Getting a Research Idea
Identifying the areas that need to be covered by further research is a challenging yet exciting task. To get a research idea, one should define the discipline of one’s interest and consider the information gaps in the identified field. After locating the areas that are currently blank, one should select the problem that seems the most exciting and the area that seems the most promising for further analysis. Afterward, an overview of the information about the subject matter has to be carried out. As soon as the gaps in knowledge are identified, and an inspiring issue is selected, a further study of the available resources on the topic should start.
Purpose of Conducting a Literature Review
Before jumping to the collection of data and its further analysis, one must gather the available information on the problem and learn about the studies that have been done so far in the selected area. The reasons for doing so are quite obvious; without knowing what has been discovered in the designated area, one may end up restating the obvious and failing to contribute to the solution of the issue. Therefore, a literature review helps gain a better perspective on the identified problem.
Thus, it is crucial to choose the sources that can be deemed as credible and reliable. Furthermore, the information must be relevant to the topic of the study. For example, when analyzing the strategies used in special education, one may consider the article by Ali, Abdullah, and Majid (2014) since it was published in a peer-reviewed journal (International Education Issues) less than five years ago, i.e., is credible and relevant.
Study Analysis
The problems associated with special education are quite difficult to address since every single student requires a unique approach to meet their special needs (Meador et al., 2016; Gardiner-Walsh, Kemmery, & Compton, 2014). Therefore, the introduction of new strategies and the focus on the issues associated with the challenges that both teachers and students face in the process is quite welcome (Stone & Zibulsky, 2015). In their paper on the effects of the inclusive reform on the performance of learners with disabilities, Theoharis and Causton (2014) reflect on the means of introducing students with disabilities to the general education environment. The authors sought to evaluate the impact that the promotion of an inclusive system has had on the quality of education for children with special needs, as well as on the improvements that the target area may require, and the recommendations that can be made to manage the teaching process more efficiently.
To answer the research question, Theoharis and Causton (2014) carry out an overview of the existing evidence about the impact that the inclusive reform has on the students’ performance. Furthermore, the authors design a feedback analysis and assessment tool that can be applied to measure the efficiency of the reform in the area of social education. The identified approach can be deemed as innovative and worth trying out (Farmer, Lane, Lee, Hamm, & Lambert, 2012; Howery, McClellan, & Pedersen-Bayus, 2013).
Theoharis and Causton (2014) carry out an intriguing analysis of the inclusive reform. As a result, the opportunities to improve the quality of special education emerge. Shedding light on the challenges that students with disabilities and their teachers face, the authors make it clear that the problem needs a more efficient solution.
References
Ali, M. M., Abdullah, R., & Majid, R. A. (2014). Teacher trainees’ strategies for managing the behaviours of students with special needs. International Education Studies, 7(13), 271-277. Web.
Farmer, T. W., Lane, K. L., Lee, D. L., Hamm, J. V., & Lambert, K. (2012). The social functions of antisocial behavior: Considerations for school violence prevention strategies for students with disabilities. Behavioral Disorders, 37(3), 149-162.
Gardiner-Walsh, S., Kemmery, M., & Compton, M. V. (2014). First steps in the journey from consumers to producers of research in deaf education. American Annals of the Deaf; Washington, 159(1), 59-74.
Howery, K., McClellan, T., & Pedersen-Bayus, K. (2013). “Reaching every student” with a pyramid of intervention approach: One district’s journey. Canadian Journal of Education, 36(1), 271-304.
Meador, C. B., Parang, B., Musser, M. A., Haliyur, R., Owens, D. A., & Dermody, T. S. (2016). A workshop on leadership for senior MD–PHD students. Medical Education Online, 21(1), 1-10. Web.
Stone, S., & Zibulsky, J. (2015). Maltreatment, academic difficulty, and systems-involved youth: Current evidence and opportunities. Psychology in the Schools, 52(1), 22-39. Web.
Theoharis, G., & Causton, J. (2014). Leading inclusive reform for students with disabilities: A school- and systemwide approach. Theory into Practice, 53(1), 82–97. Web.