Special Education Critique and Limitations Cited by Researchers

Critique and Limitations Cited by Researchers

The studies reviewed were qualitative in nature, therefore they are considered subjective. Berry (2008) made a statement regarding author bias noting the inherent weakness of qualitative analysis. The author sought to counter this weakness by quantifying test units through the use of computer software programs.

Both Cook et al. (2007) and Gojkovic (2007) suggest future validation of the rating scale should involve observation of student-teacher interactions. They also suggest rewording the prompts in order to yield greater variance in the teacher ratings. Further research opportunities are also used to determine the reasons for teacher ratings of indifference toward included students as they are higher than those of students without disabilities. Additionally, further research could be conducted differently, including monitoring teachers’ attitudes toward all students throughout the school year, or examining the impact of specific events on teacher attitude.

In reviewing many studies several authors noted their research was limited due to location and small sample size. Cook et al. (2007) noted limitations including the location of the participants is very specific (e.g.,northeast Ohio) and test-re-test reliability is modest, therefore, caution should be taken when interpreting the results. Gojkovic (2007) also discussed the issue with small sample size. It was noted in the study that only a small number of subjects were used, and it was not an accurate sample of all teachers in Serbia. Daane et al. (2008) noted that a major limitation to their study was the low rate of participation from teachers. Researchers handed out a questionnaire to teachers and asked them t...

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...ght not have had access to the most up-to-date trainings (Short & Martin, 2005). Studies that took place in rural areas or in other countries (Short & Martin,2005; Gugur & Uzuner,2010; Gojkovic, 2007) all sampled teachers who do not have the most current knowledge about new teaching methods. These teachers worked in a small district that did not have money to send teachers to trainings, to bring trainers in to the schools, or worked in countries where special education laws are not as rigid as those in the United States. Teachers who have been in the classroom for several years can become complacent and not be open to new methods and ideas used in the classroom, but these are the teachers we need to reach out to the most. The more teachers who are willing to work with both general education and special education students, the better the classrooms will be.