10 Annotated Bibliography

New Annotated Bibliography Your Name Subject and Section Professor’s Name October 30, 2024 Becker, S. P., Breaux, R., Cusick, C. N., Dvorsky, M. R., Marsh, N. P., Sciberras, E., & Langberg, J. M. (2020). Remote learning during COVID-19: Examining school practices, service continuation, and difficulties for adolescents with and without attention-deficit/hyperactivity disorder. Journal of Adolescent Health, 67(6), 769–777. https://doi.org/10.1016/j.jadohealth.2020.09.002 This research assesses the experiences and efforts of adolescents with and without ADHD in remote learning during the COVID-19 pandemic. It examines the issues related to the permanency of school-based services, the shifting cost and implementation to different households, and the special concern for teenagers with ADHD and their parents. As part of the data collection, the research employed questionnaires to 238 adolescents (118 of them had ADHD) and their parents in May and June 2020. The study compares the patterns of remote learning and difficulties of adolescents with and without ADHD: daily schedule, parent’s confidence in their children, and availability of Individualized Education Programs (IEPs) or 504 plans. The research demonstrates that families of adolescents with ADHD reported lower levels of routines, higher numbers of learning difficulties, and diminished parental confidence in the remote learning environment during COVID-19 lockdowns. Therefore, researchers found that only 59% of the services provided before the pandemic were kept during remote schooling. The outcome supported hypothesis three since parents of adolescents with ADHD and IEP or 504 Plan reported greater levels of difficulty compared to those without ADHD or SPED plans. Future studies should look at the narrative of interrupted education as well as restricted service duration on adolescents with ADHD. Other helpful research areas include examining ways of implementing changes to the provision of remote teaching and learning support to benefit disadvantaged learners and exploring analyses of parental support mechanisms. The authors are experienced scholars in adolescent health and ADHD, while the Journal of Adolescent Health is a refereed scholarly journal focusing on adolescent health. Thus, the research has been well-grounded methodologically and is timely in addressing COVID-19-related learning issues. Several derived implications focus on the need for schools and communities to fortify remote learning coverage for adolescents with ADHD and keep IEP and 504 Plan adaptations amidst emergencies. Crispel, O., & Kasperski, R. (2021). The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms. International Journal of Inclusive Education, 25(9), 1079–1090. https://doi.org/10.1080/13603116.2019.1600590 This research proposal looks at how teacher training in special education affects the integration of general education teachers into teaching learners with special needs in general classrooms. It explores teachers' difficulties in teaching students with special needs and how training can fill those gaps. The study uses an interview technique that involves the participants, who are the ten general education teachers in Israel sampled immediately after they underwent a particular education training program. The interviews evaluate the change in the teachers' beliefs, perceptions, and behaviors in the context of inclusive education pre- and post-training. It is evident from the study that before the teachers were trained, they needed more ability to integrate students with special needs in mainstream classrooms, which was frustrating and unproductive. The participants stated they changed their attitude positively after a trainer, which indicates that they could adopt inclusion strategies effectively. This highlights the need for Teacher Education programs to prepare mainly-stream teachers to teach inclusive classrooms. Subsequent studies should explore the impact of special education training on teachers' practice and students' future results. Moreover, future research could examine ways of incorporating inclusive education content into general teacher education programs universally and in other areas. The authors agree on scholars in the area and the journal in which the article is involved, the International Journal of Inclusive Education, which is peer-reviewed. Hence, the study's credibility is supported by the qualitative nature of the research and the teachers' firsthand experience. In addition, the study offers significant practical implications. The study's findings raise profound implications of integrating special education training for prepared teachers, including general teacher education programs. In terms of framework implications for policymakers and education administrators, the results of this study establish that there is a requirement for teachers to access and continue professional development in main settings in order to build their readiness for inclusion. Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37. https://doi.org/10.1037/amp0000452 Integrating the findings and experiences of the past half-century, this article examines the expression, occurrence, co-occurrence, causes, and – probably, most importantly – the treatments for Specific Learning Disabilities (SLDs). This confirms this book's focus on SLDs as a convergence of psychology, education, psychiatry, genetics, and cognitive neuroscience. The study uses a narrative synthesis to compare and contrast historical and current literature in the SLD context. It utilizes empirical research studies, theoretical approaches from other disciplines, and clinical practice and findings to define SLDs and their remedial requirements comprehensively. The authors note that SLDs, which could be estimated to occur in 5-15% of children at school age, could be manifested either as primary disorders in the development of academic skills or as secondary disorders in children diagnosed with learning disabilities, specifically ADHD. SLDs are accompanied by a large number of social, emotional, and occupational problems that an individual can face if the SLD identification does not receive appropriate treatment. As part of its findings, the article outlines that new approaches like the educational and supporting models and strategies that can be adequately individualized along with these children's unique needs, as well as focused educational and other approaches, are evidence-based, meaning that they can help to reduce the adverse effects of SLDs in the course of the long term. Subsequent studies should focus on recent findings on prevention and early childhood intervention utilizing IT-based technologies, including artificial intelligence, in identifying and remediating SLDs. More longitudinal samples should be conducted to assess the effects of SLD treatments throughout the lifespan and the effect of genes and environments on the treatment outcome. The authors are specialists in psychology, education, and learning disabilities and recognized practitioners. American Psychologist is an APA's journal of record. Thus, all the articles are guaranteed to be reviewed, and peer scholarly contributions are made. This is then complemented by synthesizing material from different disciplines, enhancing the study's validity and usefulness. The information presented in this work is helpful for educators, psychologists, and policymakers to build the required frameworks for children with SLDs. It especially proved helpful in outlining principles, priorities, and forms of intervention within the learning disability for the development of an inclusive educational context and better future outcomes for students. Lindner, K. T., & Schwab, S. (2020). Differentiation and individualization in inclusive education: a systematic review and narrative synthesis. International Journal of Inclusive Education, 1–21. https://doi.org/10.1080/13603116.2020.1813450 The present research examines the integration and effectiveness of Differentiated Instruction and Individualized Instruction as instructional approaches in inclusive classrooms for facilitating educational justice for students with learning disability. It focuses on the transition of power from a standard delivery teaching methodology to learner-centered development, especially in light of the United Nations Standard for Education. These particular areas have been emphasized, mainly due to the implementation of the United Nations Convention on the Rights of Persons with Disabilities (2006). The study uses systematic review and meta-analysis across 17 peer-reviewed papers between 2008 and 2018. The review assesses the level of integration relative to collaboration, instructional and organizational integration, and social-emotional behavioral integration. On this basis, the criteria-based selection guarantees the examination of differentiation and individualization in an inclusive education. After conducting the review, there are significant findings on the existing aspects of teaching, such as collaboration, co-teaching, group formation, modifications in assessment and material, motivation and feedback, and personnel support for children with learning disabilities. Such practices underscore the significance of using open academic processes and enabling all pools of learners to have an opportunity to learn by establishing more lenient instructions and group learning. The subsequent research needs to follow up with learners in those classrooms and examine the effects of differentiated practices on learner achievement in inclusive settings. Research is also still required to evaluate to what extent teacher training courses equip teachers with knowledge on how to use the strategies effectively and determine methods of differentiation for scale across different learning environments. The authors are recognized scholars in IE; the International Journal of Inclusive Education is an internat...