Evidently the field of empirical research lacks the evaluation on the topic of social studies surroundings which attain services regarding special education. An examination of statistics depicts that professionals of social studies have a limited authority over writing and therefore appear less in journals of social studies. Special educators have written a large number of research papers which are recognized and published primarily in journals of specific education. However, majority of literature highlights the direct tactics and scheming which enhances the academic results for special students. But such literatures feature a limited scope of inquiry-based investigation and improved-level of consideration in the subject areas.
Throughout the evaluation period, two assessments elaborate the strategic teaching to sustain the literacy by augmenting acquisition of new words, smoothness in reading, and understanding of text and writing skills. Similarly, another research study elucidates the role of technology to boost the efficacy of jotting down the notes as well as project-based education and comprehension of content knowledge. On the other hand two more research studies cover the issues such as historical investigation, critical thinking process along with problem solving skills and persuasive writing tactics. Additionally, a few literature reviews which conducted in previous decade generated some empirical researches to address the instruction-based learning strategies for special students in the specific settings of social studies. Many of empirical research studies and practitioner-based writing pieces devise the planning for teachers to assist special students to understand the content of social studies. Nevertheless, these studies have minimal consideration for the higher-level thinking and reasoning for historical implications. Furthermore, the element of authentically powerful quality of social studies is also absent from these studies. Apparently, the association and incorporation is increasing rapidly among teachers and practitioners of special education and social studies.
Reference
Lintner, T. (2015). Integrative strategies for the K-12 social studies classroom. Infromation Age
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