4 SOURCE ANNOTATED BIBLIOGRAPHY(PLEASE READ DIRECTIONS CAREFULLY)

Running head: UNIT 6 ANNOTATED BIBLIOGRAPHY ASSIGNMENT 1

Unit 6 Annotated Bibliography Assignment

Kacey Smith

Purdue University Global

Please note that this is a sample Unit 6 Assignment to help inspire and guide your own

original writing of the assignment. Be sure to review the assignment instructions and grading

rubric, complete each task in the instructions, and contact the instructor with any questions.

Commented [S1]: The title page and document are properly formatted in APA 6th edition style.

For tips on formatting, see the Writing Center’s

Citation Guides page:

https://library.purdueglobal.edu/writingcenter/cita

tionguides

UNIT 6 ANNOTATED BIBLIOGRAPHY ASSIGNMENT 2

Unit 6 Annotated Bibliography Assignment

Thesis statement: Despite assertions that bullying is just kids being kids, the behavior actually

comes from not understanding differences, disabilities, and specialness – a problem parents,

educators, and others who work with children can use fiction to solve.

Constantinescu, C. & Samuels, C. A. (2016, September 6). Studies flag potential downside to

inclusion. Education Week. Retrieved from www.edweek.org.

Constantinescu and Samuels review studies that suggest inclusion of special education

students with typical peers can be problematic, particularly for younger children. In fact, several

studies indicated that typical children in kindergarten and first grade who have special needs

peers in their classes are more likely to have behavior issues, problems with social skills, and

lower scores in reading and math (2016). The article describes the experience of one education

teacher who expressed concern that inclusion of special needs students in the classroom

negatively influences the behavior of other students by precipitating and increasing incidents of

verbal and/or physical conflict between the students (Constantinescu & Samuels, 2016).

Education Week has been publishing since 1981, and they cover different angles on an

array of education-related issues. The authors have published other articles in Education Week

and elsewhere. The topics are all about education, but not all are focused on inclusion or special

needs students, which helped me conclude that they do not have a biased agenda. Within the

article, they cite research studies to support their ideas, and this article was published in 2016,

making it recent.

This article could be seen as a challenge to my argument. Clearly, the described situation

is unacceptable, but inclusion is not the problem; it is a lack of strategies and support to teach all

Commented [S2]: Don’t forget to include your revised thesis statement!

Commented [S3]: Place the citation (using the hanging indent) before the annotation.

Commented [S4]: The annotations need to include a summary of the main idea of the source

(be sure to remember an in-text citation!), an

evaluation of that source's credibility using the

criteria covered in units 5 and 6, and a reflection

on the source's value to your project. Does it

support your thesis or offer a challenge or

misconception that you will need to rebut?

Commented [S5]: Note that the annotation clarifies that this source poses a challenge to the

student’s thesis.

UNIT 6 ANNOTATED BIBLIOGRAPHY ASSIGNMENT 3

students appropriate responses to conflict, which will help them to develop empathy and

understanding of differences.

National Center for Education Statistics (NCES). (2018, April). Children and youth with

disabilities. Retrieved from http://nces.ed.gov/programs/coe/indicator_cgg.asp

This website has a helpful graphic from the U. S Department of Education that shows the

percent of students, classified by disability type, who had accommodations due to disabilities

during the 2015-2016 school year.

Figure 1. U.S. Department of Education, Office of Special Education Programs,

Individuals with Disabilities Act (IDEA) database (2010).

As the graph shows, learning disabilities, which could include issues like dyslexia, are 34% of

those receiving special education services. Of the 6.7 million students (14% of the overall

enrollment in public schools) receiving special education services in this year, 9% had autism

and 6% had an “intellectual disability,” according to the U. S. Department of Education’s data

Commented [S6]: Be sure to label figures. You will find a source in the Unit 9 Writing Center

readings to help you with this:

Citing Graphics and Visuals in APA Style

UNIT 6 ANNOTATED BIBLIOGRAPHY ASSIGNMENT 4

(as cited in NCES, 2018). In addition to this graph, the site has a graphic about the amount of

time that these children spend in general education classes:

Figure 2. U.S. Department of Education, Office of Special Education Programs,

Individuals with Disabilities Act (IDEA) database.

As this graph indicates, a majority of children with special needs spend 80% of more of their

time in a general education classroom, a clear reason that typical children in those classrooms

need to better understand disabilities (as cited in NCES, 2018).

I believe the National Center for Education Statistics website is a credible place to find

statistics; the page was last updated in April 2018, and according to their home page, this center

is “the primary federal entity for collecting and analyzing data related to education,” and it is

housed within the U. S. Department of Education (NCES, “About Us,” n.d.).

I

UNIT 6 ANNOTATED BIBLIOGRAPHY ASSIGNMENT 5

Stopbullying.gov. (n.d.). Bullying and children and youth with disabilities and special health

needs. Retrieved from https://www.stopbullying.gov/at-risk/groups/special-

needs/index.html

This non-profit has developed numerous resources on its website to address the problem

of bullying and kids. The page titled “Bullying and Youth with Disabilities and Special Needs”

describes why children with special needs are more apt to be bullied, details how to create safer

environments for these children in a school setting, notes the role of federal Civil Rights

disabilities laws in this issue, and offers additional resources that could be helpful for parents,

such as a tip sheet on special health needs (StopBullying, n.d.)

On their “About Us” page, the organization notes that it draws information from various

government agencies and that it has an Editorial Board to review content that draws from people

in government agencies like the Department of Education, the Centers for Disease Control, and

the Department of Justice; furthermore, the site is maintained by the U.S. Department of Health

and Human Services (Stopbullying.gov, n.d.). This site has a wealth of resources that will help

me to develop my point that special needs children need special protection from bullying.

Walsh, M. (2015). Your child with special needs is being bullied: What can you do? The

Exceptional Parent (Online), 45(9), 42-43.

Walsh examines the particular challenges that special needs children face when being

bullied and some reasons that they may be more likely to be targets of bullying. In particular, she

notes that typical children just may not understand behaviors and cognitive challenges that come

with disabilities like autism (Walsh, 2015). She also notes an important problem that can arise for

special needs children who are bullying victims—regression. This is when a child loses skills that

UNIT 6 ANNOTATED BIBLIOGRAPHY ASSIGNMENT 6

he or she had previously developed, and this can be a particular problem in the classroom since

these children already struggle to achieve academic success.

I found this article in the Purdue Global Library, which gives me confidence in its

reliability, but I also base my evaluation on the fact that this was published in 2015 and written

by a lawyer who specializes in advocating for children with disabilities. This article will help me

to support my claim that education is crucial for addressing bullying of special needs children as

well as why this is so important in a classroom setting—to address regression.

UNIT 6 ANNOTATED BIBLIOGRAPHY ASSIGNMENT 7

References

Cassidy, E. (2018, April 2). Twitter changes reporting form to include hate against people with

disabilities. The Mighty. Retrieved from https://themighty.com/2018/04/twitter-changes-

reporting-form-include-hate-against-people-with-disabilities/

Constantinescu, C. & Samuels, C. A. (2016, September 6). Studies flag potential downside to

inclusion. Education Week. Retrieved from www.edweek.org.

National Center for Education Statistics (NCES). (2018, April). Children and youth with

disabilities. Retrieved from http://nces.ed.gov/programs/coe/indicator_cgg.asp

National Center for Education Statistics (NCES). (n.d.). About us. Retrieved from

https://nces.ed.gov/about/

Stopbullying.gov. (n.d.). About us. Retrieved from https://www.stopbullying.gov/about-

us/index.html

Stopbullying.gov. (n.d.). Bullying and children and youth with disabilities and special health

needs. Retrieved from https://www.stopbullying.gov/at-risk/groups/special-

needs/index.html

Walsh, M. & Krooks, L. (2015). Your child with special needs is being bullied: What can you

do? The Exceptional Parent (Online), 45(9), 42-43.

Commented [S8]: Remember key rules about formatting the references page, such as using the

hanging indent, alphabetizing entries, and

ensuring that any sources listed here are cited in-

text as well. For more details on reference page

formatting and citations, see APA Style Central

and review the APA resources in Units 5 and 6.

Commented [S7]: A separate references page is not required for the assignment, but it is useful to

practice! Also, this includes additional sources

that were used for the credibility evaluation

component of the annotation.

Commented [S9]: Remember the “sentence level capitalization” rule for book, article, and

web page titles.