reaction paper on educational psychology

ORIGINAL RESEARCH article

How the psychology of education contributes to research with a social impact on the education of students with special needs: the case of successful educational actions.

• 1 Department of Theory and History of Education, University of Barcelona, Barcelona, Spain
• 2 Department of Pedagogy, Universitat Rovira i Virgili, Tarragona, Spain
• 3 Departament of Comparative Education and Education History, University of Valencia, Valencia, Spain

One current challenge in the psychology of education is identifying the teaching strategies and learning contexts that best contribute to the learning of all students, especially those whose individual characteristics make their learning process more difficult, as is the case for students with special needs. One main theory in the psychology of education is the sociocultural approach to learning, which highlights the key role of interaction in children’s learning. In the case of students with disabilities, this interactive understanding of learning is aligned with a social model of disability, which looks beyond individual students’ limitations or potentialities and focuses on contextual aspects that can enhance their learning experience and results. In recent years, the interactive view of learning based on this theory has led to the development of educational actions, such as interactive groups and dialogic literary gatherings, that have improved the learning results of diverse children, including those with disabilities. The aim of this paper is to analyze the social impact achieved by a line of research that has explored the benefits of such successful educational actions for the education of students with special needs. National and European research projects based on the communicative methodology of research have been conducted. This methodology entails drawing on egalitarian dialogue with the end-users of research – including teachers, students with and without disabilities, students’ relatives and other community members – to allow an intersubjective creation of knowledge that enables a deeper and more accurate understanding of the studied reality and its transformative potential. This line of research first allowed the identification of the benefits of interactive learning environments for students with disabilities educated in mainstream schools; later, it allowed the spreading of these actions to a greater number of mainstream schools; and more recently, it made it possible to transfer these actions to special schools and use these actions to create shared learning spaces between mainstream and special schools. The improvement of the educational opportunities for a greater number and greater diversity of students with special needs evidences the social impact of research based on key contributions of the psychology of education.

Introduction

Access to mainstream, inclusive and quality education for children with disabilities has not yet been fully achieved. Children with disabilities are still being educated in special schools in most countries, with varying percentages depending on the country, and therefore these schools attend diverse special needs ( World Health Organization, 2011 ). In addition, students with disabilities and special needs tend to leave school without adequate qualifications ( European Agency for Special Needs and Inclusive Education, 2017 ). Therefore, the appropriate inclusion of children with disabilities into the general education system is part of the European Disability Strategy 2010–2020 ( European Commission, 2010 ). In this context, one current challenge of the psychology of education is to identify the teaching strategies and learning contexts that best contribute to the education of students with special needs. In this endeavor, research in the psychology of education is focused on the strategies, actions and practices that enhance the learning of these students, taking into account their individual characteristics, however, importantly, research is also focused on the strategies, actions and programs that benefit the learning of all students, including those whose individual characteristics make the learning process more difficult, so that shared learning environments that promote successful learning for all can be created.

Instrumental learning, especially in regards to difficulties in reading and literacy, is one of the main concerns of research on the psychology of education ( Lloyd et al., 2009 ; Alanazi, 2017 ; Alenizi, 2019 ; Auphan et al., 2019 ; Hughes et al., 2018 ). Numerous programs for improving reading and/or reading difficulty prevention have emerged from research on reading and literacy from the perspective of the psychology of education, and their impact on improving children’s learning has been analyzed ( Vellutino and Scanlon, 2002 ; Papadopoulos et al., 2004 ; Hatcher et al., 2006 ). There are also specific studies about reading and literacy programs and their success with students with special needs ( Holliman and Hurry, 2013 ) and/or with students at risk for reading disabilities ( Lovett et al., 2017 ). Strategies to promote the learning of mathematics in children with special educational needs and disabilities have also been studied ( Pitchford et al., 2018 ), and programs based on these strategies have been developed ( Montague et al., 2014 ).

Research has also explored the association between learning difficulties and behavior problems ( Roberts et al., 2019 ), showing that lower academic achievement is a risk factor for developing behavior difficulties among students with special educational needs and disabilities ( Oldfield et al., 2017 ). The study of the learning context and the school environment, which facilitates or hinders learning, has shown that the expectations from teachers and their attitudes toward children with special needs are some of the most influential elements ( Anderson et al., 2014 ; Wilson et al., 2016 ; Bowles et al., 2018 ). Research has also found that teachers can have an important influence on the social acceptance of peers with special needs ( Schwab et al., 2016 ), which is important because the social exclusion of children can affect their learning difficulties and behavior problems ( Krull et al., 2018 ). The efficacy of peer network interventions for improving the social connections of students with severe disabilities has been highlighted ( Asmus et al., 2017 ), and programs and educational actions based on peer interaction, such as cooperative learning ( Velázquez Callado, 2012 ), have been developed to improve the school climate. Importantly, there are effective programs for improving peer acceptance and a positive coexistence related to curricular learning ( Law et al., 2017 ; Vuorinen et al., 2019 ), which is a key issue in facilitating inclusive education.

This body of research on effective actions and programs to enhance the learning and inclusion of students with disabilities and special needs shows the capacity that research in the psychology of education has for improving the education of these students. It also shows the importance that the learning context has, regarding both instruction and social relations, on the academic and social performance of students with special needs. This resonates with the social model of disability, an approach that has been claimed, from the perspective of human rights, to shift the focus from non-disabled centrism and to transcend the traditional and individualistic perspective of disabilities to focus on the improvement of educational experiences for these students ( Chun Sik Min, 2010 ; Park, 2015 ). This perspective assumes not only that children with disabilities should be included in mainstream education but also that inclusive education can be more effective ( Lindsay, 2007 ). This interactive understanding of learning allows seeing beyond individual students’ limitations or potentialities and focusing on contextual aspects that can enhance their learning experience and results ( Goodley, 2001 ; Haegele and Hodge, 2016 ).

The classical psychology of education already emphasized the importance of the social context for children’s learning. In particular, the sociocultural approach of learning developed by Vygotsky and Bruner highlighted the key role of interaction in children’s learning and development. Both authors agreed that what a child learns has been shared with other persons first, emphasizing the social construction of knowledge. While Vygotsky (1980) stated that in children’s development, higher psychological functions appear first on the interpsychological level and then on the intrapsychological level, Bruner (1996) refers to a social moment where there is interaction and then an individual moment when interiorization occurs.

Bruner evolved from a more cognitivist perspective of learning centered on individuals’ information processing ( Bruner, 1973 ) to a more sociocultural and interactive perspective ( Bruner, 1996 ) within the framework of which he conceptualized the idea of “scaffolding,” which enables novice learning in interaction with an expert, and “subcommunities of mutual learners,” where “learners help each other learn” and “scaffold for each other” ( Bruner, 1996 , p. 21). For Bruner, “It is principally through interacting with others that children find out what the culture is about and how it conceives of the world” (1996, p. 20); therefore, learning occurs through interaction within a community.

Vygotsky stated that learning precedes development, not the other way around, and he conceptualized the zone of proximal development (ZPD), which represents the opportunity that learning interactions with adults and more capable peers have to advance children’s development ( Vygotsky, 1980 ); beyond the actual level of development, the ZPD emphasizes the importance of interactions with others to solve problems and learn. He emphasized that this interaction is especially important for children with disabilities: “Precisely because retarded children, when left to themselves, will never achieve well elaborated forms of abstract thought, the school should make every effort to push them in that direction and to develop in them what is intrinsically lacking in their own development” ( Vygotsky, 1980 , p. 89). In this regard, he warned of the risks of working with children with disabilities from a perspective centered on biological processes and basic dysfunctions instead of working with higher psychological functions ( Vygotsky, 2018 ). Vygotsky’s focus on interaction provides new opportunities for learning and development for children with special needs to develop these higher psychological processes.

The sociocultural approach of learning developed by Vygotsky and Bruner has continued inspiring theory and research in the psychology of education to today. According to Dainez and Smolka (2014) , Vygotsky’s concept of compensation in relation to children with disabilities implies a social formation of mind and therefore the social responsibility of organizing an appropriate educational environment for these children. Vygotsky’s approach has been taken into account in studies about how peer mediation increases learning, especially when peers have different cognitive levels ( Tzuriel and Shamir, 2007 ), and research on children with disabilities, for instance, cerebral palsy, has been conducted based on Vygotsky’s contributions and showed improvements in these children’s spatial abilities, social interaction, autonomy, and participation in class activities ( Akhutina et al., 2003 ; Heidrich and Bassani, 2012 ).

In recent years, the interactive view of learning has led to the development of educational actions that have improved the learning results of diverse children, including those with disabilities. INCLUD-ED ( Flecha, 2006-2011 ) was an integrated project funded by the European Union under its 6th Framework Programme with the main objective of achieving both academic success and social cohesion for all children and communities in Europe, regardless of their socioeconomic status and/or ethnic background. INCLUD-ED identified successful educational actions (SEAs), that is, actions that can improve school success and contribute to social cohesion in every context where they are implemented ( Flecha, 2015 ). Some of the SEAs that have demonstrated improvements in reading, mathematics and peer relationships include interactive groups (IG) and dialogic literary gatherings (DLG). IG ( Valls and Kyriakides, 2013 ) consists of organizing classrooms in small heterogeneous groups that work on instrumental learning activities drawing on mutual support and dynamized by adult volunteers from the community; DLG ( Soler, 2015 ; Lopez de Aguileta, 2019 ) consists of reading and discussing classical works of literature based on the principles of dialogic learning, reaching deeper understanding of the texts as a result of sharing the participants’ interpretations and meanings. In both actions, learning interactions, as the main tool to promote learning, are facilitated among diverse persons in accordance with the contributions of the sociocultural theory of learning. In this regard, previous research has identified that Vygotsky’s and Bruner’s contributions are at the basis of these SEAs ( Elboj and Niemelä, 2010 ; Garcia et al., 2010 ).

Materials and Methods

The objective of this paper is to analyze the social impact achieved by a line of research that has explored the benefits of SEAs on the improvement of the education of students with special needs. For this purpose, the following data collection methods were used. First, existing data from case studies conducted within the four projects that compose this line of research have been analyzed to identify the impact of SEAs on students with special needs. These projects studied the benefits of SEAs for diverse students at different specific levels (i.e., school and classroom organization, community participation, interactions). In this paper, we aim to go beyond these specific aspects to understand in a more integrated and comprehensive manner how these different levels contribute to the impact that SEAs have, specifically on students with special needs. Second, new data were collected through in-depth interviews with teachers involved in the implementation of these actions in their schools as a consequence of this line of research. These interviews allowed the analysis of the subsequent impacts achieved as a result of conducting research on this topic from the perspective of the agents involved in the implementation of the results of this line of research.

All participants (teachers, volunteers, families, and children) agreed to provide researchers access to relevant data for the purpose of the study. Prior to data collection, they were informed of the nature of the research, and written informed consent was obtained. In the case of minors, informed consent was obtained from their parents or guardians. All participants were informed that their participation was anonymous and voluntary and that data would be treated confidentially and used solely for research purposes. Ethical requirements were addressed following the Ethics Review Procedure established by the European Commission (2013) for EU research, the Data Protection Directive 95/46/EC and the Charter of Fundamental Rights of the European Union (2000/C 364/01). The study was fully approved by the Ethics Board of the Community of Researchers on Excellence for All (CREA) 1 .

Case Studies

The line of research that we analyze in terms of social impact is composed of four national and European research projects in which the authors have participated in the last 15 years. In these projects, a total of 36 case studies were conducted. Of these cases, 10 included data on the participation of students with special needs in SEAs (see Table 1 ), and these were analyzed for the purposes of this paper. These cases fulfilled two criteria: (1) the schools were implementing SEAs and (2) students with special needs participated in SEAs with their classmates. Overall, 60 data collection techniques were used in the 10 case studies. These included 36 interviews, 14 with class teachers (3 of them were also special education teachers), 4 with special education teachers, 3 with volunteers, 8 with students, and 7 with students’ relatives; 13 focus groups, 5 with teachers, 8 with students, and 1 with students’ relatives; and 10 observations, 9 in classrooms and 1 in a teachers’ meeting (see more details in Table 1 ).

Table 1. Summary of the data collection instruments and participants in the project case studies.

The different projects focused on different aspects of the SEAs and therefore entailed different layers of analysis throughout this line of research, which has allowed a comprehensive view of the benefits of SEAs for diverse students and specifically for students with special needs.

The doctoral project funded by the Catalan Government ( Molina, 2003-2007 ) was the first research to specifically focus on the inclusion of students with special needs in SEAs, and particularly analyzed the type of classroom interactions that facilitate students’ inclusion when classrooms are organized in IG. The project’s main objective was to analyze the influence that students’ participation in IG has on their educational inclusion. The main categories of analysis were peer interactions and community participation as components of IG and learning , participation and social inclusion as components of educational inclusion.

INCLUD-ED ( Flecha, 2006-2011 ) aimed to identify educational actions that contributed to overcoming segregation and promoted the inclusion of all students in schools across Europe, with a special focus on vulnerable groups of students. INCLUD-ED clarified the distinction between mixture, streaming and inclusion ( INCLUD-ED Consortium, 2009 ) as different ways of organizing student diversity and human resources with different consequences on students; distinguished different forms of family and community participation; identified educative, decisive, and evaluative forms of participation as those that had more impact on students’ success; and identified successful educational actions. The contribution of this project to this line of research was an analysis of SEAs at the level of school organization, resource management and community engagement. The main objective of the case studies within this project was to analyze components from educational practices that decrease the rates of school failure and those of the practices that increase them. The main categories of analysis were inclusive practices and community participation .

MIXSTRIN ( Valls, 2008-2011 ), as a continuation of the INCLUD-ED research in the Spanish context, deepened the analysis of the different forms and consequences of mixture, streaming and inclusion from a mixed methods approach. Thus, this project focused on analyzing SEAs at the level of classroom organization. The main objective of the case studies was to identify how different ways of grouping students are related to students’ learning results. The main categories of analysis were practices of mixture, streaming , and inclusion .

Finally, INTER-ACT ( Garcia-Carrion, 2018-2020 ) analyzes how SEAs are being implemented with students with disabilities in both mainstream schools and special schools, with the aim of transferring these actions and their benefits to new schools. The project’s focus of analysis is the interactions that occur in IG and DLG in both types of schools. The main objective of the case study conducted was to analyze in depth successful cases of schools implementing IG and DLG with students with disabilities to identify the best conditions for increasing the impact on the improvement of learning, development and relationships. The main categories of analysis were characteristics of the interactive learning environment and improvements achieved.

Within the different research projects, using the case study as a methodological approach has allowed understanding the reality of the object of study in context. Following Stake (2006) , case studies were selected based on what information they could provide about the issue explored, in this case, the increase in the educational quality provided to students in SEAs, especially to those with special needs. In this regard, case studies were instrumental in providing insight into this issue. As a sum of individual research projects, the line of research presented here constitutes multicase research ( Stake, 2006 ), where cases share similarities – e.g., data collection techniques, the population object of study and purpose – and allow understanding from the singularity of each case of the broader phenomenon that all of them are part of.

In-Depth Interviews

Five interviews were conducted with teachers who fulfilled two criteria: (1) they were implementing SEAs with their students, including students with special needs, and (2) they had started to implement these actions as a consequence of the research line on SEAs and special needs, that is, after becoming aware of the evidence obtained on the benefits of SEAs for these students. Two of the interviewees were teachers at one school where one of the case studies was conducted while the other interviews were not related to the case studies. The interviews were conducted by one of the researchers at the end of the 2018–2019 school year, and at that time, the participants had been implementing SEAs for a period of 4–6 years (see Table 2 ). The interviews lasted between 20 and 55 min and were conducted at times and in places that were convenient for the participants. We introduced the interviews as follows: “In the last 15 years, a line of research has been conducted on the educational inclusion of students with special needs through SEAs. We are interested in gathering information on the social impact of this line of research.” Sample questions were as follows: “Can you identify some of those impacts (e.g., improvements in the learning of students with special needs or improvements in the schools’ approach to responding to students’ diversity)?”; “How has the line of research led/contributed to such impacts?”; “Have these impacts been transferred to different contexts or students with different characteristics?”; and “Have the impacts been sustained over time?” All interviews were audio-recorded and transcribed verbatim for subsequent analysis.

Table 2. Profiles of the participants in the in-depth interviews.

Communicative Methodology

This line of research has been conducted based on the communicative methodology ( Gómez et al., 2011 ). The data collection and analysis of the social impact achieved has also been conducted based on this methodology. The communicative methodology entails drawing on egalitarian dialogue with the end-users of the research – including teachers, students with and without disabilities, students’ relatives and other community members – to allow an intersubjective creation of knowledge that enables a deeper and more accurate understanding of the studied reality and its transformative potential ( Gómez et al., 2012 ), therefore enabling greater social impact. Different studies have demonstrated the suitability of this methodology when researching vulnerable groups ( Puigvert et al., 2012 ; Gómez et al., 2019 ), as well as the social impact that this methodology produces.

Following the communicative methodology, in this line of research, data collection techniques were aimed not only at gathering the individuals’ experiences and perceptions but also to discussing these experiences and perceptions with them in light of previous scientific knowledge on the issue and with the purpose of identifying both the exclusionary and transformative components of the reality studied. While exclusionary components refer to the barriers encountered by certain persons or collectives, for instance, educational barriers encountered by persons with disabilities, transformative components are those elements that contribute to overcoming these barriers, for instance, certain types of classroom organization or learning interactions. The objective of the dialogues held with end-users and other stakeholders in the research process is to agree upon these exclusionary and transformative components, which strengthens the validity of the research results and its potential social impact.

Data Analysis

For this paper, the different case studies have been analyzed together to understand in an integrated manner how the different layers analyzed previously (school and classroom organization, community participation, interactions) contribute to the social impact of the implementation of SEAs with students with special needs. For this purpose, the existing data of the case studies were analyzed with a new set of categories that was created to examine this social impact. Taking into account that the main challenges in the education of children with special needs are their limited participation in normalized learning environments ( World Health Organization, 2011 ), their lower educational levels achieved ( European Agency for Special Needs and Inclusive Education, 2017 ) and their higher risk of being socially marginalized and bullied ( UNESCO, 2017 ), the improvements in these domains constitute the social impact of the educational intervention aimed at students with special needs; therefore, the following were the basis for creating the categories for the analysis of the social impact of SEAs:

(1) Impact on students’ participation: characteristics of the successful educational actions that enable the participation of students with special needs.

(2) Impact on the cognitive dimension: improvements achieved in instrumental learning and cognitive development.

(3) Impact on the socioemotional dimension: improvements achieved in social cohesion and emotional/affective development.

The newly conducted interviews on the social impact of the line of research were analyzed with categories that take into account the social impact criteria identified by IMPACT-EV (European Commission FP7, 2014-2017) and used in SIOR ( Flecha et al., 2015 ) regarding improvements, sustainability and transference. The fourth category emerged inductively from the data:

(1) Impact on students with special needs: improvements and sustainability,

(2) Impact on schools: improvements and sustainability,

(3) Transference to new contexts, and

(4) Factors supporting social impact.

The themes present in the transcripts were coded by the researchers on a line-by-line basis. A deductive, flexible approach was used for the coding to identify subthemes within the categories. Categories of analysis were applied to the transcripts by two independent coders to enhance the validity of the results. Consensus for the coding was achieved through discussion.

In the following, the social impact of the line of research is presented, which includes evidence on the benefits of SEAs for students with special needs and how such SEAs led to a new social impact on different schools, students, teachers and contexts. Three types of social impact are presented: (1) impact on students with special needs and their opportunities to participate, learn and have positive relationships in SEAs; (2) impact on schools’ and teachers’ approaches to meeting students’ special needs; and (3) the replicability of SEAs to new types of educational contexts and student populations. The factors that have enabled the achievement of these impacts are also reported.

Social Impact 1: Enhanced Participation, Learning Opportunities, and Group Cohesion for Students With Special Needs in Successful Educational Actions

The social impact of seas.

Previous analyses of the case studies showed that SEAs entail a more efficient organization of classrooms and schools, allowing a more inclusive education for a diverse student body, including students with special needs, who can benefit from enhanced access to the content of the general curriculum in a shared learning environment ( Christou and Molina, 2009 ; Molina and Ríos, 2010 ). A key feature of the inclusive learning environments promoted in the SEAs is the diverse interactions promoted around learning among, on the one hand, students, as they are organized in heterogeneous groups and, on the other hand, relatives and other members of the community, who are welcome to participate in the students’ learning activities. These interactions are key components of the SEAs that have created new learning opportunities for students with special needs in mainstream schools and, more recently, in special schools ( García-Carrión et al., 2016 , 2018 ).

The analysis of the social impact of SEAs on students with special needs shows positive impacts in terms of the participation, learning and social inclusion of these students. Regarding student participation, the supportive peer interactions promoted within the SEAs and the participation of volunteers from the community, who ensured that these supportive interactions were implemented and provided assistance themselves when necessary, facilitated normalized and active participation in learning activities and natural support within the student group, which progressively made specific, individualized support less necessary ( Molina, 2003-2007 ). For this to occur, the case studies showed the importance of the activities that students worked on in the IG being the same for all of them and of students with special needs not being given different activities in any case. The same occurred with DLG: all students participating in the gathering read the same book. The analysis showed that this was important because both IG and DLG work based on interactions and, if one student was given an activity or a book that was different than that of the other students, interaction of this student with the group would be easily broken. In some cases, adaptations were made regarding the way students accessed the material, interacted with it or produced an output or regarding the level of complexity required. However, the learning content was always the same to allow the maximum benefit from interaction and the highest possible level of attainment. Across the case studies, teachers reported that supportive interactions within heterogeneous groups in successful educational actions had been more effective than differentiated individual attention separated from the class, even in the cases when additional human resources were used. Therefore, SEAs have prevented reducing learning opportunities related to the segregation and individualization of educational measures often aimed at these students ( Valls, 2008-2011 ; Flecha, 2015 ).

In terms of learning and cognitive development, the possibility of asking questions when necessary and constantly seeing and listening to peers working on the activity and talking about it helped students with special needs stay connected to the activity, understand it and do it ( Molina, 2003-2007 ; Valls, 2008-2011 ). Learning progress was more evident in instrumental learning subjects (literacy, math), which are prioritized in IG and DLG. Specifically, due to the interactive and dialogical nature of both IG and DLG, communicative ability is one learning and development area in which students show a clear improvement. In this regard, for these children, DLG have meant the opportunity to broaden their vocabulary and gain a better understanding of the language structure, as they are able to listen more proficient children and adults, who also model language and help the students with special needs express themselves better ( Garcia-Carrion, 2018-2020 ).

Regarding the social impact of SEAs on the social inclusion of students with special needs and group cohesion, it was observed that the participation of these students in regular class activities that IG and DLG facilitated contributed to considering these students as “one of the class” and not a “part-time student” who only shares part of their time and activities with their classmates. Beyond participation, SEAs gave students opportunities to interact with their peers and therefore to come to know better each other, ultimately building new friendships. Peer support and friendship that were learned in IG and DLG often extended beyond the class and beyond the context of school, creating new opportunities for both cognitive and social development, for instance, when students with special needs had the opportunity to share their doubts with their classmates when doing homework via telephone or social networks or to meet them at birthday parties ( Valls, 2008-2011 ; Garcia-Carrion, 2018-2020 ).

Extending Improvements to More Schools and Students

The case studies showed ways in which the education of students with special needs improved in SEAs, as well as key components of these actions that explained the results. Both findings were crucial to extend these actions and their benefits to more children with special needs and thus for the social impact of the research.

The first time that primary schools were transformed into learning communities and implemented SEAs was in 1995 in Spain. There were five schools at that time. Ten years later, in 2005, there were 22 schools. After 10 more years, in 2015, the number reached 120 schools in different countries ( Flecha, 2015 ). Today, 225 schools in Spain 2 , 49 schools in other European countries 3 , and 411 schools in Latin America 4 , each with diverse populations, have become learning communities through the application of successful educational actions. These data show that the INCLUD-ED project (2006–2011) was a turning point in the spread of SEAs in schools. The spread of the project also meant that these actions could reach more diverse students with special needs. The applicability of the SEAs with these students was usually a topic of debate among the teachers that incorporated these actions in their schools. When the knowledge of the evidence provided by the line of research reached the new schools, both teachers and the rest of community became more confident when including students with disabilities in IG, DLG, and other shared learning activities in the school. The different teachers interviewed explained that the implementation of SEAs in their schools has increased over time and so has the participation of students with special needs, which reaches 100% in some cases. As one teacher explained, the participation in SEAs prevents the need for individual support outside the classroom: “Out of all the classes, there is not any child that gets out of the classroom [to receive individual support] when they work on SEAs” (Sandra). The implementation of SEAs with students with special needs – as well as with the general population of students – has not only been sustained but has increased, as, for teachers, it is an efficient way to respond to these – and other – students’ needs:

In the school, almost all students with special needs participate in SEAs (.) From my experience I can tell you that I used to do an SEA session per week, then I did two, this year I have done three, and now I cannot imagine less than three, every time I need to do it more and more. (Carmen)

The benefits observed by research in the case studies then started to spread to more children in other schools. Two examples can illustrate these improvements. First, the case of a child with a severe neurological deficit, for whom participating in SEAs made it possible to transform the expectations that were imposed on his learning possibilities:

The neurologist said that he could not learn almost anything. literacy and all the learning, they saw it as impossible. but he has learnt to read (…) if we hadn’t known about it, that evidence about interactions… Last year we did 6 sessions [of IG] per week, plus DLG, we did as much as we could, and it is amazing what he has learnt. (Sandra)

Research has already shown that being able to participate and learn in IG and DLG changes the self-concept and learning expectations of the children with special needs as well as the concept and expectations their peers and adults have of them. In these interactive learning environments, students were often able to solve tasks that they could not solve alone or read books that could not read alone, going beyond teachers’ and families’ expectations for their learning ( Flecha, 2015 ). When SEAs reached new schools and students, these higher expectations, which create new learning opportunities, were created there too.

The second example is of a child with Down syndrome who could benefit from a more normalized learning environment where he could make progress in both learning and group belonging; this shows how the benefits that research had identified in group cohesion were replicated in other cases like this:

We had another child with a disability who was very isolated from the group, he did not have an emotional bond either, and the attention he received was too individualized; with the special education teacher, the speech therapist, he did not feel he belonged to the group. And when we started implementing SEAs, work in IG, DLG, the group changed very much, (…) and the child, who had Down syndrome, started to belong to the group: worked on the same activities as the others, and the others counted on that child. It was a huge change. (…) We achieved a lot of things. (Carmen)

Both teachers, Sandra and Carmen, clearly attributed the improvements observed to the students’ participation in IG and DLG. In some cases, looking for the participation of these children in SEAs has made teachers look for adaptations that enabled their participation. This was the case for a child in Irene’s school. He had not developed oral language, which made it difficult to participate in DLG, but the teachers adapted the book to pictograms and facilitated him in using a tablet with the pictograms and synthesized voice software installed so that he could communicate in the group. This had several impacts: first, the child could follow the reading, think of an idea to share and structure the idea; second, he could share the idea with the group and contribute to the gathering; third, the other children could realize that their classmate wanted and was able to communicate with the others, and even “heard his voice” for the first time; fourth: new opportunities for communication and the sharing of knowledge, experiences and thoughts appeared in the group. These changes did not occur until the teachers considered how they could improve the child’s participation in DLG, so it was the SEA that encouraged teachers to mobilize the resources that enabled the child’s participation and made these changes possible.

Importantly, the improvements achieved have been sustained and even increased through time as the implementation of SEAs also increased. Awareness of improvements has spread in their communities and that has led, in some cases, to an increased demand to enroll students with special needs in these schools, as Sandra explains in the quote below; this is another way in which the participation and learning opportunities of students with special needs in SEAs have been enhanced:

More families are coming with children with special needs that attended other schools. (…) Here, in the town, all the families know each other. (…) They talk and explain their experiences… and therefore many are requesting a change of school. (Sandra)

Social Impact 2: Transforming Schools’ Approaches to Meeting Students’ Diversity in Terms of Special Needs

The education of students with special needs has changed not only because of increased opportunities to participate in SEAs but also because the dialogic, interactive and transformative approach behind the SEAs has been assumed by the teachers and the entire community to change the way they approach the education of these students at every moment – within and outside SEAs – now being more dialogic, interactive and transformative as well.

Before implementing SEAs, schools tended to respond to students’ special needs through individual attention, often outside the classroom and based on low expectations; they understood the students’ disabilities as an indicator of what the students could achieve. The participation of students with special needs in SEAs has meant a turning point in the schools’ approach to diversity.

A Focus on Interactions to Enhance Students’ Learning Opportunities

Knowing SEAs and their scientific and theoretical bases, especially the relevance of interactions for learning, has meant that teachers who have incorporated SEAs in their schools focus on the interactions they promote. In mainstream schools, the more diverse and rich interactions students found in SEAs was an element that convinced teachers to include the participation of students with special needs and to do the necessary material adaptations to allow that interaction. They could observe improvements in typically developing children, both in learning and coexistence, as a consequence of participating in SEAs, which also encouraged them to include students with special needs and extend these benefits to them, overcoming previous ideas about special education, as Irene explained:

We were intoxicated with the idea that [mainstream] students make progress, but those with special needs need different things, need that we adapt to their learning level… But we have advanced in inclusion as we have been implementing SEAs, because we realized that children with special needs can participate too, and interactions with peers are positive for them to progress, besides self-esteem, seeing they are capable, and that they can improve. (Irene)

In the context of special schools, interactions are also a topic of discussion now, which helps teachers focus on providing their students with the best learning environment possible. For the professionals working there, this has meant an opportunity to give their students richer learning opportunities within their segregated placement:

In our school program, we include what the students will learn, but we also consider and talk very much about the interactions they will have, which is a topic we had never discussed before knowing about SEAs. We focus on the type of interactions they have, if they are quality interactions, if they can have more quality, how we can promote them through SEAs, IG, DLG… (Marta)

Evidence, the SEAs, which explain what is best for our students, give us confidence in our work. We know our way to advance in giving the best results to our students. Therefore, we think of interactions; since they are segregated, we consider which type of interactions we should offer to them. (Ana)

Development of Scientific Thinking About Education

Another consequence of being aware of the benefits of SEAs for students with special needs, as demonstrated by research, has been the development of a more scientific way of thinking among the teaching staff. The teachers interviewed, as well as other teachers in their schools, read scientific publications emerging from or related to this line of research and discussed them in dialogic pedagogical gatherings. This helped them become familiar with research and scientific evidence, and they now look for this evidence when they must make decisions on their students’ education:

Now we say: “But is there evidence for it? Let’s see who has written about that” (…) for instance, when we are working on autism, [we want to know] if what we implement is based on scientific evidence or not, and what the most recent research about autism says. It has emerged from having implemented evidence and talking about evidence. (Marta)

Once the teachers learned that there is scientific evidence behind the success achieved by SEAs, they looked for evidence-based actions, practices or programs in any aspect of their professional activity, which increased their chances of enhancing students’ education, not only when the students participate in SEAs but at any moment they are at school. SEA participation therefore increases the potential social impact that other research in education and psychology of education can have, as these teachers look for the evidence of previous improvements achieved and reported by this research to transfer them to their own context and achieve similar improvements.

Changing Teachers’ Minds and Talk About Students With Special Needs

In relation to the scientific view of education, teachers have changed the way they think and talk about their students, focusing not on the students’ disabilities but on what the teachers can do to transform the educational context and improve the education of such students. These teachers do not ask whether students with special needs can participate in SEAs; they start from the premise they can, and they think on the way they can facilitate their students’ participation through, for instance, necessary adaptations. These teachers believe that this way of thinking about their students has made them improve as teachers, as their professional performance is permeated by language of possibilities:

We realize that we have a different approach, I mean, [we think about] how are we going to include these students or how are we going to promote interactions with them. And we did not have this perspective before. As a school, having had scientific evidence within reach made us improve our teaching practice, reconsider many things, and find meaning. (Marta)

At the personal level, we have improved our dialogues about what is best for our students. We are advancing in this direction, always putting the focus on the students, on what we will achieve, on the fact that this is the best for them. (Ana)

Rethinking and Reorganizing Specialized Support Within and Beyond SEAs

Implementing SEAs with students with special needs entailed rethinking the role of special education teachers, speech therapists and other specialized support. While these professionals used to work outside the class to provide individualized support to students with special needs, usually based on different curricular material of lower academic level, when SEAs started to be implemented, teachers agreed with these specialists that students with special needs would not leave the classroom. Instead, these professionals started to enter the classroom to support students in IG. When the class was not organized in IG, teachers kept the criteria of organizing heterogeneous groups of students to facilitate the inclusion of students with special needs, and specialists also provided support there. Speech therapists, who, in some cases, were more reluctant to change their role into a more inclusive role, also agreed to participate in SEAs by preparing activities for IG or supporting students in DLG.

One of the first things we were clear about was that these students would not leave the classroom and would be distributed within the classroom in heterogeneous groups, and at the same time, we started working in IG and DLG. (…) In my school, all of them used to leave the classroom and had different curricular materials. Objectives were set with very low expectations, low academic objectives, and then we engaged in debates and there were several changes. (…) On the one hand, the role of the speech therapist changed, and this was difficult to achieve because they felt they had lost their identity, their role, (…) but now we work and plan children’s learning together. (Sandra)

In some cases, reading and discussing research publications, such as INCLUD-ED results ( INCLUD-ED Consortium, 2009 ), helped in organizing students and supporting them in a more inclusive way when working in SEAs and beyond, which supported the decision to maintain students with special needs in the class when SEAs were implemented:

Little by little, we saw that all students improved, and we started to do pedagogic gatherings. For instance, I remember that we discussed INCLUD-ED “Actions for success in schools in Europe,” and we emphasized the topic of groupings with the teaching staff because the special education teachers had the idea that they had to take the students with special needs out of the classroom. So, we agreed that when we worked in SEAs, these students would stay in the classroom so that they could participate in the same activities as everyone else. (Ines)

Higher Expectations and Enhanced Learning: Teachers Recovering Meaning in Their Profession

Being aware of SEAs and the improvements promoted and having the opportunity to discuss them and implement them in their school facilitated teachers’ enhanced belief about their students’ potential and, at the same time, gave them the tools to make that potential real; as teachers’ expectations were raised, students’ performances also raised and even surpassing these expectations. This has had an impact on students but also teachers, as some of the teachers reported rediscovering meaning in their profession as a result of being better able to facilitate the learning of students with more difficulties:

I think that the teachers who implement SEAs with our students have found more meaning in teaching, because we see that they learn. We have had high expectations, and even with these high expectations, many times, they have surprised us. We’ve said “I never imagined it could but it happened”, even if we always had high expectations. Sometimes, unintentionally, working with disabilities, we think, “well, we have high expectations, but we will get there one day”, and we are already there. (Marta)

The higher expectations and the possibilities enabled by them has meant a shift, especially in the context of special education, where low expectations and low educational levels predominate, as Ana reflected:

I think that in special schools we can easily find the “happiness curriculum”, that is to say, “poor kids, they have enough with their disability, instead of trying to learn more [let’s make them happier]”. I have worked in several special schools, and I always found colleagues with this attitude. Then, I think that implementing SEAs, and now with the line of research, I think we have realized that we have to change our minds, through dialogue: Why expect less? Let’s go for high expectations, for the best of each student, and see what we can achieve. I think it has been something that has spread in the school, as a result of starting to work in this way with students and other colleagues seeing the results. (Ana)

Importantly, the higher expectations supported by the previous evidence of improvement achieved through SEAs have made it possible for teachers to take on challenges that they would not have taken on before. For instance, Carmen explained that once she learned about the SEAs and their impact at a conference, she decided to implement these actions with the most challenging group at her school. The groups with most challenging students are often those that teachers do not choose to work with and are assigned to the least experienced teachers or those who arrived most recently at the school; however, SEAs make teachers more confident in their ability to improve these students’ educations and, as occurred in the case of Carmen, make them wish to teach precisely the most difficult groups because they know they can make a difference in the education of those students:

I could not understand how it was possible to respond to the diversity we had in the classrooms. I remember that when I arrived at the school I couldn’t, I was overwhelmed, and I remember going at the international conference and seeing it crystal clear. I saw it so clear that I remember we had a class in the school with much diversity, a very special group, and I went to the principal’s office and said, “I need to take this group and implement what I know, what the evidence says that works, to ascertain that it works, and to transform this group”. (…) And the change was amazing. (…) Now I cannot see it in any other way, because now, I feel that any challenge I face, I will succeed. And now, I feel very much like taking the group most in need, the most vulnerable one. For me, it has been awesome working like this. (Carmen)

Social Impact 3: From Mainstream to Special Education Settings: The Transference of SEAs

The expansion of SEAs to new schools has entailed SEAs reaching new educational contexts, some of which are specific contexts in special education. Reaching these new contexts has entailed the opportunity for more inclusive, quality education.

SEAs as a Way to Include Students Segregated in Special Education Classes in the Mainstream Class

As the teachers reported, the inclusion of all students with special needs in SEAs has sometimes been a process, especially when the school serves students with severe disabilities, which directly affects areas of curricular learning. Irene’s school contains a specific classroom for students with language and communication disorders (a communication and language classroom) related to the autism spectrum disorder, which serves students from different municipalities. These students have little or no development of oral language, which makes it difficult for them to participate in actions such as IG and DLG, as such methods are based on dialogue and interaction. Teachers relied from the beginning on research evidence for including in SEAs other students with special needs who attended the mainstream classes. Subsequently, guided by the evidence of the improvements achieved with these students in the school, the students from the communication and language classroom also started to be included in the SEAs.

The students of mainstream classrooms started to participate first. (…) At the beginning, the students with autism, who had many difficulties, who could not speak, did not participate in SEAs; we had not thought about that yet. (…) We still had to break with the idea that we had to teach students with special needs outside the classroom. Then, when we started to include them in the classroom, especially by participating in SEAs, and we saw that the students with difficulties – but who could speak – improved, then we said, “And the other students? The most difficult ones? Let’s see if it is possible”. And it is possible. (Irene)

In this case, the teacher highlighted the importance of adapting some aspects of the development of the activity to facilitate the progressive participation of these students. In the case of students with autism and little language development, the readings for the DLG were prepared with pictograms so that the children could follow the story and express themselves. The teachers prepared the reading and the contribution for the gathering with their families ahead of time. In IG, the students started participating in only one activity, with additional support if necessary, and progressively participated in two or more activities of the IG session.

IG and DLG have made the participation of students who previously shared little learning time with their peers possible in the mainstream classroom, which means that SEAs have had an impact on their educational inclusion and learning opportunities. Furthermore, some of these students have left the communication and language classroom and are now enrolled full time in the mainstream classroom. SEAs have helped to make the possibilities for these students to learn in mainstream inclusive settings more visible and, as a consequence, some students have left open places in the communication and language classroom that can be occupied by students who are now attending special schools. Therefore, in this case, SEAs not only promote the inclusion of students within that school but also open possibilities for more inclusive trajectories for students in other schools.

Pau is a child who came to the communication and language classroom as a child with autism. Today, after having worked with him in the mainstream classroom of peers of the same age, participating in SEAs with interactions has improved his performance at the social level, and now this child is in the mainstream classroom and has left an available place in the communication and language classroom for other children with language difficulties at special schools. That is, we have achieved students who were schooled in the communication and language classroom now being in the mainstream classroom. (Ines)

Transference of SEAs in Special Schools

In the context of Spain, where the research was conducted, 17% of students with special needs are enrolled in special schools ( World Health Organization, 2011 ). According to national law 5 , these are students with disabilities whose special educational needs cannot be met in mainstream schools, the most frequent types of disabilities including intellectual disabilities (36%), multiple disabilities (24%) and pervasive developmental disorder (19%) 6 . Some special schools concerned with providing the best education to their students have also wondered about the possibility of bringing to their schools the educational actions that transformed the education of students with disabilities in mainstream schools. Today, there are 4 special schools that implement SEAs. In Marta and Ana’s school, when the teaching staff started to implement SEAs, no one there had previous experience with implementing SEAs in special schools, so they had to recreate the SEAs in the new context. To ensure proper implementation to achieve the benefits that had already been observed in mainstream schools, they implemented the SEAs progressively and assessed the ongoing results:

In our school, we started with one classroom, and little by little, the number of classrooms that implemented DLG increased. Today, not only has this implementation been sustained, but the number of participants has increased, both in DLG and IG. (…) The results are very positive, because in primary education, at the beginning, only one classroom participated and now 5 entire classrooms participate. (Ana)

The transference of SEAs in their special school was not only sustained but, in time, also increased: similarly to what occurred with mainstream schools, more SEAs have been implemented in more groups and with more diverse children: “We included first children with more speech ability, and little by little we included students with less speech ability to see how we could manage to guarantee that all of them could participate in the SEA” (Marta). “Now, when you look at the timetable for the next school year, you can see that it is full of SEAs” (Ana). This extension in the implementation of SEAs in the school cannot be separated from the students’ progress: it is the improvements such work has achieved that encourages teachers to extend IG and DLG to new groups, students and learning content.

In some cases, preparing the activity with the children ahead of time facilitated their incorporation into the SEA. According to the teachers, using such strategies has made it possible for approximately 80% of the students of preprimary and primary education to participate in IG, and approximately 40% of the students to participate in DLG. In this context of special education and with this group of students, SEAs have also demonstrated improved learning. Language is an area in which most of these students present difficulties, and it is the area of improvement that the teachers have highlighted most, along with an improved coexistence between students:

With the SEAs, new language structures appeared in the students that we never imagined before that they could develop, reasoning, argumentation, first with much help and modeling, but finally, it appeared spontaneously. Then, reading books, which we did not foresee either (…). Expanding their vocabulary. (…) With the SEAs they gain richer vocabulary too. (Marta)

The main results we have seen are improvements in language competence and the quality of their contributions, sentence structures of greater complexity, improvement in explaining their opinions, improved coherence of discourse, taking into account the topic of the debate. (…) Then, an increase in the number of participants in the DLG, better knowledge of the other participants, the creation of new bonds and friendships, and the reduction of coexistence problems. (Ana)

This evidence suggests that SEAs are not limited to a particular type of school or student population but can be effective with very different types of student diversity and educational contexts. According to the teachers, the research on SEAs and special needs had an influence on these improvements achieved in their school:

I think that we could not have achieved it if we would not have this line of research and impact. I mean, it has given us much robustness, a great deal of science to say, “Okay, it has been studied, it works,” and this robustness helped us to transfer, sometimes we say “to recreate,” the SEAs. (Marta)

Building Collaboration Between Special and Mainstream Schools

The replicability of SEAs in special schools was accompanied by the previously mentioned transformation of teachers’ understanding of the education of students with special needs. The focus on learning interactions that both IG and DLG have led teachers in these schools not only to ensure maximum diversity in the interactions within the school by, for instance, grouping students with different disabilities and with different capabilities together, but also to look for interactions with typically developing peers who are educated in mainstream schools. Sharing learning activities with these children in an inclusive learning context entailed new learning opportunities for the special school students in a more normalized environment that could eventually help them prepare for a transition from special education to combined (special-mainstream) education. As Ana explained, in her school, the idea of collaborating with mainstream schools emerged from the high expectations developed and the will to pursue more ambitious objectives for their students. Now, the teachers want to establish this beneficial experience as a regular collaboration and extend it from DLG to IG.

Since we started to work with DLG with our students, we have seen that our objectives in DLG are changing, the same way they are progressing and improving, there is an evolution. They start to structure sentences, ask questions, talk about the topic; then, we see the need to look for higher expectations, that is, there is always a bit more. Then, we thought that as we wanted a bit more, and the ones who could provide it as role models were students of their same age. We wanted them to participate in DLG in the most normalized way possible. (…) When we did it with the [mainstream] school it was a spectacular experience, because new dialogues emerged, our students participated very much spontaneously. (…) Then, the need to create these DLG as something periodical and systematic for the next years emerged, starting with DLG, and then we will continue with IG. Each time a bit more, more inclusion, more interactions, more communication, and more learning. (Ana)

According to the teachers’ experience, the students of both regular and mainstream schools benefited from this experience. The special education students could improve their language and academic learning and find new contexts where they could be accepted and respected, and the mainstream school students had the opportunity to learn more about people with disabilities, including their difficulties and capabilities and how to interact with them, which is learning for life. In one of the mainstream schools that had less experience in implementing DLG, students could even learn from the greater experience students from the special school had with DLG. For both groups of students, many of whom lived in the same town, this collaboration entailed the possibility of coming to know each other and creating bonds beyond the school context:

For the children of the mainstream school, it has brought the opportunity to know students with disabilities and learn how to interact with them; for instance, they live in the same municipality, and maybe they met in the street and they did not interact, they did not know how to talk to each other. The gatherings are above all respect, humanity, a climate of total acceptance, that many times we do not find in society. And our students were able to demonstrate what they knew and had no problem raising their hands and sharing what they knew. Although they needed help, they asked questions to their peers at the mainstream school. I mean, their concerns, their language improvement, I think that apart from the academic and the language improvement, regarding human values it is helping both the mainstream and the special school. (Ana)

The fact that SEAs have been replicated in special schools and there are therefore mainstream and special schools that implement SEAs in the same geographical context has made these collaborations and new learning opportunities for both groups of students possible.

Reaching Other Educational Contexts in the Community

The research on SEAs and students with special needs has also had an impact in other places of the community beyond the school context. An illustrative example explained by Sandra is an association dedicated to people with disabilities that offers activities for children with disabilities. The fact that SEAs are open to the community facilitated the president of the association participating in IG in Sandra’s school, showing how both learning and coexistence improve in IG. In addition, the mother of a child with special needs at Sandra’s school is an active member of the association. These connections with members of this association have caused a change in the association, which is now more oriented toward promoting academic learning among the children and is more impregnated with high expectations, creating new contexts where learning and inclusion can be enhanced:

This summer, the association is promoting instrumental learning for the first time; they are doing homework, which they had done never before, and they are very satisfied. And also, the issue of the evidence (…) she told me the other day that a girl with autism had come, the family explained that she had behaviors such as pulling hair, pushing, and she told them, “Don’t worry, we are changing it”, and the mother was very happy, and she was happy too (…) They are learning to read and write since preprimary, and the families are really satisfied… This has been a big change, because they did not think like this before. (Sandra)

Factors Supporting Social Impact

The interviews held with teachers about the impacts achieved have also shown several factors that contributed to these impacts, mainly via supporting the sustainability and replicability of the actions and the promoted improvements. It is important to summarize these factors here because taking them into account may contribute to an enhanced social impact of the research.

Teachers’ Permanent Training Based on Scientific Evidence

As mentioned above, a more scientific approach to education was one of the impacts achieved for teachers. This was translated into the practice of regularly reading scientific texts related to their profession, which, in turn, reinforced this scientific view. Some schools organized seminars in which the teaching staff debated these texts, and in other cases, teachers attended seminars or meetings with teachers from other schools. The texts that they read and debated included articles, books and reports resulting from this line of research and other scientific publications related to teaching and learning that could help them solve problems they encountered and improve their practice. According to the interviewed teachers, sharing this space of learning and debate has been a help in replicating the SEAs in new classes or schools and in bringing the SEAs to more students; it has also been a source of sustainability when the barriers found in the implementation of SEAs were shared and discussed:

Training is essential. As we read about the evidence and debated it, if we had a preconceived idea, we said, “No, this is true, it is as you say, this girl may be able to do that”. I think that training has been and still is essential for all this, because theory gives us a clue to put everything into practice. If we know the theory, then it is very easy. (…) We have to know first, we have to learn first. And then we see it very clearly. (Carmen)

Gaining confidence and feeling empowered to implement the actions that are supported by research has also been an effect of the teachers having access to scientific knowledge:

We emphasized very much that evidence says that children improve more with inclusion, that is, not taking them out of the classroom, if you do not group them separately… Then, you get empowered, and say, “This is really what we have to do; every time, if we could do that it would be ideal”. Then, you change your outlook a bit. (…) Because we came from another paradigm, we had another trajectory, and with the training we started to see things more clearly; we got empowered and said, “It has to be done this way, it is demonstrated that it is best, so let’s do it”. (Ines)

Teamwork and Networks of Support

Another facilitator of social impact highlighted by the teachers was the availability of a network of support among teachers and schools. The previously mentioned seminars are one place where some of these networks have been created. The previous experiences of other colleagues that are shared in these spaces have encouraged new teachers to implement SEAs and have also helped solve doubts and difficulties in the implementation of SEAs. These networks of support have made possible, for instance, collaborations between special and mainstream schools in sharing SEAs. Irene explained that this was an important factor in her case; the same way that special schools took the progress achieved in mainstream schools as a reference to replicate the SEAs in their context, Irene’s school took one special school as evidence of the possibilities for successfully implementing SEAs in her school:

The more positive, inclusive, rich, high expectations and interactions you have in more contexts with other professionals that are implementing SEAs in other schools and see that it is possible, that a special school is doing it and it is possible, and they improve… the more things like that you listen to throughout your professional life, and the more people you can share these spaces with, the more you empower yourself… and finally, you do it, because you believe it is true that it is possible and that you are going to make it. (Irene)

Recording Results and Being Aware of the Improvements Achieved

For teachers, it was also important to have a record of the students’ results related to the SEAs so that they could register progress and be fully aware of the improvements achieved. Some schools had more systematic records than others, and some of them were aware that they had to improve their recordkeeping, but all of them agreed on the importance of gathering this evidence, as it demonstrates teachers they are doing well and encourages the continuance of their work:

Results, because in daily life the inertia doesn’t let us see progress, but it is very important to talk about it with colleagues: “Look at what we have achieved,” “Look, this child could not do that and now he does”. When we verbalize it, we realize all we are achieving. (Carmen)

Sharing the Impact of SEAs With Families

When schools share the development and outcomes of SEAs not only among teachers but also with students’ families, the latter also become active supporters of these actions. This information can be shared in the schools’ seminars or assemblies that are open to families, in individual meetings with the family of a particular student, or while developing the SEAs if families participate, for example, as volunteers in IG. This information has led, for instance, to families not authorizing their children with special needs to receive support outside the classroom – because they know their children can progress further by participating in SEAs in their classroom—or agreeing that their child can stay in the school one more year so as to continue taking advantage of learning in SEAs.

Within education, I think that special education is the great forgotten area, and, with this research, I really believe that now is our time. I think that special education is starting to be visible and show that with them [students with disabilities], it is also possible. (…) I believe that it is our moment and I hope that this research helps all students and that finally, inclusion becomes a reality that we achieve between all. (Ana, teacher at a special school)

Ana, with these words, tried to synthesize what the actual and potential social impact of the line of research was for teachers such as her. Research conducted on SEAs and students with disabilities and other special educational needs allowed the identification of benefits that these educational actions entailed for these children in the schools that were already implementing them. Subsequently, this evidence has reached new schools, bringing these improvements to new student populations and improving teachers’ professional experiences, thus achieving a social impact that, as Ana said, is contributing to transforming special education.

This line of research is an example of the body of research in the psychology of education that studies several aspects of the education of students with special needs, creating interventions that improve their learning and coexistence with peers or bringing forth scientific evidence on which effective educational programs can be based. As interaction and dialogue are key components of SEAs, we argue that the evidence collected on the impact of SEAs on students with special needs shows the transformative potential of the sociocultural approach of learning ( Vygotsky, 1980 ; Bruner, 1996 ) for the education of these students. Because evidence on the social impact of this line of research was obtained from a limited number of interviews, conclusions must be cautiously made. However, there is evidence supporting the achievement of social impact. The criteria defined by SIOR 7 , the Social Impact Open Repository that aims at monitoring, evaluating and improving the impact of research, enables the analysis of how social impact is approached, as well as the limitations that can be addressed to further enhance social impact achievements.

(1) Connection of research with the social priority goals of sustainable development. The line of research responds to UN Sustainable Development Goal 4 on Quality Education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Therefore, the research is aligned with one of the social priorities.

(2) Percentage of improvement achieved regarding the departure situation. The interviews conducted allowed the collection of evidence on the improvements achieved in terms of the students’ learning and improved coexistence and the schools’ more efficient response to student diversity. However, an accurate and quantified record of the academic and/or social improvements of these students has not been systematized. Therefore, evidence of the social impact would be enhanced with a more systematic procedure to collect and quantify the improvements.

(3) Transferability of the impact: the actions based on the project’s results have been successfully applied in more than one context. Transferability has been achieved in different directions: first, replicating the SEAs in mainstream schools with the participation of students with special needs in these schools; second, recreating the SEAs in special schools, thus transferring the actions to a new student population; and third, transferring the SEAs to other out-of-school educational contexts in the community.

(4) Scientific, political, and social dissemination. The benefits of SEAs for students with disabilities and other special needs have been disseminated through scientific publications, conferences and training for teachers and schools. Importantly, this dissemination has been a key component for the transferability and sustainability of the impact, according to the evidence collected and is associated with the scientific training of teachers, who used such publications to learn from and discuss the evidence and transform their own professional practice.

(5) Sustainability of the impact achieved. According to the evidence collected, in all the new contexts and new populations of students where SEAs have been transferred, the intensity of the implementation has not only been sustained but also increased, and the same occurred with the improvements achieved. Although an accurate quantification of the improvement is not yet available, the experience of the sample of teachers who were involved in the transference of the SEAs and still implement them in their own context points in this direction.

Taking this into account, further research on SEAs and students with special needs with social impact could cover four aspects. First, to analyze how SEAs put into practice contributions from theory in the psychology of education to support the learning and development of children with special needs more in depth. Second, to define a procedure to collect and quantify the improvements achieved by the students as a result of participating in SEAs. The INTER-ACT project, which is currently advancing this line of research, will contribute to quantifying this improvement and strengthening the evidence of the research’s social impact. Third, to support the transference of the SEAs and the improvements associated with them to new schools. Additional impact is foreseen in this regard, as the ongoing INTER-ACT project will transfer SEAs to new mainstream and special schools and will add further evidence on the key elements for the transferability of SEAs to new contexts with students with special needs and those without. Finally, to extend the interactive understanding of learning and development beyond schools and the teaching and learning contexts, reaching other related professionals and activities, such as evaluation, attention and counseling related to special needs; these areas of intervention are still very much impregnated with an individualistic perspective more aligned with the medical model than with the social model of disability, and students and schools would benefit from coordinated work based on the evidence of the benefits of the interactive approach of SEAs.

Data Availability Statement

The datasets generated for this study are available on request to the corresponding author.

Ethics Statement

The study was fully approved by the Ethics Board of the Community of Researchers on Excellence for All (CREA). The participants provided their written informed consent to participate in this study.

Author Contributions

SM conceived the original idea with the support of ER. ED conducted the literature review. SM with the support of RG analyzed the results of the line of research (case studies) from the perspective of social impact. ER coordinated the data collection (interviews) on social impact. SM conducted the interviews, and transcribed and analyzed them with the support of RG and ED. SM wrote a full draft of the manuscript. ED, ER, and RG revised it and included corrections. SM revised the final version of the manuscript.

This work was supported by the INTER-ACT, Interactive Learning Environments for the Inclusion of Students With and Without Disabilities: Improving Learning, Development and Relationships. Spanish National Programme for Research Aimed at the Challenges of Society, Ministry of Economy, Industry and Competitiveness. Reference Number: EDU2017-88666-R.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

• ^ The Ethics Board was composed of Dr. Marta Soler (president), who has expertise in the evaluation of projects from the European Framework Programme of Research of the European Union and of European projects in the area of ethics; Dr. Teresa Sordé, who has expertise in the evaluation of projects from the European Framework Programme of Research and is researcher in the area of Roma studies; Dr. Patricia Melgar, a founding member of the Catalan Platform Against Gender Violence and a researcher in the area of gender and gender violence; Dr. Sandra Racionero, a former secretary and member of the Ethics Board at Loyola University Andalusia (2016-2018) and a review panel member for COST action proposals in the area of health; Dr. Cristina Pulido, an expert in data protection policies and child protection in research and communication and a researcher in communication studies; Dr. Oriol Rios, a founding member of the “Men in Dialogue” association, a researcher in the area of masculinities, and the editor of “Masculinities and Social Change,” a journal indexed in WoS and Scopus; and Dr. Esther Oliver, who has expertise in the evaluation of projects from the European Framework Programme of Research and is a researcher in the area of gender violence.
• ^ Schools as Learning Communities in Spain: http://utopiadream.info/ca/centros-en-funcionamiento/caracteristicas/
• ^ Schools as Learning Communities in Europe: Successful Educational Actions for all (SEAS4ALL). ERASMUS + Programme. Record number: 2015-1-ES01-KA201-016327. https://seas4all.eu/ ; Social transformation through Educational Policies based on Successful Educational Actions (STEP4SEAS). ERASMUS + Programme. Record number: 11. 580432-EPP-1-2016-1-ES-EPPKA3-IPI-SOC-IN. https://www.step4seas.eu/
• ^ 2018 Report of the Schools as Learning Communities network in Latin America https://www.comunidaddeaprendizaje.com.es/uploads/materials/579/352de6fce741a0d1e6d17c67944cec2c.pdf
• ^ Ley Orgánica de Educación [Organic Law of Education] (LOE), of 2006, amended by the Ley Orgánica para la Mejora de la Calidad Educativa [Organic Law for the Improvement of Quality of Education] (LOMCE), of 2013.
• ^ Spanish Ministry of Education and Vocational Training. Statistics on Education. School year 2017-2018. https://www.educacionyfp.gob.es/servicios-al-ciudadano/estadisticas/no-universitaria/alumnado/matriculado/2017-2018-rd.html
• ^ https://sior.ub.edu/indicators

Akhutina, T., Foreman, N., Krichevets, A., Matikka, L., Narhi, V., Pylaeva, N., et al. (2003). Improving spatial functioning in children with cerebral palsy using computerized and traditional game tasks. Disabil. Rehabil. 25, 1361–1371. doi: 10.1080/09638280310001616358

PubMed Abstract | CrossRef Full Text | Google Scholar

Alanazi, M. S. (2017). Use of flashcards in dealing with reading and writing difficulties in SEN students. Multidiscip. J. Educ. Res. 7, 53–87. doi: 10.17583/remie.2017.2211

CrossRef Full Text | Google Scholar

Alenizi, M. A. (2019). Effectiveness of a program based on a multi-sensory strategy in developing visual perception of primary school learners with learning disabilities: a contextual study of Arabic learners. Int. J. Educ. Psychol. 8, 72–104. doi: 10.17583/ijep.2019.3346

Anderson, D. L., Watt, S. E., and Shanley, D. C. (2014). A multi-dimensional model of the origins of attitude certainty: teachers’ attitudes toward attention-deficit/hyperactivity disorder. Soc. Psychol. Educ. 17, 19–50. doi: 10.1007/s11218-013-9235-5

Asmus, J. M., Carter, E. W., Moss, C. K., Biggs, E. E., Bolt, D. M., Born, T. L., et al. (2017). Efficacy and social validity of peer network interventions for high school students with severe disabilities. Am. J. Intellect. Dev. Disabil. 122, 118–137. doi: 10.1352/1944-7558-122.2.118

Auphan, P., Ecalle, J., and Magnan, A. (2019). Computer-based assessment of reading ability and subtypes of readers with reading comprehension difficulties: a study in French children from G2 to G9. Eur. J. Psychol. Educ. 34, 641-643. doi: 10.1007/s10212-018-0396-7

Bowles, D., Radford, J., and Bakopoulou, I. (2018). Scaffolding as a key role for teaching assistants: perceptions of their pedagogical strategies. Br. J. Educ. Psychol. 88, 499–512. doi: 10.1111/bjep.12197

Bruner, J. S. (1973). Beyond the Information Given: Studies in the Psychology of Knowing. New York, NY: WW Norton.

Google Scholar

Bruner, J. S. (1996). The Culture of Education. Cambridge, MA: Harvard University Press.

Christou, M., and Molina, S. (2009). Educational inclusion and critical pedagogy. Teor. Educ. 10, 31–55.

Chun Sik Min (2010). Cultural discourse on special education’s identity. J. Intellect. Disabil. 12, 213–229.

Dainez, D., and Smolka, A. L. (2014). The concept of compensation in the dialogue of Vygotsky with Adler: human development, education and disability. Educ. Pesqui. 40, 1093–1108. doi: 10.1590/S1517-97022014071545

Elboj, C., and Niemelä, R. (2010). Sub-communities of Mutual Learners in the Classroom: The case of Interactive groups. Rev. Psicodidáctica 15, 177–189.

European Agency for Special Needs and Inclusive Education (2017). Early School Leaving and Learners with Disabilities and/or Special Educational Needs: Final Summary. Available online at: https://www.european-agency.org/resources/publications/early-school-leaving-and-learners-disabilities-andor-special-educational-1 (accessed March 3, 2020).

European Commission (2010). European Disability Strategy 2010-2020: A Renewed Commitment to a Barrier-Free Europe. Brussels: European Commission. Available online at: https://ec.europa.eu/eip/ageing/standards/general/general-documents/european-disability-strategy-2010-2020_en (accessed March 3, 2020).

European Commission (2013). Ethics for Researchers. Facilitating Research Excellence in FP7. Available online at: http://ec.europa.eu/research/participants/data/ref/fp7/89888/ethics-for-researchers_en.pdf (accessed March 3, 2020).

Flecha, R. (2015). Successful Educational Action for Inclusion and Social Cohesion in Europe. Berlin: Springer. doi: 10.1007/978-3-319-11176-6

Flecha, R., Soler-Gallart, M., and Sordé, T. (2015). Social impact: Europe must fund social sciences. Nature 528:193. doi: 10.1038/528193d

Flecha, R. (2006-2011). INCLUD-ED. Strategies for inclusion and social cohesion in Europe from Education. 6th Framework Programme. Brussels: European Commission.

Garcia, R., Mircea, T., and Duque, E. (2010). Socio-cultural transformation and the promotion of learning. Rev. Psicodidáctica 15, 207–222.

PubMed Abstract | Google Scholar

García-Carrión, R., Molina Roldán, S., Grande López, L. A., and Buslón Valdez, N. (2016). Análisis de las interacciones entre alumnado y diversas personas adultas en actuaciones educativas de éxito: hacia la inclusión de todos y todas. Rev. Latinoam. Educ. Incl. 10, 115–132. doi: 10.4067/S0718-73782016000100007

Garcia-Carrion, R. (2018-2020). INTER-ACT. Interactive Learning Environments for the Inclusion of Students with and Without Disabilities: Improving Learning, Development and Relationships. R+D Plan. Madrid: Spanish Ministry of Science.

García-Carrión, R., Molina Roldán, S., and Roca, E. (2018). Interactive Learning Environments for the Educational Improvement of Students with Disabilities in Special Schools. Front. Psychol. 9:1744. doi: 10.3389/fpsyg.2018.01744

Gómez, A., Padrós, M., Ríos, O., Mara, L. C., and Pukepuke, T. (2019). Reaching social impact through communicative methodology. Researching with rather than on vulnerable populations: the Roma case. Front. Educ. 4:9. doi: 10.3389/feduc.2019.00009

Gómez, A., Puigvert, L., and Flecha, R. (2011). Critical communicative methodology: informing real social transformation through research. Qual. Inq. 17, 235–245. doi: 10.1177/1077800410397802

Gómez, A., Siles, G., and Tejedor, M. (2012). Contributing to social transformation through Communicative Research Methodology. Qual. Res. Educ. 1, 36–57. doi: 10.4471/qre.2012.02

Goodley, D. (2001). ‘Learning Difficulties’, the social model of disability and impairment: challenging epistemologies. Disabil. Soc. 16, 207–231. doi: 10.1080/09687590120035816

Haegele, J. A., and Hodge, S. (2016). Disability discourse: overview and critiques of the medical and social models. Quest 68, 193–206. doi: 10.1080/00336297.2016.1143849

Hatcher, P. J., Goetz, K., Snowling, M. J., Hulme, C., Gibbs, S., and Smith, G. (2006). Evidence for the effectiveness of the Early Literacy Support programme. Br. J. Educ. Psychol. 76, 351–367.

Heidrich, R., and Bassani, P. (2012). Inclusive design - assistive technology for people with cerebral palsy. Work 41, 4762–4766. doi: 10.3233/WOR-2012-0028-4762

Holliman, A. J., and Hurry, J. (2013). The effects of Reading Recovery on children’s literacy progress and special educational needs status: a three-year follow-up study. Educ. Psychol. 33, 719–733. doi: 10.1080/01443410.2013.785048

Hughes, C., Foley, S., White, N., and Devine, R. T. (2018). School readiness in children with special educational needs and disabilities: psychometric findings from a new screening tool, the Brief Early Skills, and Support Index. Br. J. Educ. Psychol. 88, 606–627. doi: 10.1111/bjep.12206

INCLUD-ED Consortium (2009). Actions for Success in Schools in Europe. Brussels: European Commission.

Krull, J., Wilbert, J., and Hennemann, T. (2018). Does social exclusion by classmates lead to behaviour problems and learning difficulties or vice versa? A cross-lagged panel analysis. Eur. J. Spec. Needs Educ. 33, 235–253. doi: 10.1080/08856257.2018.1424780

Law, Y., Lam, S., Law, W., and Tam, Z. W. Y. (2017). Enhancing peer acceptance of children with learning difficulties: classroom goal orientation and effects of a storytelling programme with drama techniques. Educ. Psychol. 37, 537–549. doi: 10.1080/01443410.2016.1214685

Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. Br. J. Educ. Psychol. 77, 1–24. doi: 10.1348/000709906X156881

Lloyd, J. E. V., Irwin, J. G., and Hertzman, C. (2009). Kindergarten school readiness and fourth-grade literacy and numeracy outcomes of children with special needs: a population-based study. Educ. Psychol. 29, 583–602. doi: 10.1080/01443410903165391

Lopez de Aguileta, G. (2019). Developing school-relevant language and literacy skills through dialogic literary gatherings. Int. J. Educ. Psychol. 8, 51–71. doi: 10.17583/ijep.2019.4028

Lovett, M. W., Frijters, J. C., Wolf, M., Steinbach, K. A., Sevcik, R. A., and Morris, R. D. (2017). Early intervention for children at risk for reading disabilities: the impact of grade at intervention and individual differences on intervention outcomes. J. Educ. Psychol. 109, 889–914. doi: 10.1037/edu0000181

Molina, S., and Ríos, O. (2010). Including students with disabilities in learning communities. Psychol. Soc. Educ. 2, 1–9.

Molina, S. (2003-2007). Interactive Groups: A Practice of the Learning Communities for the Inclusion of Students with Disabilities. Ph.D. thesis, Universitat de Barcelona, Barcelona.

Montague, M., Krawec, J., Enders, C., and Dietz, S. (2014). The effects of cognitive strategy instruction on math problem solving of middle-school students of varying ability. J. Educ. Psychol. 106, 469–481. doi: 10.1037/a0035176

Oldfield, J., Humphrey, N., and Hebron, J. (2017). Risk factors in the development of behaviour difficulties among students with special educational needs and disabilities: a multilevel analysis. Br. J. Educ. Psychol. 87, 146–169. doi: 10.1111/bjep.12141

Papadopoulos, T. C., Charalambous, A., Kanari, A., and Loizou, M. (2004). Kindergarten cognitive intervention for reading difficulties: the PREP remediation in Greek. Eur. J. Psychol. Educ. 19, 79–105. doi: 10.1007/BF03173238

Park, N. (2015). A study on disabilities human rights education in social studies from the viewpoint of disability studies. J. Hum. Rights Law Relat. Educ. 8, 1–19.

Pitchford, N. J., Kamchedzera, E., Hubber, P. J., and Chigeda, A. L. (2018). Interactive apps promote learning of basic mathematics in children with special educational needs and disabilities. Front. Psychol. 9:262. doi: 10.3389/fpsyg.2018.00262

Puigvert, L., Christou, M., and Holford, J. (2012). Critical communicative methodology: including vulnerable voices in research through dialogue. Camb. J. Educ. 42, 513–526. doi: 10.1080/0305764X.2012.733341

Roberts, G. J., Cho, E., Garwood, J. D., Goble, G. H., Robertson, T., and Hodges, A. (2019). Reading interventions for Students with reading and behavioral difficulties: a meta-analysis and evaluation of co-occurring difficulties. Educ. Psychol. Rev. 32, 17–47. doi: 10.1007/s10648-019-09485-1

Schwab, S., Huber, C., Gebhardt, M., Goble, G. H., Robertson, T., and Hodge, A. (2016). Social acceptance of students with Down syndrome and students without disability. Educ. Psychol. 36, 1501–1515. doi: 10.1080/01443410.2015.1059924

Soler, M. (2015). Biographies of “Invisible” people who transform their lives and enhance social transformations through dialogic gatherings. Qual. Inq. 21, 839–842. doi: 10.1177/1077800415614032

Stake, R. E. (2006). Multiple Case Study Analysis. New York, NY: Guilford.

Tzuriel, D., and Shamir, A. (2007). The effects of peer mediation with young children (PMYC) on chldren’s cognitivie modificability. Br. J. Educ. Psychol. 77, 143–165. doi: 10.1348/000709905x84279

UNESCO (2017). School Violence and Bullying. Global Status Report. Available online at: https://unesdoc.unesco.org/ark:/48223/pf0000246970 (accessed March 3, 2020).

Valls, R., and Kyriakides, L. (2013). The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Camb. J. Educ. 43, 17–33. doi: 10.1080/0305764X.2012.749213

Valls, R. (2008-2011). MIXTRIN. Ways of Grouping Students Together and How this is Related to Success at School: Mixture, Streaming and Inclusion. R+D Plan. Madrid: Spanish Ministry of Science.

Velázquez Callado, C. (2012). Analysis of the effects of the implementation of cooperative learning in physical education. Qual. Res. Educ. 1, 80–105. doi: 10.4471/qre.2012.04

Vellutino, F. R., and Scanlon, D. M. (2002). The Interactive Strategies approach to reading intervention. Contemp. Educ. Psychol. 27, 573–635. doi: 10.1016/S0361-476X(02)00002-4

Vuorinen, K., Erikivi, A., and Uusitalo-Malmivaara, L. (2019). A character strength intervention in 11 inclusive Finnish classrooms to promote social participation of students with special educational needs. J. Res. Spec. Educ. Needs 19, 45–57. doi: 10.1111/1471-3802.12423

Vygotsky, L. (2018). Compensatory processes in the development of the retarded child. Educ. Pesqui. 44:e44003001. doi: 10.1590/S1678-4634201844003001

Vygotsky, L. S. (1980). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Wilson, C., Woolfson, L. M., Durkin, K., and Elliott, M. A. (2016). The impact of social cognitive and personality factors on teachers’ reported inclusive behaviour. Br. J. Educ. Psychol. 86, 461–480. doi: 10.1111/bjep.12118

World Health Organization (2011). World Report on Disability. Geneva: World Health Organization.

Keywords : social impact, psychology of education, special educational needs, interactive groups, dialogic literary gatherings

Citation: Duque E, Gairal R, Molina S and Roca E (2020) How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions. Front. Psychol. 11:439. doi: 10.3389/fpsyg.2020.00439

Received: 23 September 2019; Accepted: 25 February 2020; Published: 13 March 2020.

Reviewed by:

Copyright © 2020 Duque, Gairal, Molina and Roca. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Silvia Molina, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

REFLECTION PAPER (Educational Psychology)

Related Papers

Ayhan Çalık

Kathy Howery

Joseph William M Tweedie

Second in a series of courses that comprise the PRIME Teacher Training Program. Here we look at the Theory of Multiple Intelligences and Learning Styles and how it impacts facilitating learning for ALL students.

Curriculum & Instruction Dept., Faculty of Education, Assiut University, Egypt

Dr Mahmoud M S Abdallah

The opposite of special education is general education. General education is the standard curriculum presented with standard teaching methods and without additional supports. Thus, the main idea of special education is to make adjustments to our normal teaching so that specific types of learners are cared for. There are some students who might have particular needs that might be overlooked or neglected inside the classroom. Those students have the right to learn and succeed based on their particular abilities, strengths, and needs. We (as language teachers) should adjust our teaching (language teaching) so that we can meet all of our students’ specific needs (i.e. disabilities, language levels, proficiency, learning difficulties, talents, psychological problems/handicaps/needs, etc.). Students are different, and therefore, we have to address many types of learners. Otherwise, many students in the mainstream/general education will be left behind. Nowadays, there is a growing interest in special education. Unified instruction in the mainstream education has disadvantaged many learners with special needs. Hence, a special-education approach has recently come to the fore to help those learners to learn according to their real academic abilities, levels, and needs. Common special needs include challenges with learning, communication challenges, emotional and behavioural disorders, physical disabilities, and developmental disorders. Students with these kinds of special needs are likely to benefit from additional educational services such as different approaches to teaching, use of technology, a specifically adapted teaching area, or resource room. Intellectual giftedness is a difference in learning and can also benefit from specialised teaching techniques or different educational programs, but the term "special education" is generally used to specifically indicate instruction of students whose special needs reduce their ability to learn independently or in an ordinary classroom, and gifted education is handled separately. In most developed countries, educators are modifying teaching methods and environments so that the maximum number of students are served in general education environments. Special education in developed countries is often regarded less as a "place" and more as "a range of services, available in every school." Integration can reduce social stigmas and improve academic achievement for many students. Defining Special Education ________________________________________________________________ Longman Dictionary of Language Teaching & Applied Linguistics defines Special education as: "provision of schooling or special support for those whose needs cannot be readily accommodated in the mainstream curriculum, e.g. for students who may have particular emotional, intellectual, physical or social needs." Special education can also be defined as: - The education of physically or mentally handicapped children whose needs cannot be met in an ordinary classroom; - The education of students with special needs in a way that addresses the students' individual differences and needs; - Educational programmes and services for disabled and/or gifted individuals who have intellectually, physically, emotionally, or socially different characteristics from those who can be taught through normal methods or materials; - Specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability; - Services offered to children who possess one or more of the following disabilities: specific learning disabilities, speech or language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, orthopaedic impairments, visual impairments, autism, combined deafness and blindness, traumatic brain injury, and other health impairments; - Specialised educational services designed to address disabilities in intelligence, language skills, perceptive skills, behaviour, or social and emotional development that make it hard for a student to learn well in a regular classroom. In a nutshell, special education is the education of students with special needs in a way that addresses the students' individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the students were only given access to a typical classroom education.

Center for Teaching and Learning Hostos CC

US-China Education Review A & B

Beata Borowska-Beszta , Katarzyna Wasilewska-Ostrowska

Javohir Ismailov

“Human beings differ from one another and there is absolutely no reason to teach and assess all individual in the identical way”. - Dr. Howard Gardner Keeping this in mind, the Multiple Intelligence Theory has paved its way to the teaching process to treat individual differences seriously. The Multiple-Intelligence (MI) theory primarily listed seven intelligences which come and work together: verbal-linguistic, logical-mathematical, interpersonal, intrapersonal, visual-spatial, bodily-kinesthetic and musical/rhythmic. Eventually, he added the naturalist intelligence, the existential intelligence, and the so-called “pedagogical intelligence”. His theory became highly popular with K-12 educators around the world who seeks ways in reaching their students until trying a different approach. Because of these kinds of experiences, the idea of learning styles and multiple intelligences reverberate with many educators. As pointed out by Fliess (2009), Gardner developed the multiple intelligences on 1983 to help educators, psychologists and parenting experts better understand how children process and learn information. While in the excerpt written by Westerberg (2012), Gardner directly says that multiple intelligences are not a statement about learning styles. In addition, he emphasized that Gardner himself describe learning style as an “incoherent hypothesis”. However, either of the two is still learning theory until now. The use of MI and LS, based on most educational researchers, have many benefits in the field of teaching and learning process. On the other hand, McLeod (2010) explore the idea about learning styles regarding with “Kolb-Learning Style Theory”. He found out that both learning stages and cycle present by Kolb could be used by teachers to critically evaluate the learning provision typically available to students, and develop more appropriate learning opportunities. While Liston (2009)in her study about Different Learning styles in mathematics teaching, have found out that conceptions of mathematics open a window to students understanding of mathematics. Students’ view of mathematics affects the quality of the students understanding and learning outcomes. Teachers’ conceptions of mathematics are perhaps most important for the future of mathematics education, since it is these very conceptions that influence teachers’ approaches to teaching and bring about change in the mathematics classroom. In seeking for applicable learning opportunities, many teachers are challenged in their teaching stint. In spite of their cautious preparation in their lesson planning and the use of all sorts of learning aids, the dilemma of academic performance is still on the line, which is commonly the measure of classroom learning. As emphasized by Bruke& Dunn (2006), classroom teachers and educators are aware that each student learns differently. Through education classes and constant discussion, educators are aware that by identifying each student learning style, teaching to his or her learning style and implementing curriculum that compliments student learning can improve on-task behavior and increase content knowledge. The thought of identifying each student learning style may seem impossible and time consuming. However, with the right instrument, that is quick and effective, the process will be much more approachable. A pressure has been placed on teachers to increase students’ grades on academic achievement test. The researchers know that teaching to a students’ learning style will improve scores. The researchers tend to explore on how the multiple-intelligence and the learning styles affects the academic performance of the students specifically in Mathematics. The academic performance of school reflects the academic achievement of the learner’s as the purpose of the National Achievement Test imposed by the Department of Education. As lectured by Benito (2010), NAT, is a Philippine ‐made standardized test designed to determine pupils/students’ achievement level, strengths and weaknesses in five key curricular subject areas at the end of the school year. The result of the National Achievement Test is chosen as a basis of the school’s academic performance. The schools served as samples are the ones where the researchers are taking their field study. Table1 NAT results 2011-2014 (School Ranking in Mathematics) School 2011-2012 2012-2013 2013-2014 Rank MPS Rank MPS Rank MPS Justice Emilio Angeles Gancayco Memorial National High School 17th 59.13 30th 32.03 11th 53.52 LimayNational High School 13th 65.78 18th 46.8 22nd 42.45 Lamao National High School 14th 63.83 10th 61.88 17th 44.28 Mariveles National High School (Cabcaben) 18th 40.3 17th 48.22 15th 47. 24 As the preceding table shows, Limay National High School has shown a decline in the NAT ranking in the past three years when it regards to its performance in Mathematics. In fact, in the recent NAT results, it ranked lowest among the four schools. Because of this, the researchers chose Limay National High School, as the research local. In reality, majority of Math classes consist of a teacher-led lesson, directed at the whole class, followed by individual practice (e.g. board works, drills) and sometimes group-activity reinforcement. It is mainly because Mathematics deals solely with concepts and theories. As the course of classroom learning shifted its gears to progressive classroom, the monotony of classroom instruction in Mathematics is ceased. From the teacher-centered instruction, students’ diversity is also taken into consideration. Gardner’s Multiple Intelligence Theory can greatly help teachers to revolutionize the classroom instruction. On the other hand, Loori (2005) tackles the differences of intelligence preferences according to gender. Males preferred learning activities involving logic and mathematical intelligences, whereas females preferred learning activities involving intrapersonal intelligence. The comparative study between the genders regarding with the differences of intelligences reflects that either male or female, multiple intelligences and learning styles should not incorporate in identical way. It is fair and functional if all individuals perform on its domain rather than be traditionally tested in general intelligence. This would bring the chances of every individual on its field of inclination, expertise and actual intelligence. In addition to the use of MI-based instruction and how it affects the preferred learning styles of students, Orog (2012) states that student with musical inclination are doing a well-coordinated skill level with that of tactile-kinesthetic group of learners, or the presence of both intelligences to the same group of students. This information only reveals that a musically inclined learner is almost have the same level of learning style with tactile-kinesthetic learners as the performance-based assessment, in accordance to Orogs’ study, affirms the correlation to each other. There are many ways to incorporate MI and learning style theory in the curriculum, and there is no set method by which to incorporate these theories. The proponents of this study have been entering the world of field study required in their profession for almost 3 years. It can be typically observed that some students, despite of attending and sitting inside the classroom, are still deprived of learning since, the gap of the teaching style and learning style was not narrowed down. Most of the teachers, specifically mathematics educators, do not incorporate the theories about multiple intelligences and learning styles in classroom instruction. Adding the fact, that it narrows the measurement of academic performance to test scores. Hence, students do not receive the learning they need to acquire, disrupting the utilization of their true potentials. This research may help the teachers to consider incorporating MI and learning styles in the field of instructing mathematics. The primary goal of this research is to help math teachers realize that they should know more about the two concepts, assess the students’ learning styles as soon as possible in order to help students develop their different intelligence factors in a way which is conducive to their individual learning styles. As a result, when these important aspects are understood and acted upon, teaching strategies will become more efficient and effective and learning becomes more enjoyable for students who find difficulties in the traditional classrooms. Consequently, the diversity of students, due to various learning styles and multiple intelligences, can be more appreciated and its implication with the students’ academic performance can be used as a guideline to improve the classroom instruction in Mathematics, as the researchers want to address. All in all, this research aims to initiate change, to the educational system, in order to produce globally-competitive, productive, and life-long learners with the inclusion of MI and LS in the teaching-learning process.

RELATED PAPERS

European Journal of Teacher Education

Vida Vilkiene

… University of Malta

Paul A. Bartolo

NEW PARADIGM OF BORDERLESS …

Dr Melor Md Yunus

Aini Akmar Mohd Kasim

Maria Bjorklund

Tonette S Rocco

NEW PARADIGM OF …

Mohd Sallehhudin Abd Aziz

Mae Carroll

Fadzilah Siraj

Carmel Cefai , Vida Vilkiene

Cindy Poore-pariseau

Fuzirah Hashim

Nor Fazlin Mohd Ramli

zuraidah ali

MEXTESOL Journal

Ligia Fernanda Espinosa Cevallos

Mallika Nawal

HOW Journal , Patricia Jiménez

Ikrom Abualiff

Michael Orey

David J Connor

internet c9

Alison Murray

Cheryl Deverell

ealamat ealamat

Oakwoods Academy

jay louie Sacayan

Carol Tomlinson

Avegail Tolentino

Panha Phatana

Harshna Saini

Charmaine Bissessar

Intakhab A Khan

Limuel Celada

Maurice Azzano

د.عبدالرحمن الجعيد

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In
• EDIT Edit this Article
• EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth
• Browse Articles
• Learn Something New
• Quizzes Hot
• This Or That Game
• Train Your Brain
• Explore More
• Support wikiHow
• About wikiHow
• Log in / Sign up
• Education and Communications
• College University and Postgraduate
• Academic Writing

How to Write a Reaction Paper

Last Updated: September 15, 2022 Fact Checked

This article was co-authored by Rachel Scoggins, PhD . Rachel Scoggins is a Visiting Assistant Professor of English at Lander University. Rachel's work has been presented at the South Atlantic Modern Language Association and the Georgia International Conference on Information Literacy. She received her PhD in Literary Studies from Georgia State University in 2016. There are 9 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 1,143,520 times.

A reaction or response paper requires the writer to analyze a text, then develop commentary related to it. It is a popular academic assignment because it requires thoughtful reading, research, and writing. You can learn how to write a reaction paper by following these writing tips.

Prewriting and Actively Reading

• When you respond to the text, back up your ideas with evidence from the text along with your own connection of ideas, texts, and overarching concepts. If you are asked to agree or disagree, you have to provide convincing evidence about why you feel this way. [2] X Research source
• If responding to multiple texts, you must analyze how the texts relate. If responding to one text, you probably should connect the text to overarching concepts and themes you have discussed in the class.
• The same assignment may also be given to films, lectures, field trips, labs, or even class discussions.
• A reaction paper is not a summary of the text. It also does not state, "I liked this book because it was interesting" or "I hated this because it was boring." [3] X Research source

• If you are unsure, ask the teacher to clarify what they expect from the assignment.
• You may be asked to react to the text in light of another text. If this is the case, you will want to use quotations from both texts in your writing.
• You may be asked to react to the text in the light of the class themes. For example, if you read a book in a Sociology of Gender Roles class, you will want to read, annotate, and react based on how gender roles are described in the book.
• You may be asked to react personally to the text. This is less common, but occasionally the teacher simply wants to know if you have read the text and thought about it. In this case, you should focus on your opinions of the book.

• One of the biggest mistakes that students make is waiting until the last minute to read and react. A reaction is a thoughtful consideration after reading and rereading several times.
• You may need to reread the text multiple times. First, to read and familiarize yourself with the text, then again to start thinking about the assignment and your reactions.

• Try completing some of the following sentences after you read: I think that..., I see that..., I feel that..., It seems that..., or In my opinion...

• What issues or problems does the author address?
• What is the author's main point?
• What points or assumptions does the author make, and how does she back that up?
• What are strengths and weaknesses? Where are problems with the argument?
• How do the texts relate? (if multiple texts)
• How do these ideas connect to the overall ideas of the class/unit/etc?

Drafting Your Essay

• When you finish, read back over what you've just written. Determine what your strongest and most convincing reactions are. Prioritize your points.

• Think about why the author has written the article or story as they have. Why did he structure things in this particular way? How does this relate to the outside world? [7] X Research source

• Your thesis will be one statement that explains what you will analyze, criticize, or try to prove about the text. It will force your reaction paper to remain focused.

• For example, if you are reacting to a theme in a book, you can split the paragraphs into how the setting, antagonist, and figurative imagery communicate the themes successfully or unsuccessfully.

• Draft paragraphs that introduce quotations, analyze them, and comment on them.

• A good way to think about structuring your paragraph is: detail, example/quotation, commentary/evaluation, repeat.

Writing Your Final Draft

• The last sentence of your introduction should be your thesis.

• Look for places where you simply report what the texts says instead of providing a critique or evaluation of what the text says.

• If you have been asked to give a statement about your personal opinion, the conclusion may be the best place to insert it. Some teachers may allow you to state the personal opinions in the body paragraphs. Make sure to double check with the teacher first.

• Read through for clarity. Are your sentences clear? Have you supported and fully argued your points? Is there any place where you're confusing?

Writing Help

Community Q&A

• Look for things the author leaves out or raise counterarguments when an argument is weak. Thanks Helpful 0 Not Helpful 0
• Don't wait too long between reading the text and writing the paper. You don't want to forget important details. Thanks Helpful 0 Not Helpful 0
• This paper is not autobiographical. It's not about how you feel, how you were in the same situation, or how this relates to your life. Thanks Helpful 0 Not Helpful 1

You Might Also Like

• ↑ https://www.umgc.edu/current-students/learning-resources/writing-center/online-guide-to-writing/tutorial/chapter8/ch8-14
• ↑ http://www.esc.edu/online-writing-center/resources/academic-writing/types/summary-reaction-papers/
• ↑ http://utminers.utep.edu/omwilliamson/engl0310link/readerresponse.htm
• ↑ https://www.hunter.cuny.edu/rwc/handouts/the-writing-process-1/invention/Writing-a-Response-or-Reaction-Paper
• ↑ http://study.com/articles/Step-by-Step_Guide_to_Writing_a_Great_Reading_Response_Paper.html
• ↑ https://writingcenter.unc.edu/tips-and-tools/quotations/
• ↑ https://success.uark.edu/get-help/student-resources/reaction-paper.php
• ↑ https://writingcenter.unc.edu/tips-and-tools/introductions/
• ↑ https://owl.purdue.edu/owl/general_writing/the_writing_process/proofreading/proofreading_for_errors.html

About This Article

To write a reaction paper, start by carefully analyzing the thing you're supposed to be reacting to. Then, write down your initial reactions and thoughts. Try to come up with an angle for your paper, like that you disagree with the subject or that you think it has a deeper meaning. Once you've got an angle, summarize it in the introduction of your paper and use the body paragraphs to support it. Remember to use direct quotes and specific examples to back up what you're saying. When you're finished, reread your paper to make sure your angle is clear. If you want to learn how to set up topic sentences in your paragraphs from our Literary Studies Ph.D. co-author, keep reading! Did this summary help you? Yes No

• Send fan mail to authors

Reader Success Stories

Mar 8, 2017

Did this article help you?

Shirley Mitchell

Aug 13, 2016

Mar 18, 2017

Glenn Beleber

Aug 3, 2016

Gessa Melnon Sanoria

Jun 18, 2018

Featured Articles

Trending Articles

Watch Articles

• Terms of Use
• Privacy Policy
• Do Not Sell or Share My Info
• Not Selling Info

Get all the best how-tos!

Sign up for wikiHow's weekly email newsletter

What this handout is about

This handout discusses some of the common writing assignments in psychology courses, and it presents strategies for completing them. The handout also provides general tips for writing psychology papers and for reducing bias in your writing.

What is psychology?

Psychology, one of the behavioral sciences, is the scientific study of observable behaviors, like sleeping, and abstract mental processes, such as dreaming. Psychologists study, explain, and predict behaviors. Because of the complexity of human behaviors, researchers use a variety of methods and approaches.  They ask questions about behaviors and answer them using systematic methods. For example, to understand why female students tend to perform better in school than their male classmates, psychologists have examined whether parents, teachers, schools, and society behave in ways that support the educational outcomes of female students to a greater extent than those of males.

Writing in psychology

Writing in psychology is similar to other forms of scientific writing in that organization, clarity, and concision are important.  The Psychology Department at UNC has a strong research emphasis, so many of your assignments will focus on synthesizing and critically evaluating research, connecting your course material with current research literature, and designing and carrying out your own studies.

Common assignments

Reaction papers.

These assignments ask you to react to a scholarly journal article.  Instructors use reaction papers to teach students to critically evaluate research and to synthesize current research with course material.  Reaction papers typically include a brief summary of the article, including prior research, hypotheses, research method, main results, and conclusions. The next step is your critical reaction. You might critique the study, identify unresolved issues, suggest future research, or reflect on the study’s implications.  Some instructors may want you to connect the material you are learning in class with the article’s theories, methodology, and findings. Remember, reaction papers require more than a simple summary of what you have read.

To successfully complete this assignment, you should carefully read the article. Go beyond highlighting important facts and interesting findings. Ask yourself questions as you read: What are the researchers’ assumptions? How does the article contribute to the field? Are the findings generalizable, and to whom?  Are the conclusions valid and based on the results?  It is important to pay attention to the graphs and tables because they can help you better assess the researchers’ claims.

Your instructor may give you a list of articles to choose from, or you may need to find your own.  The American Psychological Association (APA) PsycINFO database is the most comprehensive collection of psychology research; it is an excellent resource for finding journal articles.  You can access PsycINFO from the E-research tab on the Library’s webpage.   Here are the most common types of articles you will find:

• Empirical studies test hypotheses by gathering and analyzing data. Empirical articles are organized into distinct sections based on stages in the research process: introduction, method, results, and discussion.
• Literature reviews synthesize previously published material on a topic.  The authors define or clarify the problem, summarize research findings, identify gaps/inconsistencies in the research, and make suggestions for future work. Meta-analyses, in which the authors use quantitative procedures to combine the results of multiple studies, fall into this category.
• Theoretical articles trace the development of a specific theory to expand or refine it, or they present a new theory.  Theoretical articles and literature reviews are organized similarly, but empirical information is included in theoretical articles only when it is used to support the theoretical issue.

You may also find methodological articles, case studies, brief reports, and commentary on previously published material. Check with your instructor to determine which articles are appropriate.

Research papers

This assignment involves using published research to provide an overview of and argument about a topic.  Simply summarizing the information you read is not enough. Instead, carefully synthesize the information to support your argument. Only discuss the parts of the studies that are relevant to your argument or topic.  Headings and subheadings can help guide readers through a long research paper. Our handout on literature reviews may help you organize your research literature.

Choose a topic that is appropriate to the length of the assignment and for which you can find adequate sources. For example, “self-esteem” might be too broad for a 10- page paper, but it may be difficult to find enough articles on “the effects of private school education on female African American children’s self-esteem.” A paper in which you focus on the more general topic of “the effects of school transitions on adolescents’ self-esteem,” however, might work well for the assignment.

Designing your own study/research proposal

You may have the opportunity to design and conduct your own research study or write about the design for one in the form of a research proposal. A good approach is to model your paper on articles you’ve read for class. Here is a general overview of the information that should be included in each section of a research study or proposal:

• Introduction: The introduction conveys a clear understanding of what will be done and why. Present the problem, address its significance, and describe your research strategy. Also discuss the theories that guide the research, previous research that has been conducted, and how your study builds on this literature. Set forth the hypotheses and objectives of the study.
• Methods:   This section describes the procedures used to answer your research questions and provides an overview of the analyses that you conducted. For a research proposal, address the procedures that will be used to collect and analyze your data. Do not use the passive voice in this section. For example, it is better to say, “We randomly assigned patients to a treatment group and monitored their progress,” instead of “Patients were randomly assigned to a treatment group and their progress was monitored.” It is acceptable to use “I” or “we,” instead of the third person, when describing your procedures. See the section on reducing bias in language for more tips on writing this section and for discussing the study’s participants.
• Results: This section presents the findings that answer your research questions. Include all data, even if they do not support your hypotheses.  If you are presenting statistical results, your instructor will probably expect you to follow the style recommendations of the American Psychological Association. You can also consult our handout on figures and charts . Note that research proposals will not include a results section, but your instructor might expect you to hypothesize about expected results.
• Discussion: Use this section to address the limitations of your study as well as the practical and/or theoretical implications of the results. You should contextualize and support your conclusions by noting how your results compare to the work of others. You can also discuss questions that emerged and call for future research. A research proposal will not include a discussion section.  But you can include a short section that addresses the proposed study’s contribution to the literature on the topic.

Other writing assignments

For some assignments, you may be asked to engage personally with the course material. For example, you might provide personal examples to evaluate a theory in a reflection paper.  It is appropriate to share personal experiences for this assignment, but be mindful of your audience and provide only relevant and appropriate details.

Writing tips for psychology papers

Psychology is a behavioral science, and writing in psychology is similar to writing in the hard sciences.  See our handout on writing in the sciences .  The Publication Manual of the American Psychological Association provides an extensive discussion on how to write for the discipline.  The Manual also gives the rules for psychology’s citation style, called APA. The Library’s citation tutorial will also introduce you to the APA style.

Suggestions for achieving precision and clarity in your writing

• Jargon: Technical vocabulary that is not essential to understanding your ideas can confuse readers. Similarly, refrain from using euphemistic phrases instead of clearer terms.  Use “handicapped” instead of “handi-capable,” and “poverty” instead of “monetarily felt scarcity,” for example.
• Anthropomorphism: Anthropomorphism occurs when human characteristics are attributed to animals or inanimate entities.  Anthropomorphism can make your writing awkward.  Some examples include: “The experiment attempted to demonstrate…,” and “The tables compare…”  Reword such sentences so that a person performs the action: “The experimenter attempted to demonstrate…”  The verbs “show” or “indicate” can also be used: “The tables show…”
• Verb tenses: Select verb tenses carefully. Use the past tense when expressing actions or conditions that occurred at a specific time in the past, when discussing other people’s work, and when reporting results.  Use the present perfect tense to express past actions or conditions that did not occur at a specific time, or to describe an action beginning in the past and continuing in the present.
• Pronoun agreement: Be consistent within and across sentences with pronouns that refer to a noun introduced earlier (antecedent). A common error is a construction such as “Each child responded to questions about their favorite toys.” The sentence should have either a plural subject (children) or a singular pronoun (his or her). Vague pronouns, such as “this” or “that,” without a clear antecedent can confuse readers: “This shows that girls are more likely than boys …” could be rewritten as “These results show that girls are more likely than boys…”
• Avoid figurative language and superlatives: Scientific writing should be as concise and specific as possible.  Emotional language and superlatives, such as “very,” “highly,” “astonishingly,” “extremely,” “quite,” and even “exactly,” are imprecise or unnecessary. A line that is “exactly 100 centimeters” is, simply, 100 centimeters.
• Avoid colloquial expressions and informal language: Use “children” rather than “kids;” “many” rather than “a lot;” “acquire” rather than “get;” “prepare for” rather than “get ready;” etc.

Reducing bias in language

Your writing should show respect for research participants and readers, so it is important to choose language that is clear, accurate, and unbiased.  The APA sets forth guidelines for reducing bias in language: acknowledge participation, describe individuals at the appropriate level of specificity, and be sensitive to labels. Here are some specific examples of how to reduce bias in your language:

• Acknowledge participation: Use the active voice to acknowledge the subjects’ participation. It is preferable to say, “The students completed the surveys,” instead of “The experimenters administered surveys to the students.”  This is especially important when writing about participants in the methods section of a research study.
• Gender: It is inaccurate to use the term “men” when referring to groups composed of multiple genders. See our handout on gender-inclusive language for tips on writing appropriately about gender.
• Race/ethnicity: Be specific, consistent, and sensitive with terms for racial and ethnic groups. If the study participants are Chinese Americans, for instance, don’t refer to them as Asian Americans. Some ethnic designations are outdated or have negative connotations. Use terms that the individuals or groups prefer.
• Clinical terms: Broad clinical terms can be unclear. For example, if you mention “at risk” in your paper, be sure to specify the risk—“at risk for school failure.”  The same principle applies to psychological disorders. For instance, “borderline personality disorder” is more precise than “borderline.”
• Labels: Do not equate people with their physical or mental conditions or categorize people broadly as objects. For example, adjectival forms like “older adults” are preferable to labels such as “the elderly” or “the schizophrenics.” Another option is to mention the person first, followed by a descriptive phrase— “people diagnosed with schizophrenia.”  Be careful using the label “normal,” as it may imply that others are abnormal.
• Other ways to reduce bias: Consistently presenting information about the socially dominant group first can promote bias. Make sure that you don’t always begin with men followed by other genders when writing about gender, or whites followed by minorities when discussing race and ethnicity. Mention differences only when they are relevant and necessary to understanding the study. For example, it may not be important to indicate the sexual orientation of participants in a study about a drug treatment program’s effectiveness. Sexual orientation may be important to mention, however, when studying bullying among high school students.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

American Psychological Association. n.d. “Frequently Asked Questions About APA Style®.” APA Style. Accessed June 24, 2019. https://apastyle.apa.org/learn/faqs/index .

American Psychological Association. 2010. Publication Manual of the American Psychological Association . 6th ed. Washington, DC: American Psychological Association.

Landrum, Eric. 2008. Undergraduate Writing in Psychology: Learning to Tell the Scientific Story . Washington, DC: American Psychological Association.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

How to Write a Reaction Paper

Guide for Writing a Reaction Paper

A reaction paper is a common assignment in most high schools and universities. It gives students the chance to show their understanding of source material by asking them to summarize, analyze, and give their personal opinion. A reaction paper requires critical thinking as well as creative writing skills, so it can be a challenge to write. Whether you were looking for the answer on how to write a reaction paper about a movie, how to write a reaction paper example, or how to write a reaction paper to an article, you will learn everything you need including a step-by-step guide and an outline here!  

What is Reaction Paper?

A reaction paper is a written assignment that asks a student to briefly summarize and then give personal opinions about a book, article, video, etc. Unlike a critique or review, the main focus is on the personal opinions, thoughts, feelings, and reactions of the student.

Struggling with the Reaction Paper?

Get your assignments done by real pros. Save your precious time and boost your marks with ease.

How to Write a Good Reaction Paper?

Writing a reaction paper takes time and effort and there are several steps to take before getting to the actual writing. These steps will help you understand the source material as well as help structure the eventual paper. 

What is the purpose? 

Not all reaction papers have the same purpose. While all of them ask you to analyze and give opinions about the source material, the focus of the analysis can be different. Make sure you carefully read the guidelines of the assignment and if you have any questions ask your professor for clarifications.

• Figure out whether the emphasis should be on the analysis or on your personal opinion and reaction.
• The professor may ask you to react to the source material in a way that relates to the course that you are taking. For example, a reaction paper for a sociology class will be different from a reaction paper for an economics class even if the source material is the same.
• Sometimes you may be asked to compare one source material to another piece of writing similar to a compare and contrast essay. 
• A reaction paper can focus more on objective analysis or subjective opinion
• Remember that the goal of a reaction paper is not just to state your opinion. Any claim you make must be backed up by evidence from the source material.
• The purpose of a reaction paper is not to say whether you liked the source material or not, it is to analyze it and connect its deeper meanings to larger themes. 

Go over the source material several times

Just because it's called a reaction paper doesn't mean you can get away with going over the source material once and then quickly writing down what you felt about it. Even if you are trying to learn how to write a reaction paper to a movie, you can't just watch the movie once. Make sure that you give yourself enough time to go over the source material at least a few times. Not only do you have to understand every element of the source material, but you also need time to process, think about, analyze, and make connections. 

While it's good to think about deeper concepts when going through the source material for the first time, just focus on getting a general feeling about the article or movie. Focus on your specific insights and reactions when going over the source material for the second and third times. 

What to do after your first go through

After the first time you read the article or watch the video, spend some time writing down your initial reactions. Think of this as a brainstorming session where there are no bad ideas, write down whatever you want. This can include opinions of what you thought the strengths and weaknesses were, what you liked and didn't like, deeper meanings and connections that jumped out at you, connections to your course,  etc. 

The importance of notes

After you have your initial reactions down, it's time to go over the source material again and take in-depth notes. If it’s an article or a book, print it out so that you can take notes in the margins.  Highlight important quotes or pieces of information, draw arrows connecting different sections, write yourself notes and reminders in the margins, draw diagrams that help you understand the structure of the article, do whatever helps you understand the material better. No one else is going to see the notes you make so be as creative as you want to be. The more time you spend taking notes the better you will understand the source material and the easier writing the reaction paper will be.

Craft a thesis statement

Think of a thesis statement for a reaction paper as the main takeaway from your analysis. A good thesis statement is concise and focused. It should help guide the rest of your paper with every paragraph lending support to your thesis statement. You can come up with a thesis statement by asking yourself what the goal of the author was, how the source material impacts the world, what are the motivations of the main characters, what was the purpose of the source material, what were the major strengths or weaknesses of the source material, etc.

Paragraph Structure

Making a reaction paper outline is a useful endeavor because it helps organize your notes and understand the flow of the paper overall.  A reaction paper follows a typical five-paragraph essay format with an introduction, body paragraphs, and a conclusion. The next section will go in-depth into how to write a reaction paper section by section. 

In general, the first introductory paragraph should contain a brief summary of the source material. The body paragraphs should start with a clear topic sentence followed by evidence for the claim that you are making, and the conclusion should reiterate the thesis and main evidence.

When making an outline, write down the topic sentence and then a quick list of evidence that backs it up. Make sure that each paragraph connects to your thesis statement so that you don't lose focus during the paper. A useful way to structure each paragraph is to first elaborate on something from the source material and then give your opinion backed by evidence.

Using quotations

Once you have an outline and understand how the paragraphs will be structured, go through your notes and find specific quotations from the text that back up your claims. Don't just list quotations, make sure you analyze them and explain why they are important as evidence.  Depending on the word count of the assignment you should limit the length of quotations and paraphrase when necessary. 

Revise and Edit

Once you're done writing your paper make sure that you go over it a few times. This is to get rid of typos and other silly mistakes, but more importantly to check for flow and clarity. You may find that certain paragraphs work better in a different order, or even that certain topic sentences don't back up the thesis statement. This is your chance to make your paper the best it can possibly be, so make sure you spend some time reviewing and editing. 

Double-check your assignment guidelines

It's always a good idea to check your assignment guidelines once you are done with any type of assignment. You’ve put in all the hard work and you don't want to get a lower grade than you deserve because of something silly. Question what the assignment guidelines are asking you to do and make sure that you have followed all the rules.

Did you like our Reaction Paper Guide?

For more help, tap into our pool of professional writers and get expert essay editing services!

A reaction paper follows a typical five-paragraph format structure of essay writing. Let's take a look at each section. 

Introduction

Like any type of writing, the first sentence of a reaction paper should engage the reader and make them want to find out more. Write a catchy hook by making a provocative statement about the source material, hinting at an interesting conclusion or reaction, stating an interesting fact or anecdote, etc.

Next, give some background information about the source material including the name of the article, the author, where and when it was published, any awards won, etc.  

Follow this up with a concise summary of the source material. Remember, the goal of a reaction paper is to objectively analyze and then give personal opinions backed by evidence, so don’t take a lot of time on the summary in the introduction. The goal of the summary is to give readers an idea of what the source material is about, so highlight the most important elements and skip details. Specific information about the source material will come up as quotations and evidence in the body paragraphs. 

End with your thesis statement.

Depending on the purpose of the assignment, your first body paragraph may be an expanded version of a summary or evaluation of the source material. 

More typically the body paragraphs are where you talk about your reactions to the source material and back it up with evidence. Make sure that each body paragraph talks only about 1 claim you are making and that each body paragraph relates to your thesis statement. You can ask yourself the following questions to come up with ideas for specific body paragraphs.

• What were the main themes of the source material and how do they connect with your thesis statement?
• Is there a connection between the source material and real-world events?
• How does the source material relate to your course?
• What are the major claims that the source material is making?
• What are the strengths and weaknesses of the source material and why?
• Did the source material impact your emotions in any way and how did it achieve it?
• Did the source material change your perspective on an important issue?

Conclusion 

The conclusion paragraph should restate your thesis as well as the topic sentences of each paragraph. Concisely explain the main pieces of evidence you have used to support your thesis,  and briefly speak about any larger implications of the work. 

You may be required to have a brief work cited page. This will usually be quite short because the main source is the specific source material. Just make sure to know what citation convention you need to use. 

A reaction paper is one of the most enjoyable assignments for a student because it allows you to experience and give your opinion about something you like, if you were given the freedom to choose the source material, or something interesting if it was assigned by the professor. The most important thing to remember is to stay as objective as possible while expressing your opinion by backing up any claim you make with evidence.

If you have any more questions or need any help with writing a reaction paper, the experts at Studyfy are always here for you. They offer various academic writing services, including sociology essay writing services , help with argumentative essay , write my thesis for me , and college essay writing service . Their team of experts has vast experience in writing high-quality academic papers, and they can provide you with the necessary guidance and support to excel in your coursework.

Don't hesitate to reach out to Studyfy for any writing or academic support you may need!

Featured Posts

How to write a scholarship essay.

How to Write a Movie Review

How‌ ‌to‌ ‌Write‌ ‌an‌ ‌Argumentative‌ ‌Essay

How to Write a Cause and Effect Essay

How to Write an Expository Essay

How to Write an Analytical Essay

Educational Psychology

• Final Reflections

May 4, 2017 @ 7:26 pm · Filed under Uncategorized

Being a good and effective teacher can mean different things to different people, but I believe there are some universal traits of all good teachers. The first one being passionate. Teachers must be very passionate about what they do in order to continuously work their hardest day in and day out to ensure they are teaching the best that they can. Students learn best from teachers who are enthusiastic about their content area and are consistently excited to teach.  Another trait of good teachers is being engaging. No significant learning can take place without proper student engagement, which usually takes more than a lecture to get students properly engaged. These aspects of good teachers I believed at the beginning of the semester and still agree with now. Something that changed in my definition of good teachers is that they are very knowledgeable and well informed. This includes an expertise in their specific content area, but also knowledge on current events, new technology and teaching techniques, issues on identities such as race/ethnicity/socioeconomic status/ability, etc. Teachers can teach their students more than just math, for example. There are many other lessons and skills that can be brought into the classroom.

This course has definitely helped me prepare for most of the teacher standards. One in particular that stood out to me was number 3: “Teachers understand that children learn differently. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities” I feel like a decent portion of our course was dedicated to learning this standard. We learned so much about diversity of students in more aspects than just race, such as ability, socioeconomic status and more, and how these differences do have an impact on how students learn. We learned a lot about how we as educators must be flexible and figure out lesson plans and assessments that can be fitted and modified to students with different academic needs.

The most significant thing I have learned this semester that will help prepare me for my future career as a teacher, is probably how to be more understanding of students. By this I mean I learned the importance of getting to know my students on a more personal level in order to better manage the classroom and figure out what does and doesn’t work for them. Some students may lack motivation, concentration, basic skills, etc., but it probably is not their fault so it is our job as educators to figure out the causes and how we can better help them to learn, as opposed to blaming the student for their behavior. I got to practice this a lot in my O&P. I would get frustrated at times because it seemed like the kids couldn’t care less what we were doing in class. I had to take a step back to reflect on why this might be and what these kids could be going through to realize how I could get them more engaged and motivated.

Finally, how I plan to prepare my online identity for future employers is honestly not something I have totally thought out. I did enjoy this blogging process over the course of the semester so continuing on with this is definitely something I wish to do. Another idea could be a ePortfolio with a few of the projects and papers I am most proud of that I have completed over the course of my college career. I’m not sure what other technology or resources are out there for this type of thing, but I would like to further explore this in the future and see what other kinds of way I could digitally display some of my work and ideas for the job market. I know LinkedIn is a very popular site for making a profile, attaching resumes and portfolios, and seeking out future employers through so maybe that is something I could also look into for the future.

4 Comments »

Matthew lander said,.

May 5, 2017 @ 4:01 pm

Hey Liesl! Nice job on the blog post. Not only is it visually appealing, but the content within is quite interesting. I totally agree with the concept of teaching students other skills than just math within a math classroom, that is something we both share. I also liked how you touched upon this idea of “universal traits” within good teachers. I believe that everyone would agree that being passionate about your content area as well as fostering learning environment for your students is essential to student engagement. Overall, the post is awesome (and much better than mine) and you touched on just about everything, as well as went out of your way to make it aesthetically appealing. Great work -Matt Lander

Rebecca Mills Said,

May 6, 2017 @ 2:08 pm

Hi Liesl! I really relate to your definition of effective teaching. Being passionate resonated with me because if the teacher finds the subject dull the students will most likely be less engaged. According to Fraser (2016) while “subject matter, and pedagogical skill may be” a platform of teaching he continues with an aspect that is “less tangible, but just as important, aspect of a teacher’s commitment” which is passion (p. 31). Passionate teachers will go above and beyond to make sure their students are learning. Being aware of current events will enable you as a teacher to relate class material to their lives and what is going on in the world. Your future students will be lucky to have you!

Fraser, James W. (2016). Teach: A Question of Teaching (2nd ed.). New York: Routledge.

Jon Goltz Said,

May 6, 2017 @ 2:45 pm

Hello Liesel. I loved what you had to read, and the use of the video and clipart. However, I did not see links to other content within the post, or if there were, I didn’t see any citations.

Liesl Ziegeweid Said,

May 6, 2017 @ 2:47 pm

She said we don’t need sources for the final reflections post.

RSS feed for comments on this post · TrackBack URI

Leave a Comment

You must be logged in to post a comment.

Recent Posts

• Scholar Blog Post: Poverty and Brain Development
• Teaching Techniques and Methods
• Differences and Diversity in The Classroom
• Behaviorist and Cognitive Learning Perspectives

Recent Comments

• Liesl Ziegeweid on Final Reflections
• Jon Goltz on Final Reflections
• Rebecca Mills on Final Reflections
• Matthew Lander on Final Reflections
• Mikayla Jones on Teaching Techniques and Methods
• February 2017
• January 2017
• Education and Teaching
• Uncategorized
• Entries feed
• Comments feed
• WordPress.org

XHTML · CSS Theme pack from WPMUDEV by Incsub .

How to Write an Effective Psychology Reaction Paper

Introduction

Welcome to The Knowledge Nest, your go-to resource for all things psychology. In this comprehensive guide, we will walk you through the process of writing an effective psychology reaction paper. Whether you are a student or a professional in the field, mastering the art of crafting insightful and well-structured reaction papers is crucial. Our expert tips and guidance will help you enhance your understanding of psychology concepts and improve your academic performance.

1. Understanding the Purpose

Before jumping into the writing process, it is essential to understand the purpose of a psychology reaction paper. The main aim of this type of paper is to reflect on a particular psychological concept, theory, or research study and provide your personal insights and reactions based on your understanding.

By expressing your thoughts and opinions, you can demonstrate your ability to critically analyze psychological ideas and showcase your grasp of the subject matter. This not only helps in reinforcing your own learning but also contributes to the broader academic discourse in the field of psychology.

2. Selecting a Topic

Choosing the right topic for your psychology reaction paper is vital, as it sets the foundation for the entire writing process. Consider selecting a topic that aligns with your interests and allows you to explore a specific psychological concept or research study in depth.

Remember to opt for a topic that is neither too broad nor too narrow. A narrow topic may limit your ability to provide comprehensive insights, while a broad topic might make it challenging to cover all aspects within the given word limit. Strike a balance by narrowing down your focus while ensuring there is enough information available for analysis.

3. Conducting Thorough Research

Once you have chosen your topic, embark on a journey of in-depth research. Explore reputable sources such as academic journals, books, and scholarly articles to gather relevant information. Be sure to critically evaluate the credibility and reliability of your sources to ensure the accuracy of the information you include in your paper.

4. Organizing Your Ideas

An effective psychology reaction paper requires a clear and logical structure. Begin by outlining your main ideas and organizing them into separate sections or paragraphs. This will help you maintain a coherent flow and ensure that your arguments are well-supported with evidence and examples.

Consider using subheadings to divide your paper into distinct sections. This not only enhances readability but also assists readers in navigating through your paper and locating specific information.

5. Writing the Paper

Now that you have a solid foundation, it's time to put your thoughts into words. Start with an engaging introduction that grabs the reader's attention and provides a brief overview of the topic you will be discussing. Remember to end your introduction with a strong thesis statement that clearly articulates your main argument or reaction.

In the body paragraphs, delve deeper into your analysis by providing relevant examples, research findings, and supporting evidence. Ensure that each paragraph focuses on a specific aspect and smoothly transitions to the next. Use proper citation and referencing formats whenever you include external sources.

Finally, conclude your psychology reaction paper by summarizing your main points, reinforcing your thesis statement, and leaving the reader with a thought-provoking closing statement. Avoid introducing new ideas or evidence in the conclusion, as it should mainly serve as a summary and final reflection.

6. Editing and Proofreading

No paper is complete without thorough editing and proofreading. Take the time to review your work, paying attention to grammar, punctuation, and spelling errors. Ensure that your ideas flow smoothly and that your arguments are coherent and well-supported.

Consider seeking feedback from peers, instructors, or professional editors to gain additional insights and improve the overall quality of your psychology reaction paper. Making necessary revisions based on feedback will help you polish your work and maximize its impact.

Writing an effective psychology reaction paper is a skill that can be mastered with practice and proper guidance. By understanding the purpose, selecting a suitable topic, conducting thorough research, organizing your ideas, and crafting a well-structured paper, you can produce a high-quality academic piece that stands out.

At The Knowledge Nest, we strive to provide you with top-quality resources and expert tips to enhance your understanding of psychology concepts. With our guidance, you can excel in your academic pursuits and contribute to the field of psychology through insightful reaction papers.

The Knowledge Nest - Community and Society

Product of Value: Subway Marketing Strategy - Studybay

Psychology Dissertation Help at The Knowledge Nest

Writing Tips For Undergraduate Research Proposal Sample

A Simple Guide about How to Write an Elegy

How to Become an Expert on Studybay

MBA Dissertation Help Online: Get Help From PhD Experts!

Write My Paper for Me Paper Writing Service Online - Studybay

Legalization of Marijuana Essays: Crafting a Compelling Argument

Welcome to Topwriter2019 - Unmatched Quality and SEO Expertise

How to Write A Reaction Paper: Guide For College Students

Table of contents

• 1 First Things First: What Is A Reaction Paper?
• 2 What About The Reaction Papers Format?
• 3.1 Introduction
• 3.2 Thesis Statement
• 3.3 Body Paragraphs
• 3.4 Conclusion Paragraphs
• 3.5 Citations
• 4 Tips for Writing A Reaction Paper Effectively
• 5 Things to Avoid While Writing a Reaction Paper

In most educational settings, teachers and instructors need to assess the abilities of their students. A common method applied to do that is the use of essays or academic assignments. Papers and essays allow students to showcase their skills and understanding of a particular idea and subject.

One type of essay that is often used in the form of a home task is a reaction paper. This usually requires the students to read and analyze a piece of literature or article. Then write a response that is a reflection of their thoughts and emotions on that material.

Students are usually asked to write a reaction paper to learn how to engage in a meaningful way while articulating their thoughts properly. If you are required to write a reaction paper, it’s important to understand the purpose and thoughtfully approach the assignment.

First Things First: What Is A Reaction Paper?

A reaction paper, also known as a response paper or response essay, is a unique essay requiring a critical perspective in response to another text. It is commonly assigned by teachers and college professors to evaluate students' reading comprehension abilities.

The purpose of a reaction paper is to provide an analysis and interpretation of the text and to express the writer's personal opinions and reactions to it. Each reaction paper uniquely expresses the composer's thoughts, making it a valuable tool for developing critical thinking skills.

The process of writing a reaction paper includes two parts. Here is how to write a reaction paper.

• The analysis of the text,
• And the correct expression of your personal opinion or response.

Reaction papers and research papers serve different purposes and require distinct approaches. Reaction papers involve providing a critical response and personal opinion, while research papers involve conducting thorough research and presenting objective findings. Confusing the two can lead to errors in writing. Reviewing a guide on how to write a research paper can help differentiate between the two and understand their unique requirements.

It´s also important to learn to differentiate the reaction essay from the summary essay. A reaction paper concentrates on the writer's opinion of it, while a summary essay is more about rewriting the original text or article. Still, it is recommendable for the first paragraph of the piece to be an informative summary of the primary article or composition.

With this, you can give your reader a clear idea of the original text before reading your opinion in the reaction paper.

What About The Reaction Papers Format?

Following formatting protocols is crucial when presenting a reaction essay or a research paper in academic writing. And by format, we mean characteristics like page size, font sizes, and margins.

So if you are wondering how to do a reaction paper and which style to use, look at the different styles used for reaction and research papers.

• MLA style . This format was created by the Modern Languages Association and is usually applied in humanistic or artistic pieces. Among other things, it sets regulations for font size (12pts) and margins (1 inch).
• APA style .   This is a frequently used format created by the American Psychiatrists Association. Stipulate a letter page size, 1-inch margins, and Times New Roman font size 12 pts, among other specifics.
• Vancouver style.  The National Library of Medicine created this style for the health field. It's used in medical articles, essays, books, and related texts.

The format style of a reaction paper or article depends on your academy or your teacher’s protocols.

What Are The Reaction Paper Outlines?

Every essay should follow a precise structure that serves as its skeleton. These outlines provide specific guidelines for writers to follow and are easy to comprehend. By adhering to this structure, they can effectively organize their thoughts and ideas, leading to a more coherent and impactful essay.

Here is a generic outline that will help you in case you are wondering how to write a reaction paper for any article.

Introduction

The introduction is the first part of every essay and even a reaction paper. It should be about 15%-20% percent of the content. You do not have to go detailed in this section. The purpose is just to mention the main ideas. And also, present the “problem” or “object” on which your essay centers.

Here are a few steps you can follow if you aim for an introductory paragraph to write an outstanding reaction paper.

• Start by summarizing the article or text that you are reacting to. This will help your reader understand the basic context.
• It's a good idea to provide some background information in the introduction based on the context of your reaction paper.

Thesis Statement

The thesis statement aims to put forward the central argument or crucial points you want to put across the reaction paper. This is the most important part of the entire text and must be articulated clearly and concisely.

Here are some important points you should keep in mind while writing the thesis statement for reaction essays or articles.

• Before writing the thesis statement, make sure you have a proper and thorough understanding of the content of the article and that it is not only based on the initial reactions.
• Identify the main idea presented in the article or content you are reacting to.
• The next step is to determine what your reaction is going to be in response to the article, whether you agree or not with the author.
• Finally, develop your thesis statement encompassing the main idea and your opinions.

Body Paragraphs

This is the main part of the essay where the writer has to explain the principal ideas and the arguments to defend them. This is also the section that should be referenced properly with citations.

Here are some tips to help you with the writing process of the body paragraphs and every reaction paragraph.

• Verify that each body paragraph starts with a topic sentence, it will make your thesis clear.
• After the initial topic sentences, use your analytical skills and provide an analysis. The second part should include supporting evidence to reiterate specific points by using direct quotes backed by reliable sources.
• Use transition words, this allows a better flow of ideas when you write.
• One common mistake students make is that they don't consider the counterarguments. Ensure that you address them in your response papers.
• You can also use ideas and points made during class discussions that might be related to the context of the text you are reacting to.
• Each and every body paragraph should have a strong ending, summarize the main points, and connect back to the central thesis.

Conclusion Paragraphs

In a reaction paper, the writer's conclusions should reflect the results of their analysis and consideration of all the arguments presented. If they are not coherent with the findings, it indicates a failure in the analysis process. Therefore, writers need to ensure that their conclusions accurately reflect the insights they have gained from their analysis. Synthesis of all the major points in one paragraph is to ensure that it serves as a closure for the reaction paper.

Here are some steps you can follow for your academic assignment if you find writing reaction papers a challenging task.

• Start by briefly summarizing every single aspect to provide the reader with a quick overview of all supporting facts and other elements of the paper.
• The next step is to restate your thesis statement or personal thoughts on the topic in a varying tone. This part can also serve as an opportunity to address any lingering questions that the target audience may have.
• The final step is to provide a call to action in a single sentence. This will keep your audience informed.

There are several ways to make citations, and each style defines its own. Before starting your paper, it's important to research the required format and ensure that you follow its specifications. Proper grammar is also essential in any document as it demonstrates language proficiency and respect for the reader.

If you struggle with grammar, there are resources available, such as this website which provides grammar tips for students . Having some help is always an excellent way to improve your performance.

Tips for Writing A Reaction Paper Effectively

Writing a paper or article can be difficult, but it doesn't have to be discouraging. There are many strategies and resources available that can help you produce an effective paper. With the right approach and tools, anyone can become a successful writer.

On the one hand, you should look for services on academic writing. If this is your preference, check this site, where you can pay for assignment and get professional help. If you would rather do the reaction paper by yourself, here is some inside information that can help you understand how to create a reaction paper.

• Organize the process Writing is a process that is more effective if you follow it step by step.
• Understand the task and create the outline Before delving into the crafting process, make sure that you have a thorough understanding of the writing assignment. Structure it for the reaction paper, and get an overview of the task at hand.
• Take notes while reading & reread This way, you can keep track of your first reaction. Employ critical thinking while reading and note down any quotes, examples, or thoughts that would back your response. The first two times, you are processing the content. After a third time, start to create your own thoughts and generate ideas. This is the most critical part of a successful reaction paper.
• Be clear about the ideas & respect the paper outline If you don’t express your thoughts precisely, the reader might not understand the key points, which is vital to such assignments.
• Respect the reaction paper outline Follow the ideal reaction paper format when writing to ensure the presentation is on point.
• Remember that it's a reader-response essay. So, you must express your ideas about the particular issue in the response paper. In order to refer to your personal evaluation and opinion on the article or text, it’s crucial to use the first person.

Things to Avoid While Writing a Reaction Paper

You have read through all the main tips and tricks to polish your writing skills and write an effective reaction paper. Here are some things you should avoid while reacting to an article or text.

• Fluff or rambling – Write concisely to ensure that you do not go off-topic just to increase the word count.
• Plagiarism – If you are quoting from the original article, make sure you are using the proper methods of citations to avoid copying anything without giving proper credit to the author.
• Be Objective – even though your task is to write a reaction to an article, don't be too subjective and maintain a certain level of objectivity throughout the final draft.
• Language – make sure that you use proper jargon and mannerisms even when disagreeing with the author of the article.
• Grammatical errors – ensure you proofread and reread the complete paper to remove any grammatical errors, typos, or mistakes.

In conclusion, a reaction paper is an important assignment that helps teachers and instructors assess the reading comprehension abilities of their students. As an academic piece, it requires a specific format that varies depending on the protocols of the academy or teacher. A good reaction article should have a precise structure that includes an introduction, thesis statement, and body paragraphs.

It is essential to differentiate a reaction article from a research article and a summary essay. By following the guidelines outlined in this guide, college students can understand how to make reaction papers successfully. And showcase their critical thinking skills and ability to articulate their thoughts properly.

Readers also enjoyed

WHY WAIT? PLACE AN ORDER RIGHT NOW!

Just fill out the form, press the button, and have no worries!

We use cookies to give you the best experience possible. By continuing we’ll assume you board with our cookie policy.

• Thesis Statement Generator
• Online Summarizer
• Rewording Tool
• Topic Generator
• Essay Title Page Maker
• Conclusion Writer
• Academic Paraphraser
• Essay Writing Help
• Topic Ideas
• Writing Guides
• Useful Information

How to Write a Reaction Paper: Format, Template, & Reaction Paper Examples

A reaction paper is one of the assignments you can get in college. It may seem easy at first glance, similar to a diary entry requiring your reaction to an article, a literature piece, or a movie. However, writing a high-quality paper often turns into a challenge. Here is a handy guide on how to write a reaction paper, with examples and topic suggestions.

• ❓ What Is a Reaction Paper?

✍️ Reaction Paper Format

• 🤔 How to Write a Reaction Paper

💭 Reaction Paper Questions

• 📋 Transitional Words

🔍 Reaction Paper Examples

• ⁉️ Questions and Answers

🔗 References

❓ what is a reaction paper assignment.

A reaction paper (or response paper) is an academic assignment urging students to explain what they feel about something . When crafting a good reaction piece, the student should aim to clarify what they think, agree or disagree with, and how they would identify with the object regarding their life experiences. The object of your response may be a painting, a book, an academic publication, or a documentary.

This task is not a simple summary of the text or film you’re assigned to. Neither is it a research paper; you don’t need to use external sources in a reaction paper. Thus, the writing process may seem confusing to newbies. Let’s clarify its main elements and features to help you out.

Every academic assignment has a specific structure and requirements to follow. Here we discuss the major elements of the response paper format to guide you through its components and the composition algorithm. As soon as you capture the structure, you can write stellar texts without a problem.

Reaction Paper Template

Every critical reaction paper follows the standard essay outline, with the introduction, the main body, and the conclusion as to its main parts. Here is a more detailed breakdown of each component:

• Introduction . You present the subject and set the context for the readers.
• Body . This part is a detailed analysis of your response to the subject. You should list the main points and analyze them, relating to your feelings and experiences.
• Wrap-up . Here you recap all major points and restate your opinion about the subject, giving it a conclusive evaluation.

Reaction Paper: APA Format

Depending on your teacher’s preferences and the academic subject, you may be given a reaction paper assignment in various referencing styles. The APA format is one of the possible variants. So, please don’t get confused about the writing approach; it only means that you should format your reaction paper according to APA conventions . These are:

• A standard APA title page
• One-inch margins on all sides
• Double spacing between the lines
• An author-date format of referencing external sources (if you use any supporting evidence)

The rest of the requirements are identical for reaction papers in all referencing formats, allowing you to choose.

🤔 How to Write a Good Reaction Paper Step-by-Step

Now, it’s time to clarify how to begin a reaction paper, what steps to take before writing, and how you will compose the entire assignment. Use our universal step-by-step guide fitting any reaction paper topic.

• Study the prompt inside out . You should understand the prompt to craft a relevant paper that your professor will grade highly.
• Clarify all instructions . A grave mistake that students often make is assuming they have understood everything in one go. Still, asking questions never killed anybody. So, we recommend inquiring your tutor about everything to be 100% sure you’re on the right path.
• Study the subject of your paper . Watch a movie, look at the painting, or read the text – do everything you can to get to the depths of the author’s message and intention.
• Make notes . Your reactions matter, as they will become the main content of your written text. So, annotate all feelings and ideas you have when studying the subject. You’ll be able to use them as writing prompts later.
• Make a reaction essay outline . The outline is the backbone of your content, which will serve as your compass during the actual writing process.
• Compose the draft . Use the outline as a structure and add details, evidence, and facts to support your claims. Then add an introduction and a conclusion to the final draft.
• Edit and revise . To err is human; to edit is divine. Follow this golden rule to submit a polished, revised paper without errors and typos.

How to Write a Reaction Paper About a Movie?

When the subject of your reaction paper assignment is a movie, you should consider the context in which it was given. It’s probably a supporting material for your study course dedicated to a specific learning concept or theory. Thus, it would be best to look for those links when watching the assigned movie – “ Women’s Rights and Changes over the 20 th Century ” is an excellent example of this technique. It will help you draw the connections in your reaction paper, showing your professor that you understand the material and can relate theory and practice.

The steps you need to take are as follows:

• Watch the film . It’s better to do it 2-3 times to capture all the tiny details.
• Take notes . Record the film’s central themes, messages, character traits, and relationships.
• Focus on a relevant element of the film in your response . If it’s a Film Studies class, you may write about the stylistic means and shooting techniques that the director used. If it’s a psychology class, you may write about characters and their relationships. If you need to compose a Sociology or Politics reaction paper, you may focus on the context of the film’s events.
• Revise the draft . Careful editing can save your grade, helping you locate minor errors, typos, and inconsistencies. Always reserve some time for a final look at your text.

How to Write a Reaction Paper to a Documentary?

Documentaries are also frequently chosen as subjects for reaction papers. They present valid, objective data about a specific event, person, or phenomenon and serve as informative, educational material for students. Here’s what you need to do if you get such a task:

• Watch the documentary several times . Watch it several times to understand everything nicely. It’s usually a much more data-rich video piece than a fiction film is, so you’ll need to take many notes.
• Present your documentary in the background of your reaction paper . Set the context for further discussion by naming the author, explaining its topic and content, and presenting its central claim.
• Talk about the documentary’s purpose at length . Please focus on the details and major claims made by the director; present relevant facts you’ve learned from it.
• React to the documentary’s content and explain how you felt about it . State what points you agree with and what ideas seem controversial; explain why you agree or disagree with the director’s position.

A vital aspect of a response to a documentary is comparing what you knew and thought about the subject before and after watching it. It’s a significant learning experience you should share, showing whether you have managed to progress through the studies and acquire new information. Look through the “ Alive Inside: A Story of Music and Memory ” reaction paper to get a clear idea of how it works.

How to Write a Reaction Paper to an Article?

Once you get a home task to write a reaction paper to an article, you should follow this algorithm:

• Read the article several times to understand it well . Make notes every time you read; new shades of meaning and details will emerge.
• Explain the key claims and terms of the article in your own words, as simply as possible . Then respond to them by evaluating the strength of those claims and their relevance.
• Assess the author’s stand and state whether you agree with it . Always give details about why you do or don’t support the author’s position.
• Question the evidence provided by the author and analyze it with additional sources, if necessary.

Please don’t forget about the following writing conventions:

An excellent example of a response paper to an article is “ Gay Marriage: Disputes and the Ethical Dilemma .”

Tips for Writing a Psychology Reaction Paper

If you were tasked with writing a reaction paper for a Psychology class, use the following tips to excel in this assignment.

• Identify the subject you need to react to . It may be a psychological theory, a book or article on psychology, or a video of a psychologist’s performance.
• Study the subject in detail . You need to understand it to form specific reactions, give informed commentary, and evaluate the presented claims effectively.
• Think about the topic’s relevance to modern times . Is the theory/book/article consistent with the ideas people hold today? Has there been any criticism of these ideas published recently? Did later research overturn the theory?
• Form a subjective response to the assigned subject . Do you agree with that position? Do you consider it relevant to your life experience? What feelings does it arouse in you?

By approaching a psychology piece with all these questions, you can create a high-quality response based on valid data, reflecting your reactions and opinions. Look through “ Peer Interaction in Mergers: Evidence of Collective Rumination ” to see how it can be done.

Reaction essay writing is a process that you can start only after answering essential questions about the content and your feelings. Here are some examples to ask yourself when preparing for the writing stage.

• What is the author’s key message or problem addressed in the piece?
• What purpose did the author pursue when creating this text/movie/sculpture/painting? Did the author fulfill it successfully?
• What point does the author intend to make with their work of art/literature?
• What assumptions can I trace throughout the subject, and how do they shape its content/look?
• What supporting facts, arguments, and opinion does the author use to substantiate their claims? Are they of high quality? What is their persuasive power?
• What counterarguments can I formulate to the claims made by the author?
• Is the raised issue relevant/interesting/significant?
• What are the author’s primary symbols or figurative means to pass their message across?
• Do I like or dislike the piece overall? What elements contribute to a positive/negative impression?
• How does this piece/subject correlate with my life experience and context?
• How can the reflections derived from this subject inform my life and studies?
• What lesson can I learn from this subject?

📋 Transitional Words for Reaction Paper

When you write a reaction paper, you express a personal opinion about a subject you have studied (a visual artwork or a text). However, the subjective nature of this assignment doesn’t mean that you should speak blatantly without caring about other people’s emotions and reactions. It’s critical to sound polite and use inclusive language.

Besides, you need to substantiate your points instead of simply stating that something is good or bad. Here are some linguistic means to help you develop a coherent reaction text:

• I think/feel/believe that
• It seems that
• In my opinion
• For example / as an illustration / as a case in point
• In contrast
• I think / I strongly believe / from my point of view
• I am confident that
• For all these reasons
• Finally / in conclusion

It’s not mandatory to squeeze all these phrases into your text. Choose some of them sparingly depending on the context; they will make your essay flow better.

Here is a short reaction paper example you can use as practical guidance. It is dedicated to the famous movie “Memento” by Christopher Nolan.

Memento is a movie about a man with a rare neurological condition – anterograde amnesia – seeking revenge for the rape and murder of his wife. He struggles to remember the recent events and creates various hints in notes and tattoos to keep the focus on his mission. Throughout the film, he meets different people who play weird roles in his life, contributing to the puzzle set by the director in the reverse scene presentation.

My first impression of the movie was confusing, as it took me half of the film to realize that the scenes were organized in the reverse order. Once the plot structure became more apparent, I opened many themes in the movie and enjoyed it until the end. Because of the severe brain damage, Leonard could not determine whether the story of his wife’s rape and murder was real, whether he had already been revenged for her death, and whether he was a hero or a villain. Thus, for me, the film was about a painful effort to restore one’s identity and seek life meaning amid the ruining memory and lost self.

The overall approach of Christopher Nolan deserves a separate mention. A unique design of shots’ sequence and the mix of chronological black-and-white and reverse chronological colored scenes is a puzzle that a viewer needs to solve. Thus, it becomes a separate thrilling adventure from the film’s storyline. My overall impression was positive, as I love Christopher Nolan’s auteur approach to filmmaking and the unique set of themes and characters he chooses for artistic portrayal.

Another example of a reaction paper we’ve prepared for you presents a reaction to “Night” by Elie Wiesel.

The horrors of World War II and concentration camps arranged by Nazis come to life when one reads Elie Wiesel’s Night. It is a literary piece composed by a person who lived in a concentration camp and went through the inhumane struggles and tortures of the Nazi regime . Though Wiesel survived, he portrayed that life-changing experience in much detail, reflecting upon the changes the threat of death makes to people’s character, relationships, and morality.

One of the passages that stroke me most was people’s cruelty toward their dearest relatives in the face of death. The son of Rabbi Eliahou decided to abandon his father because of his age and weakness, considering him a burden. This episode showed that some people adopt animal-like behavior to save their lives, forgetting about the cherished bonds with their parents. Such changes could not help but leave a scar on Elie’s soul, contributing to his loss of faith because of the cruelty around him.

However, amid the horror and cruelty that Elie Wiesel depicted in his book, the central message for me was the strength of the human spirit and the ability to withstand the darkness of evil. Wiesel was a living witness to human resilience. He witnessed numerous deaths and lost faith in God, but his survival symbolizes hope for a positive resolution of the darkest, unfairest times. Though reading “Night” left me with a heavy, pessimistic impression, I still believe that only such works can teach people peace and friendship, hoping that night will never come again.

The third sample reaction paper prepared by our pros deals with the article of David Dobbs titled “The Science of Success.”

The article “ The Science of Success ,” written by David Dobbs in 2009, presents an innovative theory of behavioral genetics. The author lays out the findings of a longitudinal study held by Marian Bakermans-Kranenbug and her team related to the evolution of children with externalizing behaviors. Their study presents a new perspective on the unique combination of genetics, environment, parenting approaches, and its impact on children’s mental health in adulthood.

The claim of Dobbs I found extremely convincing was the impact of mothers’ constructive parenting techniques on the intensity of externalizing behaviors. Though most children learn self-control with age and become calmer and more cooperative as they grow up, waiting for that moment is unhealthy for the child’s psyche. I agree that parents can help their children overcome externalizing behaviors with calm activities they all enjoy, such as reading books. Thus, the reading intervention can make a difference in children’s psychological health, teaching them self-control and giving their parents a break.

However, the second part of the article about “dandelion” and “orchid” children and their vulnerability caused more questions in me. I did not find the evidence convincing, as the claims about behavioral genetics seemed generic and self-obvious. Children raised in high-risk environments often develop depression, substance abuse, and proneness to criminality. However, Dobbs presented that trend as a groundbreaking discovery, which is debatable. Thus, I found this piece of evidence not convincing.

As you can see, reaction paper writing is an art in itself. You can compose such assignments better by mastering the techniques and valuable phrases we’ve discussed. Still, even if you lack time or motivation for independent writing, our team is on standby 24/7. Turn to us for help, and you’ll get a stellar reaction paper in no time.

⁉️ Reaction Paper Questions and Answers

What words do you use to start a reaction paper, what is the difference between reflection and reaction paper, what is the purpose of reaction paper, can you use “i” in a reaction paper.

• Reaction vs. Reflection Paper: What’s the Difference? Indeed Editorial Team .
• Response Paper, Thompson Writing Program, Duke University . Guidelines for Reaction Papers, ETH Zürich .
• Film Reaction Papers, Laulima .
• How to Make a Reaction Paper Paragraph, Classroom, Nadine Smith .
• How to Write a Response Paper, ThoughtCo, Grace Fleming .
• Reviews and Reaction papers, UMGC .
• Reaction Paper, University of Arkansas .
• How to Write a Reaction Paper, WikiHow, Rachel Scoggins .
• How to Write a Reaction (Steps Plus Helpful Tips), Indeed Editorial Team .
• Response Paper, Lund University .
• How to Write a Reaction Paper in 4 Easy Steps, Cornell CS .
• Response Papers, Fred Meijer Center for Writing & Michigan Authors, Grand Valley State University .

Skip to content. | Skip to navigation

Masterlinks

• About Hunter
• One Stop for Students
• Make a Gift
• Access the Student Guide
• Apply to Become a Peer Tutor
• Access the Faculty Guide
• Request a Classroom Visit
• Refer a Student to the Center
• Request a Classroom Workshop
• The Writing Process
• The Documented Essay/Research Paper
• Writing for English Courses
• Writing Across the Curriculum
• Grammar and Mechanics
• Business and Professional Writing
• CUNY TESTING
• | Workshops
• Research Information and Resources
• Evaluating Information Sources
• Writing Tools and References
• Reading Room
• Literary Resources
• ESL Resources for Students
• ESL Resources for Faculty
• Teaching and Learning
• | Contact Us

Each semester, you will probably be asked by at least one instructor to read a book or an article (or watch a TV show or a film) and to write a paper recording your response or reaction to the material. In these reports—often referred to as response or reaction papers—your instructor will most likely expect you to do two things: summarize the material and detail your reaction to it. The following pages explain both parts of a report.

PART 1: A SUMMARY OF THE WORK

To develop the first part of a report, do the following:

• Identify the author and title of the work and include in parentheses the publisher and publication date. For magazines, give the date of publication.
• Write an informative summary of the material.
• Condense the content of the work by highlighting its main points and key supporting points.
• Use direct quotations from the work to illustrate important ideas.
• Summarize the material so that the reader gets a general sense of all key aspects of the original work.
• Do not discuss in great detail any single aspect of the work, and do not neglect to mention other equally important points.
• Also, keep the summary objective and factual. Do not include in the first part of the paper your personal reaction to the work; your subjective impression will form the basis of the second part of your paper.

PART 2: YOUR REACTION TO THE WORK

To develop the second part of a report, do the following:

• Focus on any or all of the following questions. Check with your instructor to see if s/he wants you to emphasize specific points.
• How is the assigned work related to ideas and concerns discussed in the course for which you are preparing the paper? For example, what points made in the course textbook, class discussions, or lectures are treated more fully in the work?
• How is the work related to problems in our present-day world?
• How is the material related to your life, experiences, feelings and ideas? For instance, what emotions did the work arouse in you?
• Did the work increase your understanding of a particular issue? Did it change your perspective in any way?
• Evaluate the merit of the work: the importance of its points, its accuracy, completeness, organization, and so on.
• You should also indicate here whether or not you would recommend the work to others, and why.

POINTS OF CONSIDERATION WHEN WRITING THE REPORT

Here are some important elements to consider as you prepare a report:

• Apply the four basic standards of effective writing (unity, support, coherence, and clear, error-free sentences) when writing the report.
• Make sure each major paragraph presents and then develops a single main point. For example, in the sample report that follows, the first paragraph summarizes the book, and the three paragraphs that follow detail three separate reactions of the student writer to the book. The student then closes the report with a short concluding paragraph.
• Support any general points you make or attitudes you express with specific reasons and details. Statements such as "I agree with many ideas in this article" or "I found the book very interesting" are meaningless without specific evidence that shows why you feel as you do. Look at the sample report closely to see how the main point or topic sentence of each paragraph is developed by specific supporting evidence.
• Organize your material. Follow the basic plan of organization explained above: a summary of one or more paragraphs, a reaction of two or more paragraphs, and a conclusion. Also, use transitions to make the relationships among ideas in the paper clear.
• Edit the paper carefully for errors in grammar, mechanics, punctuation, word use, and spelling.
• Cite paraphrased or quoted material from the book or article you are writing about, or from any other works, by using the appropriate documentation style. If you are unsure what documentation style is required or recommended, ask you instructor.
• You may use quotations in the summary and reaction parts of the paper, but do not rely on them too much. Use them only to emphasize key ideas.
• Publishing information can be incorporated parenthetically or at the bottom of the page in a footnote. Consult with your instructor to determine what publishing information is necessary and where it should be placed.

A SAMPLE RESPONSE OR REACTION PAPER

Here is a report written by a student in an introductory psychology course. Look at the paper closely to see how it follows the guidelines for report writing described above.

Part 1: Summary

Document Actions

• Public Safety
• Website Feedback
• Privacy Policy
• CUNY Tobacco Policy

• Bipolar Disorder
• Therapy Center
• When To See a Therapist
• Types of Therapy
• Best Online Therapy
• Best Couples Therapy
• Best Family Therapy
• Managing Stress
• Sleep and Dreaming
• Understanding Emotions
• Self-Improvement
• Healthy Relationships
• Student Resources
• Personality Types
• Guided Meditations
• Verywell Mind Insights
• 2024 Verywell Mind 25
• Mental Health in the Classroom
• Editorial Process
• Meet Our Review Board
• Crisis Support

50+ Research Topics for Psychology Papers

How to Find Psychology Research Topics for Your Student Paper

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital.

• Specific Branches of Psychology
• Topics Involving a Disorder or Type of Therapy
• Human Cognition
• Human Development
• Critique of Publications
• Famous Experiments
• Historical Figures
• Specific Careers
• Case Studies
• Literature Reviews
• Your Own Study/Experiment

Are you searching for a great topic for your psychology paper ? Sometimes it seems like coming up with topics of psychology research is more challenging than the actual research and writing. Fortunately, there are plenty of great places to find inspiration and the following list contains just a few ideas to help get you started.

Finding a solid topic is one of the most important steps when writing any type of paper. It can be particularly important when you are writing a psychology research paper or essay. Psychology is such a broad topic, so you want to find a topic that allows you to adequately cover the subject without becoming overwhelmed with information.

I can always tell when a student really cares about the topic they chose; it comes through in the writing. My advice is to choose a topic that genuinely interests you, so you’ll be more motivated to do thorough research.

In some cases, such as in a general psychology class, you might have the option to select any topic from within psychology's broad reach. Other instances, such as in an  abnormal psychology  course, might require you to write your paper on a specific subject such as a psychological disorder.

As you begin your search for a topic for your psychology paper, it is first important to consider the guidelines established by your instructor.

Research Topics Within Specific Branches of Psychology

The key to selecting a good topic for your psychology paper is to select something that is narrow enough to allow you to really focus on the subject, but not so narrow that it is difficult to find sources or information to write about.

One approach is to narrow your focus down to a subject within a specific branch of psychology. For example, you might start by deciding that you want to write a paper on some sort of social psychology topic. Next, you might narrow your focus down to how persuasion can be used to influence behavior .

Other social psychology topics you might consider include:

• Prejudice and discrimination (i.e., homophobia, sexism, racism)
• Social cognition
• Person perception
• Social control and cults
• Persuasion, propaganda, and marketing
• Attraction, romance, and love
• Nonverbal communication
• Prosocial behavior

Psychology Research Topics Involving a Disorder or Type of Therapy

Exploring a psychological disorder or a specific treatment modality can also be a good topic for a psychology paper. Some potential abnormal psychology topics include specific psychological disorders or particular treatment modalities, including:

• Eating disorders
• Borderline personality disorder
• Seasonal affective disorder
• Schizophrenia
• Antisocial personality disorder
• Profile a  type of therapy  (i.e., cognitive-behavioral therapy, group therapy, psychoanalytic therapy)

Topics of Psychology Research Related to Human Cognition

Some of the possible topics you might explore in this area include thinking, language, intelligence, and decision-making. Other ideas might include:

• False memories
• Speech disorders
• Problem-solving

Topics of Psychology Research Related to Human Development

In this area, you might opt to focus on issues pertinent to  early childhood  such as language development, social learning, or childhood attachment or you might instead opt to concentrate on issues that affect older adults such as dementia or Alzheimer's disease.

Some other topics you might consider include:

• Language acquisition
• Media violence and children
• Learning disabilities
• Gender roles
• Child abuse
• Prenatal development
• Parenting styles
• Aspects of the aging process

Do a Critique of Publications Involving Psychology Research Topics

One option is to consider writing a critique paper of a published psychology book or academic journal article. For example, you might write a critical analysis of Sigmund Freud's Interpretation of Dreams or you might evaluate a more recent book such as Philip Zimbardo's  The Lucifer Effect: Understanding How Good People Turn Evil .

Professional and academic journals are also great places to find materials for a critique paper. Browse through the collection at your university library to find titles devoted to the subject that you are most interested in, then look through recent articles until you find one that grabs your attention.

Topics of Psychology Research Related to Famous Experiments

There have been many fascinating and groundbreaking experiments throughout the history of psychology, providing ample material for students looking for an interesting term paper topic. In your paper, you might choose to summarize the experiment, analyze the ethics of the research, or evaluate the implications of the study. Possible experiments that you might consider include:

• The Milgram Obedience Experiment
• The Stanford Prison Experiment
• The Little Albert Experiment
• Pavlov's Conditioning Experiments
• The Asch Conformity Experiment
• Harlow's Rhesus Monkey Experiments

Topics of Psychology Research About Historical Figures

One of the simplest ways to find a great topic is to choose an interesting person in the  history of psychology  and write a paper about them. Your paper might focus on many different elements of the individual's life, such as their biography, professional history, theories, or influence on psychology.

While this type of paper may be historical in nature, there is no need for this assignment to be dry or boring. Psychology is full of fascinating figures rife with intriguing stories and anecdotes. Consider such famous individuals as Sigmund Freud, B.F. Skinner, Harry Harlow, or one of the many other  eminent psychologists .

Psychology Research Topics About a Specific Career

​Another possible topic, depending on the course in which you are enrolled, is to write about specific career paths within the  field of psychology . This type of paper is especially appropriate if you are exploring different subtopics or considering which area interests you the most.

In your paper, you might opt to explore the typical duties of a psychologist, how much people working in these fields typically earn, and the different employment options that are available.

Topics of Psychology Research Involving Case Studies

One potentially interesting idea is to write a  psychology case study  of a particular individual or group of people. In this type of paper, you will provide an in-depth analysis of your subject, including a thorough biography.

Generally, you will also assess the person, often using a major psychological theory such as  Piaget's stages of cognitive development  or  Erikson's eight-stage theory of human development . It is also important to note that your paper doesn't necessarily have to be about someone you know personally.

In fact, many professors encourage students to write case studies on historical figures or fictional characters from books, television programs, or films.

Psychology Research Topics Involving Literature Reviews

Another possibility that would work well for a number of psychology courses is to do a literature review of a specific topic within psychology. A literature review involves finding a variety of sources on a particular subject, then summarizing and reporting on what these sources have to say about the topic.

Literature reviews are generally found in the  introduction  of journal articles and other  psychology papers , but this type of analysis also works well for a full-scale psychology term paper.

Topics of Psychology Research Based on Your Own Study or Experiment

Many psychology courses require students to design an actual psychological study or perform some type of experiment. In some cases, students simply devise the study and then imagine the possible results that might occur. In other situations, you may actually have the opportunity to collect data, analyze your findings, and write up your results.

Finding a topic for your study can be difficult, but there are plenty of great ways to come up with intriguing ideas. Start by considering your own interests as well as subjects you have studied in the past.

Online sources, newspaper articles, books , journal articles, and even your own class textbook are all great places to start searching for topics for your experiments and psychology term papers. Before you begin, learn more about  how to conduct a psychology experiment .

What This Means For You

After looking at this brief list of possible topics for psychology papers, it is easy to see that psychology is a very broad and diverse subject. While this variety makes it possible to find a topic that really catches your interest, it can sometimes make it very difficult for some students to select a good topic.

If you are still stumped by your assignment, ask your instructor for suggestions and consider a few from this list for inspiration.

• Hockenbury, SE & Nolan, SA. Psychology. New York: Worth Publishers; 2014.
• Santrock, JW. A Topical Approach to Lifespan Development. New York: McGraw-Hill Education; 2016.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."