As A Doctoral Student And Future Leader In The Field Of ✓ Solved
As a doctoral student and future leader in the field of
As a doctoral student and future leader in the field of special education, what do you believe are the key current gaps in practice, as related to evidence-based practices? Select a gap in practice that you have identified within the research as it relates to implementing specialized instruction in an area that is of interest to you. Provide evidence from the research to support your rationale as to why addressing this gap in practice will improve the delivery of services to students with exceptionalities and the overall field of special education.
To prepare: Review the module’s Learning Resources. Reflect on the research-to-practice gap and why this is an issue in special education. Select a gap identified in the research related to a specific specialized instruction topic or specialized instruction across content areas. Compose a 3- to 5-page draft paper addressing a gap that you identified in the research that interests you.
Include the following sections:
Section 1: Gaps in Evidence-Based Practice
Provide a 1- to 2-paragraph statement that identifies a gap in the research that contains a logical argument for the need to address an identified gap in special education practice. Support your argument by citing current research articles and contrasting them with older articles related to gaps in practice, providing a minimum of three to five key citations.
Section 2: Significance
Provide 1 or 2 paragraphs describing how this study will contribute to filling the gap in special education practice and what original contribution this research will make.
Section 3: Questions
List the research questions that are informed by the purpose of addressing the identified gap in practice.
Section 4: Nature of the Study
Using one of the following terms as a subheading, provide a concise paragraph discussing the approach that will be used to address the research questions: Quantitative, Qualitative, or Mixed methods.
Section 5: Social Change
Describe the relationship between the identified problem of practice and social change, including how the potential findings could lead to positive social change for students with exceptionalities. Craft a “Research Promise to Students with Exceptionalities.”
Section 6: References
On a separate page, cite the text, articles, and other current peer-reviewed research in support of your position using APA formatting.
Paper For Above Instructions
Introduction
The field of special education has made significant strides over the past few decades, yet there remain critical gaps between research and practice, particularly concerning evidence-based practices aimed at improving outcomes for students with exceptionalities. One pertinent gap is the insufficient implementation of individualized instruction strategies that cater to diverse learning needs. Research indicates that many educators lack sufficient training and resources to effectively implement these strategies, which hinders the ability to serve students with disabilities adequately (Cook et al., 2018). Addressing this gap is essential not only for the academic success of students but also for fostering an inclusive environment that values diversity.
Section 1: Gaps in Evidence-Based Practice
Research consistently highlights the disparities in effective instructional practices for students with special needs, particularly regarding individualized instruction (Graham et al., 2020; Hattie, 2019). A significant gap exists in the training of teachers to implement individualized instruction methods that are aligned with the principles of Universal Design for Learning (UDL), which advocates for flexible learning environments to accommodate individual learning differences. For instance, while there is substantial literature affirming the efficacy of UDL, many educators do not utilize these approaches, primarily due to a lack of professional development opportunities and a clear understanding of the methodology (Meyer et al., 2014). Consequently, students with exceptionalities often receive a standardized curriculum that does not meet their unique needs, resulting in suboptimal educational outcomes. This gap needs immediate attention to ensure that all students receive equitable access to education.
Section 2: Significance
Filling the identified gap in individualized instruction will significantly contribute to enhancing educational practices in special education. The research will provide insights into effective training programs that emphasize UDL principles, allowing educators to cater to diverse learning needs systematically. This original contribution has the potential to influence professional practice by establishing a clear framework for implementing evidence-based strategies in classrooms. By exploring this gap, my research addresses the critical question of why effective instructional practices are not routinely implemented. The findings will advocate for the incorporation of UDL training in teacher education programs, leading to improved service delivery for students with exceptionalities.
Section 3: Questions
To guide the exploration of the identified gap, several research questions will be posed:
- What are the barriers teachers face in implementing individualized instruction based on UDL principles?
- How does professional development impact the implementation of evidence-based practices in special education?
- What role do school policies play in supporting individualized instruction for students with exceptionalities?
Section 4: Nature of the Study
This study will adopt a mixed-methods approach, allowing for a comprehensive understanding of the barriers to implementing individualized instruction in special education settings. Quantitative data will be collected through surveys distributed to educators, assessing their perceptions and experiences concerning UDL implementation. Additionally, qualitative data will be gathered through interviews with a selected group of teachers, providing in-depth insights into their challenges and successes. This dual approach will foster a more nuanced understanding of the complex factors influencing instructional practices in special education.
Section 5: Social Change
The identified problem of practice—ineffective implementation of individualized instruction—has profound implications for social change, particularly regarding equity in education. Addressing this gap will ensure that students with exceptionalities receive the tailored support they need to thrive academically and socially. By aligning educational practices with the principles of UDL, this research has the potential to transform classrooms into inclusive environments where all students can succeed. My research promise to students with exceptionalities is as follows: “As I move through my program, I promise to seek the highest and deepest levels of scholarship to bring about meaningful social change for students with exceptionalities. As a part of this promise, I will actively engage in research that informs policy, advocate for effective training programs for educators, and promote inclusive practices in schools.”
Conclusion
In conclusion, bridging the gap between research and practice in the field of special education is essential for improving service delivery to students with exceptionalities. The focus on individualized instruction based on UDL principles will not only enhance educational outcomes but also drive social change by fostering inclusive practices in schools. This study aims to provide valuable insights that can inform professional development and policy changes, ultimately benefiting educators and students alike.
References
- Cook, B. G., Tankersley, M., Dickie, W. C., & Lichtenstein, A. (2018). Evidence-based practices in special education: The contributions of research syntheses and meta-analyses. Research and Practice for Persons with Severe Disabilities, 43(1), 64-76.
- Graham, S., Harris, K. R., & MacArthur, C. A. (2020). Evidence-based practices in writing: A meta-analysis. Journal of Educational Psychology, 112(3), 546-566.
- Hattie, J. (2019). Visible Learning: Feedback. Routledge.
- Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
- National Center for Learning Disabilities. (2021). Annual report on the state of learning disabilities. NCLD.org.
- Shepherd, G. M., & Sanchez, P. (2021). Professional development for individualized instruction: A systematic review. International Journal of Special Education, 36(2), 12-25.
- U.S. Department of Education. (2020). A guide to personalized learning for educators. Ed.gov.
- Zigmond, N., & Baker, S. K. (2019). Special education research: A 40-year retrospective. Learning Disabilities Research & Practice, 34(2), 80-86.
- Wong, C. K. R., & Hughes, C. (2022). Teacher preparation for inclusive education: Perspectives of current practices. Journal of Teacher Education, 73(4), 471-485.
- Ryndak, D. L., & Billingsley, B. S. (2016). Inclusion and the hidden costs: A case study of a teacher's struggle with UDL. Remedial and Special Education, 37(5), 295-303.