A2 Annotated Bibliography

.docx

School

Colorado State University, Fort Collins *

*We aren’t endorsed by this school

Course

150

Subject

Accounting

Date

May 6, 2024

Type

docx

Pages

Uploaded by DeaconThunderSpider48 on coursehero.com

CO150 Section 12:30pm 7 March, 2021 Annotated Bibilography Research Question: Are K-12 public schools in the US (possibly Colorado?) providing enough resources to help students with learning disabilities learn online during COVID-19? Chung, Nicole. “My Child Has a Disability. What Will Her Education Be Like This Year?” The New York Times, 15 Sept. 2020, https://www.nytimes.com/interactive/2020/09/10/magazine/special - education - covid.html . Accessed 28 Feb. 2021. Chung explains her personal story with her child who has accommodations for a learning disability and the transition from working with an I.E.P. in normal times to COVID-19 learning. Chung explains that her child’s I.E.P was drastically changed when online learning began, and the amount of work she had to do to help her child learn at home. Chung found it hard to help her child receive the same amount of support that they would’ve received face to face, despite the opportunities offered to them. Online learning drastically interrupted accommodations that they set in place, and Chung talks about how some underfunded schools were barely able to aid children with accommodations before the pandemic and can’t offer those anymore. Chung makes a huge point that parents are basically being trained to help their students, due to coaches not being able to help out in person like many disabled students need. The biggest issue Chung brings up is that most I.E.P. won’t be able to be met fully, and individualized support systems that children normally have just can’t be done in this environment. Chung also brings up the

point that the children with disabilities have the most to lose due to already working hard in faceto-face learning in the past, and now the progress they’ve made might be gone due to not getting the support they need. This source was made in September of 2020, making it extremely recent and up to date with it’s information. The publication, The New York Times, is known to be a credible source, along with the source itself being an editorial. Chung references her own experiences with accommodations during COVID-19, and includes information from teachers help students with learning disabilities and what they’ve observed. The information in this source is relevant to my topic due to it giving me lots of information on how accommodations are being treated in k-12 schools in the US specifically. This source makes it different due to it being an editorial, and having more opinion than research. It brings in lots of personal experience from being a parent with a child with an I.E.P., which you won’t get from a source such as Neslon and Murakami’s research. It confirms information from Nelson and Murakmi, showing that schools aren’t doing enough for accommodations during this pandemic. This source is extremely valuable due to it containing information about what’s happening in the schools, and I can use the examples in this source as evidence to explain that k- 12 schools aren’t doing enough to support disabilities during COVID-19. I can also use many of the specifics on how an I.E.P. is treated during normal times compared to now in my argument and how students are going to be affected in the long run to further that point.

Levine, Hallie. “As School Returns, Kids With Special Needs Are Left Behind.” The New York Times. Sept. 18, 2020. https://www.nytimes.com/2020/09/16/parenting/school - reopening special - needs.html . Accessed Mar. 6, 2021. Hallie describes the story of Max, a student with severe autism who experienced his private special education school closing permanently due to not being able to support their students safely. Hallie describes some data on how 40% of kids in special education haven’t received any support at all as the pandemic hit, and less than that were able to receive those accommodations. Parents have had to deal with schools continuing online learning without aiding special education students, and having to homeschool their children, Hallie explains. Whether it’s an extreme disability or not, many families have been struggling with remote learning, and school districts keep blaming the lack of support on how Covid-19 is having them operate, according to Hallie. Hallie also brings up the issue of the lack of funds and safety concerns, and that school districts want to be able to help but they can’t without more money they don’t have right now. Hallie talks about some school districts that are collaborating with families with disabilities, but this isn’t across the board at all, and it needs to be. This article is from September of 2020, making it recent and credible in that regard. The articles publication, The New York Times, is a known popular source, which is also known to have credible editorials such as this one. There are many sources references, such as surveys and comments from the National Association of State Directors of Special Education, which helps the articles credibility. Hallie Leveine is an award-winning journalist who has covered health and wellness for 20 years for many popular publications and is the mother of a daughter with down syndrome. This helps her credibility as she’s personally delt with many of the things she talks

about in her article. This article is very relevant to my research question due to it talking about what schools have done to help students with their accommodations. This article confirms ideas that I’ve seen in my other sources but answers my question with lots of different views that I haven’t seen specifically in other articles. Such as getting comments from the National Association of State Directors of Special Education, along with providing evidence showing that many of the things that schools have been saying about not being able to provide certain support systems is outright wrong and illegal for them to do. I believe this article is a bit more opinion based, but there was a heavy amount of research Hallie put into this article. This article will be useful due to the data and ways that parents can address many issues that are being brought up with schools. I’d like to use how Hallie showed the US government preventing many different types of support for schools to show why schools aren’t able to provide the accommodations they normally give. I think it would be really beneficial for me to show the side of why schools can’t provide those resources, rather than just showing what they aren’t providing. Nelson, Matthew, and Murakami, Elizabeth. “Special Education Students in Public High Schools During COVID-19 in the USA.” International Studies in Educational Administration , vol. 48, no. 3, July 2020, pp. 109-115. Academic Search Premier . search-ebscohost com.ezproxy2.library.colostate.edu/login.aspx?direct=true&AuthType=cookie,ip,url,cpi &custid=s4640792&db=aph&AN=146253728&site=ehost-live. Accessed 24 Feb. 2021.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version