1

Nikki Neumann

Dr. C

English 2

Bibliography

1 November 2018

Annotated Bibliography

1. Website

a. Special Education | Ohio Department of Education.

http://education.ohio.gov/Topics/Special-Education. Accessed 22 Oct. 2018.

b. Abstract- This website is a reliable source that has much information about

special education. You can look into documents and regulations in the field as a

teacher and or as a parent. It has information of teaching students with disabilities

like alternate assessments that include Ohio’s Alternate Assessment for Students

with Significant Cognitive Disabilities (AASCD) is designed to allow students

with significant cognitive disabilities to demonstrate their knowledge and skills in

an appropriately in assessments. You can also find information on the Academic

Content Standards that have recently been revised September of 2018. It also

includes information on preschool Special Education that talks about each child

with a disability has an individualized education program or IEP. Parents,

teachers, therapists, and school administrators collaborate to write the IEP. The

IEP lists the individual goals for the child and the services the child receives. You

can also find information over special education funding, data, and accountability.

With this website, you can navigate information over special education profiles.
 2

Every year, districts receive a Special Education Profile that shows whether they

are meeting their goals over time for students with disabilities. The Special

Education Profile helps districts use data about the academic growth of groups of

students to keep improving their special education programs. This data gives

schools answers about kindergarten readiness, achievement levels, preparedness

for life beyond high school, and services for children with disabilities. This was

from The Individuals with Disabilities Education Improvement Act of 2004

(IDEA). This will help my research paper by having the basic facts and

information about the special education programs and regulations in Ohio and the

most current laws that are changing the program today.

2. Interview
 3

a. Gretchen Myer. Age 15. 8th grader apart of the Centerville Special Education

Program.

b. Abstract- Gretchen is a great young girl who has Down Syndrome. Down

Syndrome is a congenital disorder that is caused by a chromosome defect. The

extra chromosome causes intellectual impairment and physical abnormalities.

Gretchen has just recently turned 15. Gretchen attends Watts middle school which

is apart of the Centerville school system. She told me about her everyday

schedule; She does basic math and English with her instructor in the morning and

then gets to go to her gym class. Which she emphasized how much she loves gym

when they play basketball. After gym class, she goes to a class kind of like home

ec but she is with her instructor. In this class, they teach her basic lessons how to

bake brownies, how to wash windows, how to wash your clothes, and how to do

personal hygiene. After her “home ec” class she gets to go to lunch. After lunch,

she does a speech class. It is not a speech therapy class but almost as a

communication class. She gets taught good conversation ideas and appropriate

conversations in front of certain people. Gretchen then gets to head home after

that class. I then asked her a series of questions involving her own personal

experience. I ask her about her friend group. She tells me about the other boys and

girls in her classes that she eats lunch with. She also tells me about her boyfriend

Jared. She said she enjoyed most of her classes but she does not like when she has

to learn how to clean because her mom does that enough. Gretchen is apart of a

program that she would have never gotten the opportunity 60 years ago. This

personal experience will be a great part of my research paper because I can relate
 4

her personal experience to the growth of the special education programs since the

Brown vs Board of Education.

3. Opinion Piece

a. Max, Josh. “Opinion | A Special Education.” The New York Times, 26 Sept. 2015.

NYTimes.com, https://www.nytimes.com/2015/09/27/opinion/sunday/a-special-

education.html.

b. Abstract- This opinion piece is about Josh Max’s personal experience in special

education. He also talks about the overdiagnosis problems and the negative
 5

experiences he had. He talks about his first ride on the bus seeing kids he has

never seen in his life got off the bus at an office building, in a city eight miles

from our rural upstate New York town, where a room had been rented for the

class. They were “special ed.” During that school year, seven boys and two girls

ran around the room in circles, dropped objects from windows, peed in closets,

threw a football at the back of visitor’s head, tossed slices of bologna onto the

ceiling, pushed and punched and yelled at one another and did occasional

schoolwork. On Josh Max’s second day, a big kid named Darryl split his lip with

his fist after a brief dispute. During the fourth week, a teenager lurking in the

bathroom down the hall cornered him and ordered him to strip. He ran his head

into the other kid's belly and dashed around him and ran all the way back to the

classroom, where a quartet of boys, including Darryl, was quickly assembled.

Together they returned to the bathroom, grabbed the kid’s arms and legs, carried

him down the hall and threw him out the second-floor window onto the grass and

never saw him again. Josh was put in special education because of

“hyperactivity”. In the sixth grade he completely stopped talking his parents

didn’t know he ever stopped talking, no one told them, and no one at school

confronted him about it, so he kept silent for the entire year. In the 8th grade, he

was sent to “normal school”. At this point, he never learned how to complete

school work or sit in a classroom. He spent months wandering the halls with

knives in his pockets just in case someone tried to attack him like in the special

education office building. He didn't feel cared about until on day in high school

when he forgot his lunch. He expected to get made fun of for being an idiot but
 6

instead, kids gave him half their sandwiches, an apple, and a bag of chips. He was

so overwhelmed with the feelings of being cared about he got up and cried. He

questions whether or not special ed helped or hurt Josh. He has memories that will

haunt his whole life but it comes and goes in cycles. He claims he is at peace with

mankind because his actions are met with satisfactory results. When he struggles

with the overwhelming pressures he goes back to smashing my face with my fist.

The special education program taught him very little and threw him in a building

with no boundaries that did not teach him anything.

4. Scholarly Source #1

a. Zirkel, Perry A. “Does Brown v. Board of Education Play a Prominent Role in

Special Education Law?” Journal of Law & Education, vol. 34, no. 2, Apr. 2005,

pp. 255–271. EBSCOhost,

sinclair.ohionet.org:80/login?url=https://search.ebscohost.com/login.aspx?direct=t

rue&db=i3h&AN=16730210&site=eds-live.

b. Abstract- The Supreme Court's decision in Brown V. Board of Education has

impacted special education greatly. The Brown V Board of education was held on

May 17, 1954. It was the first law made for special education but the original

purpose of Brown V Board of education was for equal opportunities in segregated

 7

schools. Topeka, Kansas had state-sanctioned segregation of public schools

which was a violation of the 14th amendment and was therefore unconstitutional.

The Brown V. Board of education made equal opportunity in education through

the law. This impacted special education by giving gets with exceptionalities an

opportunity in education when they were not given a chance before 1954. The

first part of the Article summarizes the Brown decision. The remaining parts

present the results of sifting the published decisions where one or more of the

plaintiffs was a special education student, yielding successive layers, or

categories, of first marginal, then more pure special education decisions.'

Specifically, the second part tracks, both pre- and post-IDEA, the mention of

Brown in the "race-based cases," i.e., those where the plaintiffs represented racial

minority students and the court based its decision primarily or entirely on the

equal protection clause or Title VI of the Civil Rights Act. The third part traces

the explicit use of Brown in another quasi-special education category, consisting

of those cases where the court based its decision on neither racial nor disability

grounds. Finally, the fourth part canvasses the explicit use of Brown in the core

"pure" category of special education litigation,'referring to decisions based on the

IDEA, correlative state special education laws, and the overlapping disability

nondiscrimination statutes—Section 504 of the Rehabilitation Act and the

Americans with Disabilities Act (ADA).

 8

5. Scholarly Source #2

a. Burton, Rosalinda Strano1,2, Linda.stranoburton@gmail.co., et al. “The

Nurturing Program: An Intervention for Parents of Children with Special Needs.”

Journal of Child & Family Studies, vol. 27, no. 4, Apr. 2018, pp. 1137–1149.

EBSCOhost, doi:10.1007/s10826-017-0966-3.

b. Abstract- This article talks about family interventions that enhance empathy and

empowerment are particularly beneficial to families of children who have

developmental disabilities. This study proved the effectiveness of an intervention

called the Nurturing Program for Parents and Their Children with Special Needs

and Health Challenges. 87 families were enrolled and randomly assigned to a

control or treatment group. 46 families in the control group received

individualized case management services and 41 families in the treatment group

were assigned to 12 sessions of the Nurturing Program for Parents and Their

Children with Special Needs and Health Challenges curriculum along with case
 9

management services. Before and after the intervention, participants in both

conditions completed the Adult and Adolescent Parenting test which assessed the

parents’ attitudes toward their children by using the Family Empowerment Scale

which measures the family empowerment. Caregivers in the intervention

condition improved in empathy towards children’s needs, and all families, both

control group and treatment group, improved their attitudes towards the use of

corporal punishment by posttest. Also, all caregivers increased in their

empowerment over the course of the intervention, as did participants not

completing all Nurturing Program for Parents and Their Children with Special

Needs and Health Challenges sessions. Despite these limitations, findings suggest

that early interventions catering to families of children with developmental

disabilities have a positive impact on parenting. To varying degrees, both

conditions provided caregivers with tools that positively affected the quality of

the parent-child relationships and promoted empowerment.

6. Scholarly source #3

a. Neal, Arron. “The Importance of Empathy in Our Work with Students with

Special Needs.” Catapult Learning, 18 Apr. 2018,

https://catapultlearning.com/2018/04/18/importance-empathy-work-students-

special-needs/.

b. Abstract- People with autism often, act, think, speak, and even look different.

This causes someone unfamiliar with autism to be intimidated by their first

experiences working with someone with autism”. This quote was written

beautifully by Aaron O’Neal. Neal is the program director of High Road School
 10

of Wright City. High Road School of Wright City is a Private Special Education

Day Facility that partners with school districts to meet the needs of exceptional

students. High Road School of Wright City applied behavior analysis, pedagogy,

curriculum, and research to learn how to teach. High Road School of Wright City

separates itself from other schools by focusing on one key value; empathy.

Empathy is what separates them from other schools. Teachers who value empathy

will push individuals with exceptionalities to reach their full potential.

7. Scholalrly Source #4

a. Prado Lynn. Bullying and the Special Education Student.

https://www.slideshare.net/lbprado/bullying-and-the-special-education-student.

b. Abstarct- Lynn Prado is a student who did a research project over bullying in

schools and focused specifically on the bullying of students with exceptionalities.

(image from Prado)