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hi I thought this was complete but I will attach all work in regards to this assignment along with professors notes. Can you see if you can straighten this out as to what she wants. The doc named pare 3 literature review is what I thought was the final but the professor didn’t!! Can you review and let me know if you can fix this to meet her requirements.
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200-Level Institutional Assessment
Writte Communication
Wh D W Asses ? We assess to gain accurate feedback about what our students know and can do so that we can make
informed curricular and pedagogical decisions about how to support their ability to graduate from each of our programs ready to participate
successfully in their fields, whether they seek employment or continued education.
Since 2014,
students’ written
communication
abilities are
Wh s Wor D W Asses ?
Wha Value D W Asses ?
UP
17%
RHETORICAL
KNOWLEDGE
CRITICAL
THINKING
from our
baseline of
23% to 40%
proficiency.
KNOWLEDGE OF
CONVENTIONS
an ability to write within contexts & for audiences &
purposes relevant to a program’s discipline/field
an ability to use evidence/sources appropriate
to a program’s discipline/field to develop &
support claims both logically & ethically
an ability to write clearly with a solid grasp of the
conventions used in a program’s discipline/field
Wha Ha Assessmen Show U S Fa ?
This assessment looks at how successfully our
students are able to transfer general written
communication skills and abilities into the
disciplines. As such, we collect work that faculty in
each program have deemed most relevant to
assess from students right before they graduate.
With more than 50 programs and tracks, each with
discipline-specific writing expectations and values,
this assessment helps us better gauge the kinds of
success our graduates are likely to experience with
the writing tasks they encounter at the 300-level
and/or for jobs in their fields, and informs curricular
and pedagogical priorities campus-wide.
Ho D W Asses ?
21
13
17
8
56
Not Meeting
60
55
53
23
Approaching
2014-16
2016-17
2017-18
27
28
Meeting
2018-19
40
We recruit assessors from each academic
department and train them to assess diverse
student work using a generalized rubric based on
standard principles about what effective 200-level
writing demonstrates. This rubric explicitly
scaffolds from the rubrics used to assess our
developmental and Gen Ed writing courses and
aligns with guidelines recommended by a
compendium of Writing Across the Curriculum’s
most authoritative sources.*
* American Association of Colleges & Universities (AACU), Council
of Writing Program Administrators (WPA), National Council of
Teachers of English (NCTE), National Writing Project (NWP)
RC
RHETORICAL
CONSIDERATION
a writer’s ability to compose within contexts and for audiences and
purposes relevant to a program’s discipline/field
-4Exceeding Proficiency
-3Meeting Proficiency
-2Approaching Proficiency
-1Not Proficient
Demonstrates a thorough
and/or innovative
understanding of context,
audience, and purpose that is
responsive to the task and/or
responsive to the professional
standards of the discipline.
Work exceeds audience
expectations.
Demonstrates adequate
consideration of context,
audience, and purpose and a
clear focus on the assigned
task. Work shows awareness
of audience’s perceptions,
assumptions, and
expectations.
Demonstrates a developing
awareness of context,
audience, purpose and to the
assigned task(s). Work begins
to show awareness of
audience’s perceptions,
assumptions, and
expectations.
Text minimally expresses the
writer’s purpose and/or gives
little attention to audience.
Readers are confused and/or
insulted and are not
persuaded to consider the
text’s ideas. Expectations of
the audience are not met.
Score of – 0 – indicates that there is not enough information to assess the criterion, perhaps due to a failure of the assignment to require writers to demonstrate it.
Question W As
DOES THE WRITER
offer an indication of the
purpose of the text — what it is
for and what it aims to do?
communicate a sense of who
intended readers are and how
they are to engage with the text?
offer adequate and relevant
context to enable intended
readers to critically engage with
the subject?
write with a consistent sense of
the text’s intended purpose and
audience?
offer an adequate sense of why
the text’s subject matters, its
significance and purpose?
establish credibility, take an
appropriately authoritative
stance on the subject given its
context?
Effective writing depends on having a solid sense of its PURPOSE…
IS THE WRITER SEEKING TO
INFORM?
Summarize and report on issues to share information and answer questions
(Note: this purpose alone does not give students opportunities to demonstrate 200-level
outcomes for critical thinking, reading, & writing)
ANALYZE AND/OR INTERPRET?
Identify and determine the significance of patterns, causes, effects, categories, contrasts,
commonalities, etc.; emphasize the logical examination and/or interpretation of subjects,
ideas, and texts by making claims based on sound evidence and reasoning
EVALUATE, ASSESS, AND/OR CRITIQUE?
Define and apply criteria in order to appraise, condemn, or recommend based on sufficient
analysis
PERSUADE OR PROPOSE?
Stake a position, motivates critical or skeptical readers to take action or make a decision
SOLVE A PROBLEM?
Identify/define a problem, explains its significance, and proposes solutions
Wha t D wit Al of thi Reflectiv Wor ?
REFLECT?
Share insights based on experiences; critically observe, analyze, and assess what informs
and impacts one’s own thinking and learning process, experiences, and potentials
SOMETHING ELSE?
RC
RHETORICAL
CONSIDERATION continued…
a writer’s ability to compose within contexts and for audiences and
purposes relevant to a program’s discipline/field
Effective writing also depends on an understanding its INTENDED READERS. This influences to what extent
writers explain concepts, the kinds of arguments and evidence they employ, how they develop content, and elements
such as document design, word choice, and tone…
IS THE TEXT WRITTEN TO
communicate with an ACADEMIC AUDIENCE
to advance undergraduate scholarship in the field: written work that aims to join and advance an
ongoing academic conversation among undergraduate theorists, scholars, and experts with
specialized knowledge?
communicate with a PROFESSIONAL AUDIENCE
to provide information, analysis, research, and/or critique upon which to base informed decisionmaking: writing prepared for other professionals, practitioners, colleagues and/or decision-makers
with specialized knowledge or influence?
communicate with a GENERAL AUDIENCE
to provide information, analysis, research, and/or critique: written work prepared for clients,
patrons, patients, citizens, etc. with personal interest but no specialized or expert knowledge?
DOES THE WRITER
sufficiently anticipate intended readers’ expectations?
write with an accurate sense of how much their readers already know, what they value, and
what they might assume given their specific context within the discourse community?
Wha t D wit Al of thi Reflectiv Wor ?
Assessors’ Note: As Rhetorical Consideration is an umbrella concept that
has bearing on all other criteria, it is helpful to assess this criterion last.
CTC
CRITICAL THINKING, READING, & WRITING:
Content Development & Organizational Logic
a writer’s ability to to ask and develop questions and content relevant to the
discipline and organize and communicate this such that it builds toward deepened
comprehension of the subject or issue for its intended audience given its purpose.
-4Exceeding Proficiency
-3Meeting Proficiency
-2Approaching Proficiency
-1Not Proficient
Uses appropriate, relevant,
and compelling content to
explore and develop ideas
within a logical, strategic, and
relevant arrangement of
paragraphs, transitions, and
organization of ideas. The
organizational logic enhances
comprehension and conveys
the writer’s understanding and
authority.
Uses appropriate, relevant,
and compelling content to
explore and develop ideas
within a logical arrangement
of paragraphs and/or
sections, transitions between
paragraphs, and organization
of ideas within paragraphs.
The organizational logic
enhances a reader’s
understanding of the text’s
ideas.
Attempts to use appropriate,
relevant, and compelling
content to explore and
develop ideas within a
generally clear arrangement of
paragraphs, use of transitions
between paragraphs, and
organization of ideas within
paragraphs. The
organizational logic assists a
reader’s understanding of the
text’s ideas
Uses content to develop ideas
that is inappropriate,
irrelevant, and/or inaccurate.
Arrangement of paragraphs,
ideas within paragraphs, and
transitions between
paragraphs is confusing
and/or lacks coherence. The
disorganization makes it
difficult for a reader to
understand the text’s ideas.
Score of – 0 – indicates that there is not enough information to assess the criterion, perhaps due to a failure of the assignment to require writers to demonstrate it.
Question W As
DOES THE WRITER
engage with a debatable and reasonably complex
subject? (thesis, hypothesis, perspective, central
question, etc.)
offer evidence that the subject has been adequately
and accurately considered?
communicate the scope of the text, what it will and will
not include?
include sufficient informative and illustrative examples
and details?
Wha
D witorganizational
Al of thi strategies
Reflectiv
Wor ?
employt effective
appropriate
to the content to develop his or her ideas?
Effective writing employs
a range of ORGANIZATIONAL
STRATEGIES…
DOES THE WRITER
organize the development of
content so that it consistently,
appropriately, and logically
builds—sentence by sentence,
paragraph by paragraph,
section by section—to achieve
its purpose and facilitate its
intended readers’ deepened
comprehension of the subject
or issue?
employ helpful, specific, and
accurate transitions between
sentences, paragraphs, and/or
sections that signal how the
text is constructed to support,
develop, and explain its content
and ideas?
CTC
CRITICAL THINKING, READING, & WRITING:
Content Development & Organizational Logic continued
a writer’s ability to ask and develop questions and content relevant to the
discipline and organize and communicate this such that it builds toward deepened
comprehension of the subject or issue for its intended audience given its purpose.
ORGANIZATIONAL STRATEGIES EXAMPLES
GENERAL TO SPECIFIC (DEDUCTIVE): moving from a broad observation about a subject to specific details in support of that
subject
CHRONOLOGICAL (LINEAR): presenting actions or events as they occur or occurred in time
CLIMACTIC (ASCENDING): arranging details or ideas in order of increasing importance or force
SPATIAL: presenting details as they are (or were) located in space — such as, from left to right or from top to bottom;
describing things as they appear when observed, determining the perspective from which readers observe the content
ILLUSTRATION &
EXEMPLIFICATION:
focusing on the use of
precise, concrete, sensory
language to describe a issue,
location, person, process,
experience, source, object,
memory, etc. to explain or
illuminate point(s) made
“for example, for instance, that is,
thus, to illustrate”
PROCESS ANALYSIS:
giving instructions or
prioritizing the sequence of
steps or stages of some kind
of progressive action, concept,
event, application of skill, etc.
to explain and/or demonstrate
point(s) made
“the following, several, for
example, for instance, one,
another, also, too, in other
words, first second, 1, 2, 3…,
a, b, c…, most importantly, the
largest, the least, later, before,
next, as soon as, after, then,
finally, meanwhile, following,
last, during”
Effective writing employs a range of
strategies to develop content and ideas…
DEVELOPMENT STRATEGIES EXAMPLES
with signal phrases
NARRATION:
DESCRIPTION:
using stories real and/or
hypothetical (imagined) that
are relevant to a main idea
and explain or demonstrate
point(s) made
focusing on the use of precise,
concrete, sensory language to
describe a issue, location, person,
process, experience, source,
object, memory, etc. to explain or
illuminate point(s) made
“first, second, next, then,
later, at the same time,
meanwhile, immediately,
soon, before, earlier, after,
afterward, now, finally”
“is, refers to, can be defined as,
consists of, involves, is a term that, is
called, is characterized by, occurs
when, entails, corresponds to”
CLASSIFICATION:
EXTENDED DEFINITION:
dividing, grouping, or categorizing
information according to specified
topics, which are the explained in
detail one by one and organized in
a way that purposefully represents
and supports point(s) made
extending the use and
understanding of a specific
use of a word, term, or
concept in order to redefine
in a new, original, unique way
to support point(s) made
“in fact, in other words, clearly,
evidently, obviously, comprises,
classified as, is composed of,
several varieties of, different
stages of, different groups that,
includes, one, another, finally”
“in fact, in other words,
clearly, evidently, obviously,
furthermore, additionally,
also, besides, further, in
addition, moreover, again”
CAUSE & EFFECT:
highlighting reasons (causes)
and results or consequences
(effects) to explain point(s) made
“because, for, since, stems
from, one cause/reason is,
leads to, causes, creates,
yields, produces, due to,
breeds, for this reason,
consequently, results in,
therefore, thus, as a result,
hence”
COMPARE & CONTRAST:
highlighting similarities (comparison),
differences (contrast), or both among
two or more things by first presenting
the items of comparison and criteria or
qualities being compared/contrasted,
and then analyzing and/or explaining
these in relation to point(s) made
“both, also, similarly, like, likewise,
too, as well as, resembles,
correspondingly, in the same way,
to compare, in comparison, share,
unlike, differs from, in contrast, on
the other hand, instead, despite,
whereas, nevertheless, however, in
spite of, as opposed to”
CTS
CRITICAL THINKING, READING, & WRITING:
Sources, Evidence & Reasoning
a writer’s ability to support their ideas both logically and ethically, using
evidence and sources appropriate to a program’s discipline given the text’s
rhetorical context.
-4Exceeding Proficiency
-3Meeting Proficiency
-2Approaching Proficiency
-1Not Proficient
Demonstrates relevant,
accurate, and strategic use
of credible sources to
support and purposefully
extend sound reasoning as
appropriate to the discipline
and genre of writing.
Demonstrates relevant,
accurate, and strategic use
of credible sources to
support sound reasoning as
appropriate to the discipline
and genre of writing.
Demonstrates an attempt to
use credible and or relevant
sources to support generally
clear reasoning as
appropriate to the discipline
and genre of writing.
Demonstrates minimal
attempts to use sources,
evidence is vague, and/or
reasoning is flawed. Sources
and evidence establish little
authority in the writing.
Score of – 0 – indicates that there is not enough information to assess the criterion, perhaps due to a failure of the assignment to require writers to demonstrate it.
Question W As
REASONING: DOES THE WRITER
EVIDENCE: DOES THE WRITER
employ logical reasoning strategies in
moving from premises to conclusions?
allow the evidence to drive their writing
rather than the other way around?
distinguish between facts &
interpretations and/or opinions?
support claims with an adequate variety of
evidence?
synthesize a range of evidence to
support larger claims?
support claims with evidence considered
relevant to the field or discipline?
acknowledge the logical consequences
and implications of their
thesis/perspective/central claim?
evaluate sources for relevance, credibility,
bias, quality of evidence, and quality of
reasoning?
acknowledge the complexity of the
subject/issue/perspective by explicitly
exploring alternative perspectives/sides
of an issue (not “cherry picking”) or by
implicitly qualifying claims with
language such as “suggests” and
“perhaps”?
appropriately acknowledge sources to avoid
plagiarism? (mechanics of citations covered
in separate criterion)
adequately introduce and contextualize
formal (print and online sources) and/or
informal (memory and experiences)
sources/evidence to convey how and why
they are relevant to the writer’s text?
CGD
CONVENTIONS:
Genre & Discipline
how deftly the writer grasps the various style and citation conventions, formats,
and terminologies relevant to both the genre of the text as well as a program’s
discipline/field
-4Exceeding Proficiency
-3Meeting Proficiency
-2Approaching Proficiency
-1Not Proficient
Demonstrates exceptional
execution of a wide range of
conventions particular to a
specific discipline and/or
writing task(s) including
content, voice, presentation,
formatting and stylistic
choices.
Demonstrates consistent
use of important
conventions particular to a
specific discipline and/or
writing task(s) including
content, voice, presentation,
formatting and stylistic
choices.
Attempts to use
conventions particular to a
specific discipline and/or
writing task(s) including
content, voice, presentation,
formatting and stylistic
choices.
Demonstrates inconsistent
attention to conventions
particular to a specific
discipline and/or writing
task(s) including content,
voice, presentation,
formatting and stylistic
choices.
Score of – 0 – indicates that there is not enough information to assess the criterion, perhaps due to a failure of the assignment to require writers to demonstrate it.
Question W As
DOES THE WRITER
consistently structure the writing
within a genre relevant to the
field/discipline?
consistently employ appropriate style,
formatting, and citation conventions
of the genre and discipline,
mechanically speaking?
consistently employ terminology and
discourse in ways that are relevant to
the field/discipline?
Conventions vary depending
on the community of discourse,
both formal and informal.
Academic discourse has some basic conventions that set it apart
from, say, technical, legal, or journalistic discourse. While most
academic discourse is essentially formal, conventions vary
from discipline to discipline: i.e. writers in the sciences have
different expectations for communicating from writers in the arts,
writers in business disciplines have different expectations from
writers in the humanities, etc.
Genres and documentation styles for citing sources also differ
from discipline to discipline.
GENERAL GUIDELINES FOR COMMON CITATION STYLES
Citation styles are a feature of formal, research-based academic writing, but they are not a requirement for 200-level
writing in all disciplines. The following page offers some general guidelines for a few of the most common styles
required of FLCC students. Assessors are not expected to be experts in a range of styles; we can let consistency
guide our evaluation. Also, there are ample resources available online to support our assessment.
CGD
MLA
APA
Genre & Discipline continued
how deftly the writer grasps the various style and citation conventions, formats,
and terminologies relevant to both the genre of the text as well as a program’s
discipline/field
Disciplines
Language/Voice
Quotations
Citations
Formatting
Liberal Arts,
Humanities
Active Voice
1st-person OK
Present Tense
Thesis-driven
Emphasizes direct
quotations/ language
from texts, inclusive
language
Emphasizes
direct quotations/
language from
texts, inclusive
language
No section
headings
Passive Voice
Avoids 1st Person
Past Tense
Thesis-Driven
Emphasizes
paraphrase and
summary of source
materials, inclusive
language
Author & year add pg. # for direct
quotation:
(Smith, 2016).
(Smith, 2016, p. 7).
Running head
Section headings
– often IMRD
format
Passive Voice
Avoids 1st Person
Past Tense
Hypothesis-Driven
Emphasizes
paraphrase and
summary of source
materials
Author & year:
(Smith 2016).
Section headings
– often IMRD
format
Engaging voice for
general audiences,
practical & concise
reportage
Emphasizes direct
quotations from
sources, inclusive
language
Sources introduced
& acknowledged but
not formally cited.
Active Voice
Avoids 1st-person
Present Tense
Thesis-driven
Emphasizes direct
quotations/ language
from texts, inclusive
language
Sourced cited
consecutively with
superscripted
numbers & full
bibliographic
footnotes
Education,
Social Sciences,
Health-related
fields &
Business
CSE Sciences,
Technology
AP
CONVENTIONS:
Journalism
CHICAGO History,
Fine Arts,
Humanities
Works Cited page
References page
References page
Short paragraphs
Optional section
headings
No bibliography
Section headings
Bibliography page
CR
CONVENTIONS:
Readability
an ability to write clearly and professionally in a manner that facilitates
intended readers’ comprehension.
-4Exceeding Proficiency
-3Meeting Proficiency
-2Approaching Proficiency
-1Not Proficient
Employs language that
skillfully communicates
meaning to readers with
clarity and fluency, and
is virtually error-free.
Text contains relatively
few errors in spelling,
grammar, punctuation,
or sentence structure.
Errors do not interfere
with comprehension.
Text contains some
errors in spelling,
grammar, punctuation, or
sentence structure. These
errors interfere with
comprehension at times.
Text contains numerous
errors in spelling,
grammar, punctuation,
or sentence structure
that interfere with
comprehension.
Score of – 0 – indicates that there is not enough information to assess the criterion, perhaps due to a failure of the assignment to require writers to demonstrate it.
Question W As
DOES THE WRITER
demonstrate attention to correctness and
command of grammar, spelling, and mechanics,
ensuring that any errors do not confuse readers
or lend to the potential for competing
interpretations of a sentence’s meaning?
offer evidence that the text has been carefully
proofread for surface errors?
Rubric Name: Copy of Draft Lit Rev
Print
Level 4
Level 3
Level 2
Level 1
10 points
7 points
5 points
1 point
Organizational Some clarity is seen in the
Attempts are seen to show an
Weak or confusing arrangement of paragraphs Minimal attem
Line
organization of the content so organizational strategy that will
and/or sections. Logical line is hard to
organize conte
that it develops along a
develop content so that some logical determine with several different topics
research being
logical line to achieve its
line is seen in how the piece is
presented with little if any focus/purpose.
repeated with l
purpose and facilitate its
constructed but there are some gaps or Reader is left to decipher much on their own. explanation. R
intended readers’ deepened
confusion. Some anticipation of reader
ignored/insulte
comprehension of the subject expectations is seen. Attempt to
or issue.
indicate a purpose is seen.
Criteria
Criterion Feedback
Area of development: Creating a more focused examination of one line of inquiry.
Level 4
10 points
Use of sources Demonstrates relevant,
accurate, and strategic use of
credible sources to support
sound reasoning. Effectively
incorporates content from
sources into the logical line.
Criteria
Level 3
7 points
Attempts are seen to use credible
sources to support sound reasoning.
Lack of connection is seen between
source content and the logical line.
Level 2
5 points
Credible sources are cited in-text but do little
to support sound reasoning. Either lack of
content or excessive quotation and/or
paraphrasing of sources detracts from a
reader’s understanding.
Level 1
1 point
Few if any cred
are incorporate
writing piece th
little, if any ap
content of sour
Statements are
without eviden
support.
Criterion Feedback
Area of development: Instead of reporting on just what other researchers said, you want to report on specific findings of studies to include specific var
Level 4
Level 3
Level 2
Level 1
Criteria
5 points
3 points
2 points
0 points
Criteria
Purpose, Focus
Level 4
10 points
Level 3
Level 2
Level 1
7 points
5 points
1 point
It is clear who the target audience Indications are seen of who the
Audience and focus are
No indication
is. Attempts are seen to enable
intended audience is. Attempts are
identified, but it is not clear intended audie
readers to critically engage with seen to enable readers to engage with as to how readers needs will focus. Minima
the topic. The major
the topic. Attempts are seen to identify be met or how
tailor lit rev to
points/themes/topics of the lit rev a main focus. Some success is seen in points/themes/topic relate to audience or de
are consistently and appropriately organizing major points/themes/topics focus. Attempts are weak or cohesive focus
organized around an identifiable of the lit rev organize around that
incomplete.
focus.
focus. Accuracy and clarity not
achieved.
Criterion Feedback
It appears the target audience is teachers/administrators so an anticipated need would be supporting statements with specific findings as well as establ
development.
Level 4
10 points
Genre/Discipline
Criteria
Level 3
7 points
Consistently employs
appropriate citation for in-text
references in APA format,
mechanically speaking. Accurate
References page included.
Total
Score of Copy of Draft Lit Rev,
28 / 30
Level 2
5 points
Attempt seen to employ
appropriate citation for in-text
references in APA format,
mechanically speaking. Mostly
accurate References page included.
Inaccurate and/or
inconsistent use of APA
format in citing references
both in-text and in
References page.
Level 1
1 point
Minimal attem
employ APA f
1
Connor Davie
Childhood Psychology
Professor Newland
14 December 2023
Efficacy of Inclusion Education for Children with Autism Spectrum Disorder: Assessing the
Impact of Severity Levels
Educators apply diverse strategies to instruct and provide instructions to learners based
on their abilities. These studies revealed that individuals with autism spectrum disorder (ASD)
struggle with numerous challenges that disoriented their communication, learning, and
interaction processes. There have also been suggestions that applying different learning
processes, activities and accommodations could help transform the process. This review reveals
the efficacy of inclusion increases when teachers working with ASD students engage some of
these different techniques, offer psychosocial support and provide personalized instructions.
The challenge of an inclusive learning environment for students with ASD has long been
the topic of discussion in education. Jaffal (2022) examined the challenges that instructors face
while trying to include students with ASD in mainstream classrooms. According to this author,
teachers’ attitudes, preparedness and knowledge is important in promoting an inclusive
environment. Teachers however encounter several barriers when trying to create this type of
environment for these students some of which are inadequate resources, limited knowledge of
evidence-based practices to support ASD students, and overwhelming classroom demands. Jury
(2021) also found that teachers attitude plays a significant role in the inclusion of ASD students.
2
He states that the specific difficulties these students should be addressed and supported to ensure
that teachers develop a more positive attitude towards inclusion.
The present policies regarding students with ASD in inclusive mainstream environment
falls short of an equal education opportunity. Merry (2019) examines whether inclusion policies
effectively deliver educational justice for ASD students. His findings revealed that even within
purpose of the inclusion policies were to promote equal learning opportunities for all students,
they have fallen short in addressing the unique needs of students with ASD. In the article by
Graham (2021) the idea for a successful inclusive learning environment can be achieved but only
if the challenges that face this environment are addressed. Students’ challenges in inclusive
environment includes sensory sensitivities, academic struggles and communication barriers. As
a result of both of these articles it is made clear that the present policies lack what is needed for
ASD students to succeed.
For inclusive environments to be successful for ASD students there must be policies in
place along with collaborative effort of staff. Dyler (2022) states that for a successful inclusive
environment to be achieved, the instructors should have enough time to develop and plan on the
diverse student needs in their class. Institutions should collaborate with special education
teachers to evaluate the needs of ASD students and develop appropriate plans. The key factor to
a successful inclusion environment is to be identifying the student’s needs. Petersson-Bloom and
Holmqvist (2022) elaborated that strategies that promote inclusive learning environment include
social support, instructional strategies and environmental adaptions. They believe that
understanding different strategies were a major contribution to the success of an inclusive
environment. Before any of these can work there must be a focus for the schools to foster
policies that involve parent as well as educators.
3
Past studies on inclusion education for students with ASD have presented unique
arguments favoring the practice. Educational institutions have to focus on these literature
findings to improve their inclusion frameworks and consider better ways to transform learning.
These students can be in an inclusive learning environment based on the severity of their
disorder if the proper steps are taken to ensure the success of these students. All student have the
right to an equal educational opportunity with the needed accommodations.
4
Work Cited
Ahlers, K., Hugh, M. L., Tagavi, D., Eayrs, C., Hernandez, A. M., Ho, T., & Locke, J. (2023).
On an island by myself”: Implications for the inclusion of autistic students in selfcontained classrooms in public elementary schools. Frontiers in Psychiatry, 14(1), 1-15.
https://doi.org/10.3389/fpsyt.2023.1241892
Dyer, R. (2022). Successful inclusion of students with autism spectrum disorder. International
Journal of Technology and Inclusive Education, 11(1), 1717-1726. Retrieved November
24, 2023, from https://infonomics-society.org/wp-content/uploads/Successful-Inclusionof-Students-with-Autism-Spectrum-Disorder.pdf
Graham, L. J. (2021). Inclusive education challenges for students with autism spectrum
disorder. BU Journal of Graduate Studies in Education, 13(3), 21- 25.
Jaffal, M. A. (2022). Barriers general education teachers face regarding the inclusion of students
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5
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Theoretical Perspective/
Relevant Theories
Labeling Theory and Life
Course Theory. Labeling
Theory is used to examine
how the labeling of students
needing special education
services can affect their
educational trajectories,
opportunities, and
identities.
Life Course Theory helps
explore how different
events and timing,
particularly in the context of
educational labeling, can
have varying effects on
students’ life courses.
The study is grounded in the
principles of inclusive
education theoretical
framework. Inclusion goes
Relevant terms/concepts
W definition/explanation
Special Education
Identification: The process of
classifying students as needing
special education services
based on specific disability
categories.
High-Stigma Labels: Disability
categories that carry a social
stigma, potentially affecting
students’ identities and
educational experiences.
Low-Stigma Labels: Disability
categories with less social
stigma, potentially associated
with greater access to
resources and support.
Timing of Identification:
Investigates when students
are labeled as needing special
education, especially in
relation to their grade level.
Intersectionality: The
interaction between race,
disability, and other identity
markers to understand how
they collectively influence
special education
identification.
Inclusion: Exceeding the
placement level and academic
integration domain, fostering
social participation and
Primary Research Methods
w explanation
Discrete-Time Hazard
Analysis: Involves examining
how the likelihood of
students being picked out
for special education
changes over time (grade
levels). It uses logistic
regression model
