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Module 1 DQ 2In the final week of RES-850, you submitted a list of 10 references tostudies related to your dissertation topic. Choose two of theempiricalstudies from that list and post the references and persistent links forthe studies. Identify the research method and research design used ineach of those studies. Did the research method and research designalign to each study's problem, purpose, research questions, andhypotheses/phenomena? Why or why not? How does concept ofalignment apply to your dissertation literature review? Explain.
Thanks you for your response as I research articles for mydissertation topic I have found that now students withexceptionalities and learning disabilities are being put in thegeneral education population special education teachers are notalways in the classroom. They are in the resource classroom.This week at school student are taking regent exams whichseveral students have special accommodation during testing andgeneral education teachers are having to proctor these studentswho are not their students. Professional development isimplemented a week before exams to update teachers ofstudent's Individual Education Program (IEP). Teachers who donot have special education students in their classrooms may notknow the student’s IEP and are trained as to the laws, andregulations for special education students. It is very importantthat teachers know the Individuals with Disabilities EducationAct (IDEA) and student's IEP before proctoring these students.Some students insist on not being read too, or scribed for whichthe test must be stop and a parent or guardian is called and aform is filled out which the student must sign the document.When students have accommodations and they refuse theiraccommodations without documentation from the parent and thestudent which is their rights; the school is liable for notfollowing IDEA laws. This study showed as of 2016, not allteachers but some teachers have limited knowledge to specialeducation laws and regulations. O’Connor, Yasik, and Horner(2016) note “it is not only teachers who have limited knowledgeof special education laws but also professors and supportpersonnel (e.g., school psychologists) who are usually the sourcefor special education information for teachers” (p. 9).