Running Head: THESIS STATEMENT
Name: Kelly-Ann Riddell
Institution: Liberty University
Date: January 31, 2021
This research will evaluate the effects of disability labels during classroom learning on the education performance of special education students
The research will be conducted which will involve observing the performance of the students directly affected by disability labels in the recent examination tests from John W. North High Schools in Riverside.
Summary of methods
Participants: The sample shall comprise of a total of 30 students with disability labels. This will involve 15 males and 15 females in the research process. The main source of data will be their recent performance on the given examination tests.
Setting: Despite assessing their performance, they will be allowed to share their thoughts regarding how they feel about the labels allocated to them because of their physical ability. Through random sampling, the population was systematically selected from all the grades in the school.
Procedures: We developed an eight-question questionnaire which was filled by the students regarding some of the problems that they encounter while carrying classroom learning. However, they did not include their details on the questionnaires and all ethical issues were followed while handling their responses.
The students pointed out that there are several problems that they undergo during classroom learning which results in poor performance. The majority pointed out that teachers should give them priority and time to express themselves, time to ask questions in class and also time to answer questions.
The study reveals that the labels allocated to the students are the major cause of their poor performance in their learning processes as they feel teachers and other students look down upon their contribution during a normal learning process. Based on the research and the students’ results analysis, disability labels are major contributors to students’ poor performance as they generally affect the classroom learning processes.
Kayama, M., & Haight, W. (2018). Balancing the stigmatization risks of disability labels against the benefits of special education: Japanese parents’ perceptions. Children and Youth Services Review, 89, 43-53.