Summary work cite

Student Name

Date

Annotated Bibliography

Education for People with Disabilities

Noble, Helen. “Improving the Experience of Deaf Students in Higher Education.” British

Journal of Nursing, vol. 19, no. 13, 8 July 2010, pp. 851-54. Academic Search Complete, www.shoreline.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true db=a9h&AN=51990880&site=ehost-live.

In “Improving the Experience of Deaf Students in Higher Education” (2010), Helen Noble explains in detail about various difficult environmental settings and difficulties for deaf students who are in the process of higher education and suggests some of the potential support that would be useful for their education. The author shows how the number of students in colleges and universities are increasing rapidly during the past 20 years. Compare to this fast change, effective solutions to aid students who have physical disabilities are not widely known to people. Also, Noble points out that effectiveness of current support services like tutoring and note-taking for students who are deaf are still ambiguous due to the lack of research on that aspect. To conclude, the author highlights the importance of teachers and lecturers maintaining their connection with students with physical disabilities and understand special requirements for those students to support their academic success.

This source relates directly to keywords for my topic like “physical disabilities,” “students” and “education.” It is a credible peer-reviewed journal article from Academic Search Complete. This journal article will be useful for my research paper because the author’s main claim, which is emphasizing the importance of supporting students with physical disabilities, fits exactly with my own topic direction for my research paper. It also reflects various difficulties that students with deafness face during their education in college and universities and that is useful information.

Kattari, Shanna K. “Examining Ableism in Higher Education through Social Dominance Theory

and Social Learning Theory.” Innovative Higher Education, vol. 40, no. 5, 26 Feb. 2015,

pp. 375-86. Academic Search Complete, doi:10.1007/s10755-015-9320-0.

In “Examining Ableism in Higher Education through Social Dominance Theory and Social Learning Theory” (2015), Shanna K. Kattari argues that people with disabilities are pushed out from the dominant group in society who holds power because of the lack of building healthy relationship between people with disabilities and people who are able-bodied. Kattari explains how the existence of ableism in society is built on the unawareness of the privilege of the able-bodied group. Kattari also includes statistics evidence from the United State Census Bureau that shows the percentage of people with serious disabilities in United States. She claims that increasing the awareness of able-bodied individuals about their privileges and advantages that they have in society will improve perspective towards people with disabilities. The author suggests specific solutions like educating students about positive “ally behaviors” toward people with disabilities.

This reliable source is a peer-reviewed journal article that was published in Innovative Higher Education. It examines one of the keywords for my topic which is “ableism.” It has a strong connection with my research topic because it helps me to understand how the awareness of people without disabilities play important role in improving the educational environment for people with disabilities. Also, it can contribute to my research paper by providing some statistics from this article that can be used as evidence to support main ideas for my research.

Taylor, Kate. “Some New York City Students Not Getting Therapy Services, Report Says.” The

New York Times, 12 July 2017, www.nytimes.com/2017/07/11/nyregion/special

education-services-vouchers.html.

In “City Violates Disabled Students’ Rights, Suit Claims” (2017), Kate Taylor reports on two students with disabilities who are charging the education department in New York for not providing required special services. She argues this reflects an infringement on rights of education for people with disabilities. Taylor first investigates the current issue that was raised in New York City on how students attending public school claim that their public school didn’t provide special services required for all students with disabilities. Taylor explains that schools didn’t support students with disabilities by not recruiting the specialist who provides “related services” like special tutoring and advising and instead left parents to find their own therapists for their children without any aid. In the article, Kate Taylor provided the latest study on how almost over half of the students with disabilities in New York City didn’t get to use their “vouchers” because school didn’t introduce the therapists for special needs. Taylor concludes with the statement for the educational department on how it is crucial and important for them to focus on supporting student with disabilities by giving out appropriate special services.

Unlike my other sources in this annotated bibliography, this is not a peer-reviewed journal article. This article is reliable because it is from credible newspaper, The New York Times. It has clear connection with my research topic by portraying the recent issue on violation of the education right for people with disabilities. This issue in this newspaper article can be used as example that shows how current education special services are ineffective.

Rhim, Lauren Morando, and Margaret J. McLaughlin. “Special Education in American Charter

Schools: State Level Policy, Practices and Tensions.” Cambridge Journal of Education,

vol. 31, no. 3, Nov. 2001, pp. 373-83. Academic Search Complete, doi:10.1080/03057640120086611.

In “Special Education in American Charter Schools: State Level Policy, Practices and Tensions” (2017), Lauren Morando and Margaret McLaughlin focus on how US charter schools’ ways of supporting students’ education excludes providing effective special education for students with disabilities. The article describes how the nature of the charter school in US are more “individualized” and “autonomous” compared to traditional public schools that stay close to state’s regulations and rules. Through the long term research that was shown in this journal article, it is proven that this free and individualized nature doesn’t cope well with highly regulated and focused special education that is required for students with disabilities. Through the results of the research, it is proven that some charter schools lack their ability to provide appropriate special supports for students with disabilities.

The credibility of this source is proven because it is the peer-reviewed journal article from library database. Comparing this source with others, it is different because it focuses on education in charter schools in US, unlike my other sources that are about education in colleges, universities, and public schools. This source is related to my topic because it shows the aspect of on part of US schools lacking the ability to support students with disabilities due to their operating methods. Even though it focuses only on charter schools and more narrow than my research topic, it still can be used for my research paper.