Skills For the Social Sciences
PART 1 (a)
Key academic writing style and their importance
Academic writing style is a method of expression that highlights a writer’s skills and can be descriptive, analytical, critical, or persuasive. Unlike spoken language, written language tends to be more complex and sophisticated, often featuring longer words and a varied vocabulary. Descriptive writing aims to provide detailed information and facts, focusing on identification, definition, reporting, and summarizing. Analytical writing builds on descriptive writing by rephrasing and reorganizing information into categories. This style involves comparison, analysis, and examination (Norris, 2016).
Part 1 (b)
Introduction
Disability can be defined as a physical or mental condition that limits an individual's senses, movement, and activities. Children with disabilities are less likely to continue their education and, if they do, may struggle to transition to secondary school. They often face significant challenges in learning and reading (Underwood, 2019) and cannot live as other children might. This study focuses on the challenges faced by disabled children in schools, aiming to raise awareness about disabilities and the problems these children encounter. The goal is to provide effective solutions to bridge the gap between disabled and non-disabled students in education. Relevant articles will help identify ways to promote accessible learning environments and evaluate the project's effectiveness. Write my assignment could be a helpful resource for structuring and presenting these findings. Persuasive writing, an academic style that incorporates features of analytical writing while presenting a single point of view, is often used in essays and conclusions. Critical writing, commonly employed in research and postgraduate studies, includes elements of persuasive writing but allows for multiple viewpoints.
Importance of the academic writing styles
Academic writing styles are used by the researcher and the students which are pursuing the research. Through the help of these styles the students are able to present the research work in the presentable manner. In some case the students are not able to present their research and these would affect their research work. So the students must use the academic styles while performing the research. Through the research the students would clearly mention their thoughts in the effective way. As per the psychology the students are not able to use the thoughts in the effective manner. So the students would use these academic writing styles for improving the performance. Through these academic writing styles students would compare, contrast and summarize the information collected while the research.
Part 2 Section 1
Quantitative articles
Article 1. Participation’: a systematic review of language, definitions, and constructs used in intervention research with children with disabilities
Type of research: The type of research is positivist.
Introduction: Systematic review is being done with the main aim of improving active participation of disabled children. It will show the language which is being used by researcher and numerical data gained in this research.
Methods: According to this article, 9 health and education databases searched. Quantitative and numerical data extracted by using a customized form. For this thematic approach is being used in order to know the outcomes.
Results: 5 participation themes and 9 sub themes were developed. 2 themes in which attendance have taken active involvement were related to the participation construct. Other 3 themes described concepts such as: activity competency, self senses and preferences.
Conclusion: The language analysis has undertaken in this study.
Article 2. Factors associated with physical activity in children and adolescents with a physical disability: a systematic review.
Type of research: It is quantitative and systematic research type.
Introduction: This research will show all those factors that affect critically to participations in physical activity in children with having some disability.
Methods: A systematic and mixed review was conducted using some databases academic search such as PubMed, EMBASE etc.
Results: 12 quantitative themes were made which shows both positive and negative factors that associated with participation of disabled children in physical activity like increasing age, physical fitness etc.
Conclusion: It has stated that participation of disabled children in physical activity is complex. Lack of awareness and other factors has hindered and foster this participation.
Article 3. Differentiating a child perspective from a child’s perspective.
Type of research: Conceptual and quantitative research type.
Introduction: The main aim of this research is to identify the difference between perspectives in child and taking that perspectives based on the problem.
Methods: Conceptual paper based on narrative review.
Results: Differences between 2 perceptive seem self-evident. Children's; opinion was identified.
Conclusion: From the above it has been summarized that children's opinion differ and regarded to different degrees.\
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Part 2 Section 2
Qualitative articles
Article 1: Perceived barriers and facilitators to participation in physical activity for children with disability: a qualitative study
Type of research: Descriptive study is being used in qualitative research.
Introduction: It is stated that disabled children engage less in physical activity as compared to other. So, the main aim of this research is to identify problems to participation in physical activity.
Methods: 63 participants are selected as a sample in which (12 disabled children, 20 parents of disabled children and 20 recreation staff). With the help of focus group, thematic al data analysed by researcher.
Results: For outcomes 4 themes were made which shows similarities & differences.
Conclusion: The perspectives collected in this study are relevant to the many stakeholders which are involved in the implementation of effective interventions.
Article 2: School success and participation for students with cerebral palsy: a qualitative study exploring multiple perspectives.
Type of research: It is qualitative and positivist article
Introduction: The main aim of selecting this research is to identify successful school experiences which they feel with disabled students.
Methods: Interviews were held in which 7 students with disability, 11 parents, 10 teachers, 9 school principals and 10 health practitioners were selected. Specific research questions, interview guides and demographic questionnaires were configured for each group.
Results: Three themes made for getting answer as successful experience of schools with disabled children. The main key was found is school culture, attitude and health practitioner.
Conclusion: It is summarized that success was impacted sustainability as there was high collaboration.
Article 3: Attitudes towards Inclusive Education in Slovenia: A Qualitative Exploration
Type of research: It is a qualitative and positivist type of research.
Introduction: This research will show the attitudes of schools towards disabled children. The main aim of this research is to increase awareness among teachers and encourage them to reflect on their personal experience.
Methods: Focus group and semi-structured interviews were conducted. Data was also analysed with the use of qualitative content analysis.
Results: Five themes has been made which explores the division of teachers into a group which shows their attitude towards disabled students according to their needs.
Conclusion: It has summarized that quality and attitudes of teachers differ and their attitudes towards students were not homogeneous.
Section 3
Discussion and contribution of research to the topic area
From the above research (qualitative and quantitative) it can be discussed that people and teachers find difficulties in teaching disabled people. There is no particular language who allow teachers to communicate with children with disability. Due to lack of having proper knowledge of languages, disabled children also face several problems in taking participate in physical activities. It can also be said that different children with different disability needs to use different languages. By training and development program, this problem can be solved out (Morgan and et.al., 2017).
In addition, it can also be said that from other quantitative article that there are several factors that affect participation of children with disability such as age and self efficiency. There are several children with disability who are under weight, and they need to take proper training and diet. Due to underweight and increasing age they affected by several diseases and it makes their immune system weak. It directly impacts on their willingness to participate in physical activities.
From other article, it is identified that children with disability requires special treatment and care. For providing them special care, it is important to know different perceptive of different children in an effective manner. The main aim is to increase children capacity to express and share their needs on which basis, teachers can provide them effective services and care. It is also important for teachers to increase awareness and make the society able to adapt this special children and treat them as like a normal child or with special care. This perception can help to the great extent as it makes children able to participate in different physical activities for improving their health and for making them healthy (Jin, Yun and Agiovlasitis, 2018).
Other qualitative articles and different themes also shows several things regarding disabled children in schools. There are several internal and external factors that impacts to their engagement ability to take participate in physical activity. The main purpose of choosing qualitative article was identifying the main barrier that occur in the path of providing qualitative services for teachers. For solving this problem, it is important to identify the nature and the type of disability among children. Positive attitude, social support and self engagement ability of children makes them able to take active participate in physical activity. It is beneficial for both if all disabled children show their involvement in all activities run by schools.
In addition, and in the next qualitative article some factors has shown which makes several school successful and also make them able to provide special and qualitative services to children with disability. It is identified that schools who are successful they make their working environment more positive and friendly. Their culture, personal behaviour and attitude towards disabled children is so effective and positive. They adopt and follow all those strategies and policies which make them able to provide special care to this type of children. The main key of success of school is interaction and communication skills. For communicating with different disabled children they use different language as oral, facial expression, body movement like nodding head etc. With these styles and languages, children adapt and try to understand that what teachers want to say. It also increases their learning and adaptive skills (Geda and et.al., 2016).
Last qualitative article shows attitude of people and teachers towards Inclusive Education which makes several differences. The success and the failure depend upon the behaviour which teachers and people of the society do with special and disabled children. Both organizational and personal factors are also identified which limits the process of inclusion and also affect full participation of children with special needs in schools. Lack of education as well as experience also contributed to the feeling of being overwhelmed.
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CONCLUSION
From the above study, it has been concluded that special treatment and training programs are crucial in addressing the issues that demotivate children with disabilities. The study also highlights several factors affecting the participation of disabled children in school, such as obesity, lack of access to resources, and increasing age. Additionally, various articles discuss what contributes to the success of schools for children with disabilities, noting that effective culture, policies, and teacher behaviors play significant roles. These factors help bridge the gap between disabled and non-disabled children, promoting inclusivity and effective support. However, understanding and addressing the diverse perspectives of disabled students can be challenging for teachers, potentially leading to frustration. Using a paraphrasing tool can aid in rephrasing these insights for clearer communication.
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