Problem Statement Cm1
1
Problem Statement[cm1]
The general problem is that for over two decades, disabled children have been neglected and denied their right of accessing education (Bryan, 1976; Hawkridge, Vincent & Hales, 1985; Hunter-Johnson, Newton & Cambridge-Johnson, 2014; Vlachou, 1997). The world has risen through the initiative of inclusion which is defined as the core principle of ensuring that disabled students are included at a classroom level towards accessing education (Billingsley, McLeskey & Crockett, 2014). Nigeria and Bahamas have embraced the program, but the notable response according to the government of Bahamas [cm2]is not friendly. The Bahamas government report on inclusion integration progress provided shows [cm3]that disabled students are frustrated in various ways all the way from the unfriendly environment (Hunter-Johnson, Newton & Cambridge-Johnson, 2014).
The[cm4] disabled students are frustrated, and it is unfortunate that their performance has been negatively affected (Hunter-Johnson, Newton, & Cambridge-Johnson, 2014). The[cm5] students’ performances have not been reflecting appropriately by the resources that governments are investing in the program. The inclusive education policies demand the association from the various stakeholders towards enhancing the implementation of the inclusion program (Shareefa, n.d[cm6]).
The success of the disabled students’ performance is influenced by the teacher’s attitude (Movallali, Hassanzadeh & Moravej, 2014). The Cognitive Dissonance Theory by Leon Festinger provides the understanding about the inconsistency that exists among the stakeholders of the program. [cm7].The failure of examining the teacher’s attitude will give no positive understanding of the poor performance of the children[cm8]. When all other associated factors and limitations are met,[cm9] the performance will never get improved (Billingsley, McLeskey & Crockett, 2014). Instead, the students will be more frustrated (Bhatnagar & Das, 2014). Therefore, it is appropriate to conduct research on the effects of the teacher’s attitude on the disabled student’s performance. The attitude can either be positive or negative and its effects do vary.
Reworked section[cm10]:
The general problem is that for over two decades, disabled children have been neglected and denied their right of accessing education (Bryan, 1976; Hawkridge, Vincent & Hales, 1985; Hunter-Johnson, Newton & Cambridge-Johnson, 2014; Vlachou, 1997). The world has risen through the initiative of inclusion which is defined as the core principle of ensuring that disabled students are included at a classroom level towards accessing education (Billingsley, McLeskey & Crockett, 2014). Nigeria and Bahamas have embraced the program, but the notable response according to the government of Bahamas [cm11]is not friendly. The Bahamas government report on inclusion integration progress provided shows [cm12]that disabled students are frustrated in various ways all the way from the unfriendly environment (Hunter-Johnson et al., 2014). As a result, their performance has been negatively affected (Hunter-Johnson et al., 2014).
The specific problem to be addressed by this study is that students’ performances have not been reflecting appropriately by the resources that governments are investing in the program; part of the success of the disabled students’ performance is based on the teacher’s attitude of the program (Movallali, Hassanzadeh & Moravej, 2014). The inclusive education policies demand the association from the various stakeholders towards enhancing the implementation of the inclusion program (Shareefa, n.d).. A healthy learning environment is mostly created by the instructor and thus the purpose of defining their attitudes’ affects the performance in particular (Crivello, Camfield & Woodhead, 2009). When all other associated factors and limitations are met,[cm13] the performance will never get improved (Billingsley et al., 2014). Instead, the students will be more frustrated, limiting their ability to learn as they should [cm14](Bhatnagar & Das, 2014). The failure of examining the teacher’s attitude will give no positive understanding of the poor performance of the children[cm15]. Therefore, it is appropriate to conduct research on the effects of the teacher’s attitude on the disabled student’s performance. The attitude can either be positive or negative and its effects do vary.
References
Bhatnagar, N., & Das, A. (2014). Attitudes of secondary school teachers towards inclusive education in New Delhi, India. Journal of Research in Special Educational Needs, 14(4), 255-263.
Billingsley, B. S., McLeskey, J., & Crockett, J. B. (2014). Moving toward inclusive and high-achieving schools for students with disabilities.
Bryan, T. H. (1976). Peer popularity of learning disabled children: A replication. Journal of
Learning Disabilities, 9(5), 307-311.
Hawkridge, D. G., Vincent, T., & Hales, G. (1985). New information technology in the
education of disabled children and adults. College Hill Pr.
Hunter-Johnson, Y., Newton, N. G., & Cambridge-Johnson, J. (2014). What does teachers'
perceptions have to do with inclusive education: A Bahamian Context.
International journal of special education, 29(1), 143-157.
Movallali, G., Hassanzadeh, S., & Moravej, M. (2014). The attitude of regular and itinerant teachers towards the inclusion of hearing impairment children. Iranian rehabilitation Journal, 12(22).
Shareefa, M. (2016). Institutional and teacher readiness for inclusive education in schools of hithadhoo, addu, maldives: A study of the perceptions of teachers. International Journal of Scientific & Technology Research, 5 (7), 6-14.
Vlachou, A. D. (1997). Struggles for inclusive education: An ethnographic study. Open
University Press.
[cm1]Just some citation notes….(1) sources should be from within the last 5 years and (2) those with 3+ authors should be cited in full the first time, then use “et al.” every time after.
For example:
“Hunter-Johnson, Newton & Cambridge-Johnson, 2014” becomes “Hunter-Johnson et al., 2014”
For those sources dated beyond 5 years try to replace with more current sources
After your section I provided a suggested reworked version of you section…it uses your words with a few revisions and reorganization for better flow of your ideas. Additionally, I added the “specific problem” statement required for this section. I hope you like and will use.
Let me know your thoughts.
[cm2]Since you state this, citation is needed. Additionally, if Nigeria is your study location why are you using research based on the Bahamas, why not Nigeria?
[cm3]Incorrect grammar. Take “provided” out
[cm4]This sentence somewhat repeats the previous sentence. I suggest adding this sentence to the previous paragraph and revising this sentence to state “As a result, their performance has been negatively affected (Hunter-Johnson et al., 2014).”
[cm5]This sentence would begin a new paragraph and requires a citation
[cm6]This should be followed by a sentence connecting the previous sentence to teacher attitudes. See suggestion below:
“The specific problem to be addressed is that despite the presence of inclusion programs, the implementation is inconsistent (citation). A healthy learning environment is mostly created by the instructor and thus the purpose of defining their attitudes’ affects the performance in particular (Crivello, Camfield & Woodhead, 2009). “
[cm7]Not appropriate for this section. To be used in Theoretical Framework for Chapter 1
[cm8]Citation needed
[cm9]Such as? This should be described a little more, otherwise, the entire sentence isn’t clear. Why would performance not improve?
[cm10]Comments above about dated/needing citations still apply
[cm11]Since you state this, citation is needed. However, if Nigeria is your study location why are you using research based on the Bahamas, why not Nigeria?
[cm12]Incorrect grammar. Take “provided” out
[cm13]Such as? This should be described a little more, otherwise, the entire sentence isn’t clear. Why would performance not improve?
[cm14]Added this to explain why student frustration is important to recognize
[cm15]Citation needed