Critical Analysis of a Policy Document Education Term Paper
This is for my final term paper; it needs to be in APA 7 format no running head needed. It will need 20plus from my reading of the units below and from outside sources references at min and citations. This is a master’s level paper. 3000 words.
Critical Analysis of a Policy Document
Handout
Policy Documents
In this assignment, you will choose a Canadian policy document and complete a critical analysis of 3000 words (+/- 10%), grounded in the theories and constructs studied in the course. A list of policy documents for analysis, Policy Documents by Province is provided.
The purpose for writing a critique is to evaluate something, like an article or policy paper. It is important to note that a critical analysis is subjective writing because it expresses the writer's opinion or evaluation of a text. Analysis means to break down and study the parts. Writing a critical analysis requires two steps: critical reading and critical writing.
Critical reading
o Identify the thesis and purpose of the article or policy: in other words, why was it written?
o Analyze the structure of the passage and identify the main idea(s): is the paper for information or direction? If it is a policy, has it been put into action yet or is it up for vote?
o Consult additional resources to understand material that is unfamiliar: review associated websites or use a search engine to look up abbreviations or terms that are specific to the article or policy.
Critical writing
o Make an outline of the work or write a description of it
o Write a summary of the work
Evaluate how the author has accomplished the purpose: does the article or policy cover everything it should, based on the abstract, introduction, or indicated purpose?
o If the purpose of the article or policy was to inform, has the material been presented clearly, accurately, and with order and coherence?
o If the purpose of the article or policy was to persuade, what evidence to support or refute was offered? Identify whether the reasoning presented is logical or not and why.
o Consider the following questions to develop a writer’s thesis about the article or policy:
How is the material organized? In other words, is the article or policy easy to understand?
Who is the intended audience and would they understand it?
What are the writer's assumptions about the audience?
How does the material fit into the other literature being discussed for the critique?
What kind of language (academic, casual, a combination?) does the author use?
________________________________________________________________________________________________________________________
Sample Outline
The following is a sampling of headings and subheadings that could be used to outline an article or a set of articles or policies for a critical analysis. Please note that this outline is an example and not meant to be all-inclusive or mandatory!
1. Background information: to understand and organize the nature of the article(s) or policy(ies)
a) Information about the work
i) Title
ii) Author
iii) Publication information
iv) Statement of topic and purpose
2. Thesis statement indicating writer's main reaction to the work
a) Summary or description of the work
b) Interpretation and/or evaluation
3. Discussion of the work's organization
a) Discussion of the writer's style
b) Effectiveness
c) Discussion of the writer's treatment of the topic (clarity, focus)
d) Discussion of appeal to a particular audience (written appropriately for audience needs)
________________________________________________________________________________________________________________________
Remember:
In academic papers, avoid introducing ideas with "I think" or "in my opinion." Keep the focus on the analysis, not on yourself.
Always introduce the work. Do not assume that because the reader knows what you are writing about that you do not need to use citations for articles or titles and section numbers for policies.
Other questions to consider:
o Is there a controversy surrounding the subject? How has the writer addressed it if so?
o What about the subject matter is of current interest?
o What is the overall value of the article or policy?
o What are its strengths and weaknesses?
Support the thesis with evidence from the article or policy. Do not forget to provide citations. Be sure not to overuse direct quotes.
Remember that the purpose of a critical analysis is not merely to inform, but also to evaluate.
Writing a critical analysis means remaining open-minded, well informed, and fair. Opinions must be supported with evidence.
The analysis should provide information, interpretation, and evaluation. The information should help the reader understand the nature of the work under analysis. The interpretation will explain the meaning of the article or policy, therefore requiring a clear and correct understanding of it. The evaluation includes summation and evidence-based opinions with valid justification presented for all.
* Adapted from Lejune, E. (n.d.) Critique. Southeastern Louisiana University.
For your second/final assignment, critical analysis of a policy document, you will choose a policy document from the list provided (see unit 7 assignment). The whole paper of this assignment represents your thesis when analyzing and evaluating the chosen policy document. Thesis, here, refers to your reaction to, argument about, evaluation of, and viewpoint regarding the chosen policy document. Although critical analysis is a subjective writing, it is also systemic, rationalized, and evidence based. Thus, the suggested outline includes three main aspects to be covered:
1. Background information about the work under analysis and evaluation (this is the introductory section),
2. Thesis statement that includes description of the work and your interpretation/ evaluation (this is the first main section of your analysis), and
3. Discussion that provides evidences in support of your thesis, including but not limited to language and writing style (second main section of your analysis).
In addition, as you know, any academic paper should include a conclusion or concluding remarks to summarize and highlight main issues discussed in the paper. These all should be supported and informed by the course readings and other related articles.
Alfred, M. V., & Guo, S. (2012). Toward global citizenship: Internationalization of adult education in canada and the US. The Canadian Journal for the Study of Adult Education (Online), 24(2).
Dean, J. A., & Wilson, K. (2009). 'Education? It is irrelevant to my job now. It makes me very depressed ...': exploring the health impacts of under/unemployment among highly skilled recent immigrants in Canada. Ethnicity & Health, 14(2), 185–204
Goddard, J. T. (2015). A tangled path: Negotiating leadership for, in, of and with diverse communities. Leadership & Policy in Schools, 14(1), 1–11
Promoting Leadership in the Ongoing Professional Development of Teachers: Responding to Globalization and Inclusion. (2010). Exceptionality Education International, 20(2), 38–54.
Tarc, P. (2012). The uses of globalization in the (shifting) landscape of educational studies. Canadian Journal of Education, 35(3), 4–29.
Policy documents to choose from:
I like this one: Students with Special Needs: Policy on the Organization http://lbpsb(dot)qc(dot)ca/content/policies/Special_Needs_Policy_3_5_sept2013.pdf
There are other choices below as well.
TRC Calls to Action: http://trc(dot)ca/assets/pdf/Calls_to_Action_English2.pdf
United Nations Declaration on the Rights of Indigenous Peoples https://www(dot)aadnc-aandc(dot)gc(dot)ca/eng/1309374407406/1309374458958
OECD Education Policy Outlook Canada http://www(dot)oecd(dot)org/education/EDUCATION%20POLICY%20OUTLOOK%20CANADA.pdf
The Canadian Multiculturalism Act Annual Report https://www(dot)canada(dot)ca/en/canadian-heritage/corporate/publications/plansreports/annualreport-canadian-multiculturalism-act-2016-2017.html
Diversity in BC Schools https://www2(dot)gov(dot)bc(dot)ca/gov/content/education-training/k-12/administration/legislationpolicy/public-schools/diversity-in-bcschools?keyword=diversity&keyword=in&keyword=bc&keyword=schools
Students with Special Needs: Policy on the Organization http://lbpsb(dot)qc(dot)ca/content/policies/Special_Needs_Policy_3_5_sept2013.pdf
Sexual Orientation and Gender Identity (SOGI) Curriculum https://www2(dot)gov(dot)bc(dot)ca/gov/content/erase/sogi
First Nations, Metis and Inuit Connections: Scope and Sequence of Expectations https://neaoinfo(dot)files(dot)wordpress(dot)com/2014/03/secondaryfnmi.pdf
Workplace Harassment Policy: New Brunswick https://www2(dot)gnb(dot)ca/content/dam/gnb/Departments/hrccdp/PDF/GuidelinesOnSexualHarassment.pdf
This is for my final term paper; it needs to be in APA 7 format no running head needed. It will need 20 references at min and citations. This is a master’s level paper. 3000 words.
Critical Analysis of a Policy Document
Handout
Policy Documents
In this assignment, you will choose a Canadian policy document and complete a critical analysis of 3000 words (+/- 10%), grounded in the theories and constructs studied in the course. A list of policy documents for analysis, Policy Documents by Province is provided.
The purpose for writing a critique is to evaluate something, like an article or policy paper. It is important to note that a critical analysis is subjective writing because it expresses the writer's opinion or evaluation of a text. Analysis means to break down and study the parts. Writing a critical analysis requires two steps: critical reading and critical writing.
Critical reading
-
- Identify the thesis and purpose of the article or policy: in other words, why was it written?
- Analyze the structure of the passage and identify the main idea(s): is the paper for information or direction? If it is a policy, has it been put into action yet or is it up for vote?
- Consult additional resources to understand material that is unfamiliar: review associated websites or use a search engine to look up abbreviations or terms that are specific to the article or policy.
Critical writing
-
- Make an outline of the work or write a description of it
- Write a summary of the work
- Evaluate how the author has accomplished the purpose: does the article or policy cover everything it should, based on the abstract, introduction, or indicated purpose?
- If the purpose of the article or policy was to inform, has the material been presented clearly, accurately, and with order and coherence?
- If the purpose of the article or policy was to persuade, what evidence to support or refute was offered? Identify whether the reasoning presented is logical or not and why.
- Consider the following questions to develop a writer’s thesis about the article or policy:
- How is the material organized? In other words, is the article or policy easy to understand?
- Who is the intended audience and would they understand it?
- What are the writer's assumptions about the audience?
- How does the material fit into the other literature being discussed for the critique?
- What kind of language (academic, casual, a combination?) does the author use?
________________________________________________________________________________________________________________________
Sample Outline
The following is a sampling of headings and subheadings that could be used to outline an article or a set of articles or policies for a critical analysis. Please note that this outline is an example and not meant to be all-inclusive or mandatory!
1. Background information: to understand and organize the nature of the article(s) or policy(ies)
a) Information about the work
i) Title
ii) Author
iii) Publication information
iv) Statement of topic and purpose
2. Thesis statement indicating writer's main reaction to the work
a) Summary or description of the work
b) Interpretation and/or evaluation
3. Discussion of the work's organization
a) Discussion of the writer's style
b) Effectiveness
c) Discussion of the writer's treatment of the topic (clarity, focus)
d) Discussion of appeal to a particular audience (written appropriately for audience needs)
________________________________________________________________________________________________________________________
Remember:
In academic papers, avoid introducing ideas with "I think" or "in my opinion." Keep the focus on the analysis, not on yourself.
Always introduce the work. Do not assume that because the reader knows what you are writing about that you do not need to use citations for articles or titles and section numbers for policies.
Other questions to consider:
-
- Is there a controversy surrounding the subject? How has the writer addressed it if so?
- What about the subject matter is of current interest?
- What is the overall value of the article or policy?
- What are its strengths and weaknesses?
Support the thesis with evidence from the article or policy. Do not forget to provide citations. Be sure not to overuse direct quotes.
Remember that the purpose of a critical analysis is not merely to inform, but also to evaluate.
Writing a critical analysis means remaining open-minded, well informed, and fair. Opinions must be supported with evidence.
The analysis should provide information, interpretation, and evaluation. The information should help the reader understand the nature of the work under analysis. The interpretation will explain the meaning of the article or policy, therefore requiring a clear and correct understanding of it. The evaluation includes summation and evidence-based opinions with valid justification presented for all.
* Adapted from Lejune, E. (n.d.) Critique. Southeastern Louisiana University.
For your second/final assignment, critical analysis of a policy document, you will choose a policy document from the list provided (see unit 7 assignment). The whole paper of this assignment represents your thesis when analyzing and evaluating the chosen policy document. Thesis, here, refers to your reaction to, argument about, evaluation of, and viewpoint regarding the chosen policy document. Although critical analysis is a subjective writing, it is also systemic, rationalized, and evidence based. Thus, the suggested outline includes three main aspects to be covered:
- Background information about the work under analysis and evaluation (this is the introductory section),
- Thesis statement that includes description of the work and your interpretation/ evaluation (this is the first main section of your analysis), and
- Discussion that provides evidences in support of your thesis, including but not limited to language and writing style (second main section of your analysis).
In addition, as you know, any academic paper should include a conclusion or concluding remarks to summarize and highlight main issues discussed in the paper. These all should be supported and informed by the course readings and other related articles.
Alfred, M. V., & Guo, S. (2012). Toward global citizenship: Internationalization of adult education in canada and the US. The Canadian Journal for the Study of Adult Education (Online), 24(2).
Dean, J. A., & Wilson, K. (2009). 'Education? It is irrelevant to my job now. It makes me very depressed ...': exploring the health impacts of under/unemployment among highly skilled recent immigrants in Canada. Ethnicity & Health, 14(2), 185–204
Goddard, J. T. (2015). A tangled path: Negotiating leadership for, in, of and with diverse communities. Leadership & Policy in Schools, 14(1), 1–11
Promoting Leadership in the Ongoing Professional Development of Teachers: Responding to Globalization and Inclusion. (2010). Exceptionality Education International, 20(2), 38–54.
Tarc, P. (2012). The uses of globalization in the (shifting) landscape of educational studies. Canadian Journal of Education, 35(3), 4–29.
TRC Calls to Action: http://trc.ca/assets/pdf/Calls_to_Action_English2.pdf United Nations Declaration on the Rights of Indigenous Peoples https://www.aadnc-aandc.gc.ca/eng/1309374407406/1309374458958
OECD Education Policy Outlook Canada http://www.oecd.org/education/EDUCATION%20POLICY%20OUTLOOK%20CANADA.pdf
The Canadian Multiculturalism Act Annual Report https://www.canada.ca/en/canadian-heritage/corporate/publications/plansreports/annualreport-canadian-multiculturalism-act-2016-2017.html
Diversity in BC Schools https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislationpolicy/public-schools/diversity-in-bcschools?keyword=diversity&keyword=in&keyword=bc&keyword=schools
Students with Special Needs: Policy on the Organization http://lbpsb.qc.ca/content/policies/Special_Needs_Policy_3_5_sept2013.pdf Sexual Orientation and
Gender Identity (SOGI) Curriculum https://www2.gov.bc.ca/gov/content/erase/sogi
First Nations, Metis and Inuit Connections: Scope and Sequence of Expectations https://neaoinfo.files.wordpress.com/2014/03/secondaryfnmi.pdf Workplace Harassment Policy: New Brunswick https://www2.gnb.ca/content/dam/gnb/Departments/hrccdp/PDF/GuidelinesOnSexualHarassment.pdf
Critical Analysis of a Policy Document
Name
Institutional Affiliate
Abstract
Inclusive education makes for one of the integral factors in society that plays a significant role in the social, political, and economic integration of individuals and groups within a given community. It provides an excellent platform for the impartation of knowledge and skills necessary for personal as well as collective development of society across the different social divides. Canada is one of the countries at the forefront in the race to meet the emerging demands of globalization by incorporating inclusive education into the country’s education system measures taken to promote inclusivity in education include the development and implementation of policies towards widespread adoption of inclusive education. A critical analysis of Lester B. Pearson School Board’s policy document for the implementation of Special Needs policy provisions allows for the understanding of the underlying factors to consider in promoting widespread adoption of inclusive education.
Critical Analysis of a Policy Document
Background Information
The introduction and implementation of inclusive education in the Canadian education system make for an excellent example of effective interventional measures embraced by countries around the world to enhance the quality of learning and education. Inclusive education functions to address the demands and concerns for students with special needs who endeavor to access quality education towards achieving or attaining the qualifications and competencies for personal and collective development. According to the Canadian Research Center on Inclusive Education, inclusive education began in the 1970s with calls for the integration of students with special needs with other students in regular classrooms CITATION Can20 \l 1033 (Canadian Research Center on Inclusive Education, 2020). However, the early efforts to embrace the diversity of students’ fraternity only allowed limited access to such students into regular or mainstream classrooms. The Canadian Teachers’ Association advanced the efforts to reform the country’s education system in the 1980s towards a more inclusive education that allows students with special needs into regular classrooms without any segregation CITATION Win11 \l 1033 (Winzer, 2011). Inclusive education creates an effective platform for training students to accommodate diversity by fostering the acceptance and consideration of the unique features of others. Failure to adopt an inclusive education approach is counterproductive to the country’s development as it generates adverse effects on the overall quality of life for students with special needs CITATION Alf12 \l 1033 (Alfred, 2012). Canada makes for one of the countries making significant strides towards incorporating inclusive education into the country’s system of education, as evidenced by its wide adoption across different school boards across the nation CITATION McC15 \l 1033 (McCrimmon, 2015). The country’s remarkable progress in the education sector, evidenced by the widespread adoption of inclusive education, is a product of various factors, including the implementation of effective policies towards enhancing the learning environment to accommodate students with special needs. However, the country is still facing some challenges in the efforts to integrate inclusivity in the education system ranging from failure to embrace the policy recommendations for inclusive education to inadequate infrastructure and resources to support the modifications to accommodate students with special needs CITATION Bun15 \l 1033 (Bunch, 2015). Lack of enough preparation for the teaching professionals on how to address the demands of students with special needs, for instance, makes for an excellent example of the inadequacies of the existing resources to accommodate or promote inclusivity CITATION Phi10 \l 1033 (Philpott, 2010). A survey conducted by the Canadian Association for Community Living indicates that 60% of students with special needs, intellectual impairments or disabilities, are denied access to inclusive education and thus affecting their quality of life CITATION Can17 \l 1033 (Canadian Association for Community Living, 2017). Jacqueline Specht (2013) further states that poor implementation of the territorial policies for inclusivity function to limit the widespread adoption of inclusive education in across the respective regional jurisdictions. An evaluation of some of the interventions embraced towards promoting inclusivity in education creates an informed understanding of the unique features of inclusive education and the underlying concern for students with special needs.
Thesis Statement
Students with Special Needs: Policy on the Organization
The Lester B. Pearson School Board seeks to enhance inclusivity or inclusive education across its jurisdiction by encouraging the implementation of the provisions enshrined in the Special Needs Policy 3.5. The Board’s policy article, Students with Special Needs: Policy on the Organization, highlights some of the policy provisions and how to incorporate the same into the education system towards promoting inclusive education CITATION Les13 \l 1033 (Lester B. Pearson School Board, 2013). The article outlines the guidelines for applying different elements of the policy provisions for inclusive education across the Lester B. Pearson (LBP) School Board. Understanding the key elements of the policy calls for the analysis and evaluation of the different elements outlined in the policy document. The analysis allows for evaluation of the policy’s efficacy towards promoting inclusive education within the LBP School Board and Canada at large.
The policy document is divided into six segments that provide valuable information to the reader concerning the policy provisions’ implementation by all the concerned stakeholders. The six segments include the Guiding Principles, Individualized Education Plan, Identification of Students with Special Needs, Confidential Files, Resources and Support Services, and Organization of Services CITATION Les13 \l 1033 (Lester B. Pearson School Board, 2013). Each of the outlined segments serves to inform the reader of unique elements characterizing the Special Needs Policy 3.5 and the application of the same in the effort to promote inclusive education across the Board.
The guiding principles outline the underlying values upon which the Lester B. Pearson School Board implements the provisions of the policy towards delivering the required services for special needs students. The school board presents a clear definition of inclusive education, which forms the basis for effective application of the Special Needs Policy provisions. The definition provided by the Board further provides the scope of its interpretation of the policy requirements and the factors to consider in the development of an inclusive education program or an inclusive learning environment CITATION Les13 \l 1033 (Lester B. Pearson School Board, 2013). According to the Board’s definition, an inclusive education program is characterized by an environment of equal opportunity for all students to achieve their full potentials by availing the necessary resources for the achievement of the same CITATION Les13 \l 1033 (Lester B. Pearson School Board, 2013). An inclusive learning environment further states the Board, embraces diversity and respects the rights of all individuals, and uses democracy to carry out its duties and responsibilities to students with special needs CITATION Phi10 \l 1033 (Philpott, 2010). The Board also believes that attaining the full potential of all students in an inclusive learning environment requires the understanding of students’ diverse abilities and needs for the implementation of effective interventional measures. Another guiding principle embraced by the Board in its implementation of the Special Needs Policy provisions is putting more emphasis on timely detection of the student needs and abilities for appropriate modification of the teaching approach and delivery of unique services for special needs students. Implementation of the Special Needs Policy provisions by the Board is also driven by the achievement of set objectives such as attaining various qualifications for all students within the Board’s jurisdiction based on a regular assessment by relevant authorities CITATION Les13 \l 1033 (Lester B. Pearson School Board, 2013).
The second segment of the Board’s policy document highlights one of the key elements used to promote or facilitate the delivery of required services for students with special needs, an Individualized Education Plan CITATION Les13 \l 1033 (Lester B. Pearson School Board, 2013). The article posits that students with special needs must have an individualized education plan, which is tailored to meet their unique needs and abilities. At this juncture, the Board introduces the readers to the defining features of students with special needs, as being At Risk or bearing a Handicap. The article suggests that it is such students who require the development of an Individualized Education Plan (IEP) that meets the demands of their unique needs CITATION Les13 \l 1033 (Lester B. Pearson School Board, 2013). Students with intellectual challenges or facing academic and behavioral problems that limit their abilities to learn within the classroom or school setting are also classified as students with special needs. The development of the IEPs is a collective effort that involves different stakeholders, including the principals of the learning institution, the Resource Team, as well as the Student Services Department CITATION Les13 \l 1033 (Lester B. Pearson School Board, 2013).. The institution’s principals, student’s parents, teaching staff, and other professionals attending to the student, as well as the students themselves, are the key players in the development of the student’s IEP. The IEP plays a significant role in the development of an effective interventional plan towards addressing the needs of the special needs students by highlighting the objectives of the plan and measures for achieving the same CITATION Les13 \l 1033 (Lester B. Pearson School Board, 2013). Measures for achieving the set goals and objectives for the unique needs of the students may include the adoption of advanced teaching practices or modifying the existing teaching practices to meet or address the identified student needs. Proposed modifications may entail the use of advanced technologies to accommodate the special needs of the student. In essence, the Individualized Education Plan (IEP) facilitates the implementation of a collective approach towards promoting inclusivity in education that involves the efforts of all the stakeholders in monitoring, evaluating, and communicating the student’s growth and progress in academic matters.
The third segment of the policy document contains detailed information on the process of identifying the students with special needs as a pre-requisite requirement for the development of an Individualized Education Plan (IEP). Students with special needs are classified as either ‘At Risk’ or ‘handicapped’ with each of the categories involving a process of evaluation and assessment for identification of the same. According to the article, ‘At Risk’ students are those who have a wide range of needs, including behavior disorders, learning difficulties, and other intellectual impairments as dictated by the special needs policy. ‘Handicapped’ students, on the other hand, are those who have other disabilities, including impairments that may limit their abilities to gain a quality education. The criteria for classifying students into either of the two categories are outlined in Quebec’s Education Act CITATION Les13 \l 1033 (Lester B. Pearson School Board, 2013). Lester B. Pearson School Board’s policy implementation document also highlights the provisions of handling the confidential files for students with special needs. It highlights and defines different documents contained in the student’s confidential file with more emphasis on safeguarding the privacy of such documents. The last segment of the policy implementation document outlines the resources and supports services for encouraging or promoting the implementation of effective interventional measures towards meeting the needs of students with special needs.
In essence, the policy document functions as an informative text that highlights measures taken towards enhancing inclusive education within the jurisdict...
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