

similarities between those with and without disabilities in a learning environment.

Experiments are always among the list of those that are most helpful and interesting as

they provide data that may be used as evidence to prove an opinion.

This source will be helpful in my research because it covers a large amount of

information including labels, environments, and a study that provides evidence of

similarities and differences among those with special needs. This source agrees with my

opinions and improves my knowledge upon the topic.

Davis, Kim. :Whats in a Name: Our Only Label Should Be Our Name: Avoiding the

Stereotypes. IIDC - The Indiana Institute on Disability and Community at Indiana

University, Indiana University Bloomington, 2004, www.iidc.indiana.edu/pages/Whats-

in-a-Name-Our-Only-Label-Should-Be-Our-Name-Avoiding-the-Stereotypes.

A disability label is a medical and educational diagnosis that devalues those

labelled as human beings. Labels often involve stereotypes that lead to bias, changing

expectations and reactions of those around them. The most common effect of labelling is

the high functioning and low functioning labels. These both create expectations that

may or may not be possible to fulfill. With each of these, the language used is important.
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It sets tones and reflects who we are as a society. Language also has a large impact on

self image, therefore the person should be put before the disability.

This source is an article published by the Indiana University Bloomington and

written by an education consultant. She wrote about labels and the stereotypes they often

bring. In doing this, she asked common questions and answered them at the same time.

The format of this selection is helpful in studying labels and stigmas. This formatting

choice is helpful because of the question and answer nature, making it easier to

understand the grouping of information. The sources given are also good sources to

review as they are educational websites and articles.

This source will be helpful in my research because it focuses specifically on

labels. This is an important part of my topic and the source is a good aid to my point.

This source will be highly used and helpful throughout my research and development of

the topic.

Graves, Judith Canty, and Carson Graves. IDEA and Expectations Part I - The Problem of Low

Expectations. Parents Have The Power To Make Special Education Work, 1 Sept. 2017,

www.makespecialeducationwork.com/idea-expectations-part-problem-expectations/.

It is very important for both families and schools to have high expectations of

those who classify as special needs. Lower expectations may easily fail the child

academically as they may not be challenged or pushed to their full ability. Having high

expectations must go along with altering learning environments so the child may be able

to understand and learn the material given to them. Refraining from doing so would not

further the success or students in the special education community in any way.
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This source is less reliable than others in this group. It is not from a more

common or large source. The information is interesting and seems as though it may be

helpful, however the sources the information has been pulled from are html sources.

These are articles that would need to be evaluated to find if they are reasonable to use or

not.

This source will be helpful because it focuses on another aspect of my topic.

Expectations for those with special needs is another piece of information I have decided

to focus on in my research and feel this source covers the information very well.

Job, Jennifer. Changing the Focus from Label to Need. Changing the Focus from Label to

Need, UNC School of Education, http://www.learnnc.org/lp/pages/7196.

Labels are a large part of the current special education system. According to

federal law, students labelled with disabilities are able to receive special services. These

labels may be misinterpreted, however they are able to open doors to treatments and

resources, increase awareness and understanding of disabilities, give clear methods of

communication with teachers, provide comfort to both children and families, may

explain the need, may be necessary aspects of special education, and should be used as

a tool to help children further their education.

This source may be one of the most credible sources. It was published by the

University of North Carolina School of Education This article was written by someone

educated on the subject who knows enough valuable information to explain how labels

are used and effect the learning environment of those in the community.
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This is another source covering labels and how they are used. This is a different

view of the labels those with disabilities hold. Because of this, I will be using this source

to show a different point of view that may often be left out as label are often involved

with negative ideas. This source will also be used because it was published through the

University of North Carolina School of Education, which is one of the largest research

centers in North Carolina.