Critical Incident Analysis Technique to Examine the Issues Faced by the Individuals with Learning Disabilities

Abstract

The aim of this paper is to examine the relevance and significance of critical incident analysis technique to examine theissues faced by the individuals with learning disabilities. For this purpose, a narrative incident experienced by a teacherfor individuals with learning disability has been examined and evaluated to address the identified research aim. Basedon the overall findings and the examination of the incident, it has been concluded that the core issues aggravating thesocial exclusion of the children with learning disabilities are the prejudices and stereotypes attached by the people withsuch students, which not only restricts their social freedom and independence and acceptance in the society but alsoprevents their personal and social growth in the society.

A critical incidents analysis – Children's school readiness

“…Critical Incident Technique was introduced into social studies by Flanagan, almost 70 years ago (1954; according to Gremler, 2004), implying a set of procedures to collect, perform content analysis of, and classify observations of human behaviour. The technique is applicable in numerous scientific disciplines, enabling the researchers to analyse specific incidents or occurrences and to estimate their significance with qualitative interviews (Alanazi, 2018). Joshi (2018) states that we interpret a critical incident as a problem or a challenge in a certain context.…”

English Teachers’ Perspective on Keeping a Teaching Journal as Their Professional Development

“…Many researchers conduct the effectiveness of professional development for the learning process in many ways (Bates & Morgan, 2018;Desimone, 2011;Guskey, 2003;Van Veen et al, 2012), such as the effectiveness of workshops in improving teachers' professionalism (Cruz et al, 2018;Naizer et al, 2017;Yang & Liu, 2004); the benefits of peer coaching in teaching (Abbasian & Esmailee, 2018;Castañeda-Londoño, 2017;Galbraith & Anstrom, 1995;Yee, 2016); the use of critical incidents (Alanazi, 2018;Joshi, 2018;Mohammed, 2016); peer-observation in facilitating teacher professional development (Batlle & Seedhouse, 2022;Cirocki & Farrell, 2019;Fletcher, 2018); team teaching (Roberts et al, 2021;Tsybulsky & Muchnik-Rozanov, 2019), but there hasn't been a lot of research done on keeping a writing journal yet, despite the fact that, according to the demographic data that was collected, there is a significant amount of teacher participation in keeping a writing journal at this present.…”