Who would be able to complete this assignment in a timely mannner?
Markis_92
EDU671Wk6Assignment.pptxIntervention for Education
Markis’ Edwards
January 29, 2018
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Area of Focus
Enforcing IEPs children with
Autism
Learning and behavioral difficulties
In reinforcing learners in Individualized Educational Programs(IEPs), educators will assist in shaping the behaviors of the students, as well as, becoming more self-sufficient (Bambara, Koger, & Bartholomew, 2011). The students’ educational needs are met in areas, such as reading, writing, math, adaptive living, and science. The objective is to meet the learners' needs via creating a plan that will effectively ensure the students’ educational and behavioral level are met or exceeded (Tyner, 2014).
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Explanation of Problem
Lack of reinforcement by teachers
No use of different learning techniques
No use of technology
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Variables
Mixed Group of children
Verbally proficient but with behavioral difficulty
Nonspeaking children with severe behavioral difficulty
Basic speaking skills with minimal behavioral difficulty
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Research Questions
Qualitative Questions
Why should I consider eLearning-based training?
Can eLearning courses be customized?
What is the perspective of researcher in regards to having daily awareness of students IEP goals?
Quantitative Questions
What are 2-3 hardware and software requirements for online training?
What is the difference in researchers expectations of students when applying IEP goals daily verses being applied over three weeks?
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Locus of Control
Being part of the intervention
Confidential Research for myself
Research Summaries
The main goal of being part of the intervention is the assurance that children are educated regardless of limitations or disabilities (Wehmeyer, 2005).
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Intervention/Innovation
The Use of iPads
Use of designated applications
This will all be provided by the designed application known as “Proloquo” that is designed for such activities (Brown, Dehoney, & Millichap, 2015).
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Negotiations
Observation of children in their learning environment
Terms set by the DHR had to be followed
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Ethics
Student Rights
Training of students on the usage of the devices
Restricting the devices to specific sites
When the intervention is being implemented several things have to be considered and at the top of the list is the maintenance of the students rights (Bambara, Koger, & Bartholomew, 2011). It is important to acknowledge that these students have rights. Secondly, the implementation of the plan is intended to make changes in the educational prospects of these students (Bambara, Koger, & Bartholomew, 2011). Finally, the restriction of the devices to specific sites is vital (Bambara, Koger, & Bartholomew, 2011).
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Timeline
Scheduled phases
Extension of training time
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Statement of Resources
Access to an iPad
Access to Art and craft kits with
flashcards,
markers,
dry erase boards,
construction paper,
scissors,
glue sticks.
The main resource that will be required is access to an iPad for every student, each student will then have the opportunity to learn in their own customized means (Kiger & Herro, 2015).
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Data Collection
Data collection will mainly comprise of two methods
Observation
Questionnaires
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Continuation of Data Collection
TBO data sheets
Help with collection of
Students learning objectives
Collection of behavioral data
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Continuation of Data Collection
Incident Reports
Helps in the collection of behaviors with the following details
Where it happened
When it happened
Staff with the child
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Continuation of Data Collection
Probing
This report allows the collection of data directly from the source through
Questionnaires about the students perception of the class
If the teaching techniques was adequate
And behavior relation to the educator
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References
Bambara, L. M., Koger, F., & Bartholomew, A. (2011). Building skills for home and community. In M. E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (7th ed., pp. 529-569). Upper Saddle River, NJ: Pearson
Wehmeyer, M. (1992). Self-determination: Critical skills for outcome-oriented transition services. Journal for Vocational Special Needs Education, 15, 3-7.
Wehmeyer, M. L. (2005). Self-determination and individuals with severe disabilities: Re-examining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 30(3), 113-120. doi:10.2511/rpsd.30.3.113
Brown, M., Dehoney, J., & Millichap, N. (2015). The next generation digital learning environment. A Report on Research. ELI Paper. Louisville, CO: Educause April.
Kiger, D., & Herro, D. (2015). Bring your own device: Parental guidance (PG) suggested. TechTrends, 59(5), 51-61.
Tyner, K. (2014). Literacy in a digital world: Teaching and learning in the age of information. Routledge.
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Thank You
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