Time: The Timeliness of Information
The information that was collected was published in the 2010s. These entries are relevant because they are relatively new and provide necessary insights regarding the issue of teaching students with disabilities. To support the information that was posted in three blog entries, the author of this submission reviewed other literature on the subject to be able to support their point of view. Regardless, the information was not found to be updated since its initial publication. Within the framework of the current discussion, it should be noticed that the topic of teaching students with disabilities should be recurrently updated. This has to be done for the reason that new approaches can be developed and applied to the learning process. The information contained in the books backs this viewpoint because even technological progress seriously impacts learning processes.
Relevance: The Importance of Information for Your Needs
The information from the chosen articles is relevant for several reasons. First of all, the effectiveness of teachers’ work cannot be evaluated merely based on test scores attained from disabled children (Buzick and Jones). This hints at the fact that we should identify other ways to assess teachers’ competency. On the other hand, some findings indicate inequality in terms of disadvantaged students and their access to high-quality teaching (Isenberg et al.). These particular findings were also validated by Max and Glazerman and Lerner and Johns who claimed that disadvantaged students are relatively discriminated in terms of the quality of education services that they get (85).
It is safe to say that teachers, students, and parents of the latter are the intended audience of the articles discussed above (Henley et al. 31). The information that is shared by the authors within the framework of their articles can be considered relevant because all the writers emphasize the critical state of affairs in the area of education for disabled students (Smith et al. 47). To support the information that was obtained throughout the process of identifying several relevant sources, the author of this submission also went through several books on the topic of education for disabled students. This helped them to evaluate the relevance of the information that they have acknowledged during the process of elaborating an annotated bibliography.
Authority: The Source of the Information
The authors of the information posted on the ERIC (Institute of Education Sciences) website are qualified to write on the topic of disabled students because they possess the necessary knowledge that has to be shared with the audience. The organizational affiliations of all the authors include the ERIC. All of them are PhDs in Educational Sciences and have the experience that is required to speak out on the topic of discrimination in terms of disabled students freely.
Proof: The Reliability, Truthfulness, and Correctness of Content
The reports that were evaluated by the author of this submission come from the Society for Research on Educational Effectiveness (SREE). Throughout the articles, we can see numerous instances of authors providing relevant statistical evidence regarding the issue. For instance, there is a statistical approach to the evaluation of teachers’ efficiency about test scores of students with disabilities. From the articles, we learn that the information has been reviewed and approved by SREE. The author of this submission conducted a literature review and identified three additional sources that allowed them to verify the information conveyed in the articles. These books are written by professional educators that focus solely on teaching students with disabilities. No bias was identified, and the information was presented skillfully.
Works Cited
Buzick, Heather, and Nathan Jones. “Using Test Scores from Students with Disabilities in Teacher Effectiveness Indicators.” ERIC, ERIC. 2014, Web.
Henley, Martin, et al. Characteristics of and Strategies for Teaching Students with Mild Disabilities. Pearson, 2015.
Isenberg, Eric, et al. “Access to Effective Teaching for Disadvantaged Students: Executive Summary.” ERIC, ERIC. 2013, Web.
Lerner, Janet W., and Beverley H. Johns. Learning Disabilities and Related Disabilities: Strategies for Success. Cengage Learning, 2015.
Max, Jeffrey, and Steven Glazerman. “Do Disadvantaged Students Get Less Effective Teaching?” ERIC, ERIC. 2013, Web.
Smith, Tom, et al. Teaching Students with Special Needs in Inclusive Settings. Pearson, 2016.