Annotated Bibliography

Annotated Bibliography Your Name Subject and Section Professor’s Name October 30, 2024 Bashir, R., Surian, D., & Dunn, A. G. (2018). Time-to-update of systematic reviews relative to the availability of new evidence. Systematic Reviews, pp. 7, 1–8. This paper aims to analyze the timing of updates of systematic reviews to newly available evidence: a cross-sectional study of systematic reviews published in the Cochrane Database of Systematic Reviews in 2010. Monitoring 682 talks and systematic reviews of updates history showed that the percentage of updated lists before mid-2017 was 43%. The median took about 35 months to turn, and few reviews contained new trials or shifts in the conclusions. The results imply that the current practices in updating systematic findings may need to be sufficiently sensitive to new data insofar as the timespan of an update varies little in the existence of publication or trial completion indicators. This study underscores the importance of developing better ways to identify when one systematic review needs to be updated; this could affect how new knowledge is made available to teachers and other practitioners, including particular education specialists, on time. Consequently, this study underscores one's call for increasing practice-based teacher training tailored to the current revised classification of learning disabilities and current scientific knowledge regarding their teaching. De La Paz, S., & Butler, C. (2018). Promoting motivated writers: Suggestions for teaching and conducting research with students with learning disabilities and struggling learners. Learning Disabilities: A Multidisciplinary Journal, 23(2). This article evaluates the connection between writing interventions and motivational results provided to learners with learning disabilities and other struggling writers. The authors analyze several works that apply structured writing instruction, including Self-Regulated Strategy Development (SRSD), and investigate how all these interventions influence writing establishment and learner motivation. While the findings point to increased writing ability, the areas of motivation are less conclusive, depending on individual ability and person, leading to the conclusion that there may be no simple correlation between motivation and abilities. Drawing on the expectancy-value theory of motivation by Wigfield and Eccles (2000; 2001), the authors provide suggestions for educators and researchers interested in improving instructional practices that foster motivation to write. This study has immediate applications to special education because while the need for highly effective interventions that enhance learner skills must be emphasized, there is an excellent emphasis on motivational solutions targeted at learners with learning difficulties. Demchenko, I., Maksymchuk, B., Bilan, V., Maksymchuk, I., & Kalynovska, I. (2021). Training future physical education teachers for professional activities under the conditions of inclusive education. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 191-213. https://doi.org/10.18662/brain/12.3/227 This work establishes and validates procedures that can be employed to prepare future Physical Education teachers to integrate the Inclusive Education of students with Special Educational Needs. In order to help the teachers meet the identified lack in their preparedness, researchers developed a program focused on psychological, theoretical, and practical approaches. This methodology was piloted in the experimental study with 444 students majoring in physical education, such as the EG and the CG. The main aspects of the training were incorporating the normative-psycho-pedagogical approach, using the simulation modeling activity, and actively aiming at the gross motor skills reinforcement by employing the reflective practice as the final step. Results suggested the program to be helpful, with EG students' readiness for integration increasing from 28.6 percent to 47.0 percent by the end of the study. This research helps our study by presenting best practices for the effectiveness of teacher preparation for integrating diversity and the role of purposeful, guided, and coached practice for prospective teachers with children with special needs. Such findings provide valuable implications for creating integrated instructional interventions that foster the acquisition of technical and dynamic skills valuable in special education. Francisco, M. P. B., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education Sciences, 10(9), 238. This paper discusses the historical perspective of special education to understand how the paradigm of inclusion has been formulated regarding people with disabilities. In a historical analysis, some of the successes and still issues that the authors can pinpoint include a need for operational definitions of the principles of inclusion, the least restrictive environment, and a lack of goals for them. The paper sought to show that there are voids in the empirical literature on using inclusion for learners with disabilities and a general lack of stakeholder knowledge concerning special education laws. The authors advise that all the key stakeholders should have a consistent perception of what constitutes inclusion standards, the legal issues surrounding it, and the goals and objectives of the project to create inclusion. Such understandings are a helpful starting point for any educator and policymaker aspiring to improve inclusive learning environments and practice, especially for learners with disabilities: They bring historical depth and practical guidance. Heilporn, G., Lakhal, S., & Bélisle, M. (2021). Examining teachers' strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education, 18(1), 25. Against this background, this qualitative study aims to establish strategies educators ad...