Assessment item 4 - Critical literature review

Assessment item 4 - Critical literature review

Due Date: 26-Sep-2022

Length: 2100 words

Topic: Attitudes towards teaching students with Autism Spectrum Disorder

1-Assessment Description

This assessment requires you to synthesize information from relevant sources (scholarly articles) and present it in a coherent and organized fashion while providing the reader with an overview of what experts have found about the topic under investigation. Your review should evaluate available knowledge on a particular topic and identify areas of strength and weakness. You should be able to provide a description, summary, and critical evaluation of each work. The process should enable you to identify and formulate inquiry questions that need to be answered through future research studies.

2-The purpose of the current assessment is to provide you with an opportunity to:

explore available literature from peer-reviewed papers addressing a particular topic of interest (minimum 5 papers use only below in no 6);

complete a literature search through locating and retrieving existing publications relevant to the topic of interest;

analyze the available knowledge while identifying important results and findings;

synthesize the available information while articulating connections, common themes, areas of disagreement, and available gaps; and

articulate a specific and significant research question based on the reviewed research studies.

3-Literature Review Organization and Sections

Cover Page

The cover page should include student identification information, word count, and the title of your chosen topic, along with the instructors name.

Abstract

The abstract summarises the literature review and includes points from each of the sections. The abstract should be between 150- 250 words. The abstract should be written as only one paragraph with no indentation.

Introduction

Similar to any other introduction, this section should provide the reader with an overview of the topic and its importance. In addition, it should include a general statement of the problem that the author is focusing on while introducing the background and theoretical framework for the topic.

Body of Literature Review

This is the section that includes the bulk of the available information about the topic as reflected by the articles that were located and summarized. This section should not be a series of summaries from the list of articles, but rather a synthesis and critical presentation of the findings of the located research 5 articles. Keep the following questions in mind:

What knowledge is currently available about the topic and is generally accepted by scholars in the field (5 articles?

Are there some major differences or disagreements among academics and researchers (from 5 articles)?

Are there any particular problems or limitations with any of the research studies that are included in the review (5 articles)?

What were the research methods used in the different research studies (5 articles), which were not, and what are the implications?

What are the remaining questions that have not been addressed (5 articles)?

What areas and approaches seem to be relatively unexplored (5 articles)?

Discussion and Conclusion

This section should serve as a brief summary of the body of your literature review. It should highlight the most important ideas and findings. The discussion should include two major subsections:

Implications of the literature reviewed -(from 5 articles)

Specific research question that needs to be addressed by future research. The research question should be somewhat original. It should attempt to advance the already-existing knowledge and understanding around the selected topic.

4-References

The reference list should be limited to the resources you used in the literature review. Make sure you apply the APA 7thedition format.

5-Turniton Report:

Required to avoid the plagiarism

6 -articles use below 5 articles to provide the literature review as asked in section -3

Gmez-Mar, I., Sanz-Cervera, P., & Trraga-Mnguez, R. (2021). Teachers knowledge regarding autism spectrum disorder: A systematic review.Sustainability, 13(9), Article 5097.https://doi.org/10.3390/su13095097

Lu, M. H., Pang, F. F., & Luo, J. (2020). Chinese validation of the multidimensional attitude scale toward persons with disabilities (MAS): Attitudes toward autism spectrum disorders.Journal of Autism and Developmental Disorders, 50(10), 3777-3789.https://doi.org/10.1007/s10803-020-04435-1

Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers.Teachers College Record, 116,1-27.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4211426/pdf/nihms515928.pdfJury, M., Perrin, A., Desombre, C., & Rohmer, O. (2021). Teachers attitudes toward the inclusion of students with autism spectrum disorder: Impact of students difficulties.Research In Autism Spectrum Disorders,83(12), 101746. https://doi.org/10.1016/j.rasd.2021.101746

Lindblom, A., Dindar, K., Soan, S., Krn, E., Roos, C., & Carew, M. (2020). Predictors and mediators of European student teacher attitudes toward autism spectrum disorder.Teaching And Teacher Education,89(12), 102993. https://doi.org/10.1016/j.tate.2019.102993

More on what is a lit review?"

https://emedia.rmit.edu.au/learninglab/content/what-literature-review