Who would be able to completet this in a timely manner?
Markis_92
EDU671Wk6NotMarkis.pptxIntervention for Education
Student’s Name
Institution Affiliation
Area of Focus
Enforcing IEPs children with
Autism
Learning and behavioral difficulties
The purpose of my research proposal is to show how reinforcing IEPs daily can alter behaviors in children with autism and learning disabilities which in terms will help them become self-sufficient. 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). Several of the learners acquire basic needs skills, such as ironing, cooking microwavable items, basic cleaning, and showering independently.
This proposal does require a surplus amount of teaching and learning. 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
After several hours of observation I notice several teachers were not reinforcing the students while charting their data. If the students did not get the correct answer right the first time the teachers would mark (E) for error and move on to the next learning objective. There was no reintroducing the learning concept or trying a different learning alternative to probe the students to get the correct answers. There was no use of technology tools to help aid in the learning process
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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
In the school where the intervention was to be implemented, it was noted that the students could be subdivided into three basic groups. The first consisted of children who were proficient in verbal communication, however, they exhibited several behaviors that were disruptive. The second group included students who were unable to speak and in terms of behavior exhibited behavior that could cause harm to both the educators and themselves. The last group consisted of students who had basic communication skills and they could express or communicate their needs thereby being less difficult.
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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?
The research questions stated before are quite measurable and through suitable research and documentation, one will be able to effectively answer, as well as, show an adequate amount of data in such an area. In successfully observing the students in their learning environment, these questions will be properly explained as it teaches self-directed learning to students in three units:
Setting a goal,
Taking action, and
Adjusting the plan
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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 that children are educated regardless of limitations or disabilities (Wehmeyer, 2005). The same control can be handed over to other educators with the same moral enthusiasm of promoting education ((. Moreover, by collecting personal details on the intervention the necessary changes can be applied to ensure it complies with the conditions of the student as well as level of understanding.
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Intervention/Innovation
The Use of iPads
Use of designated applications
Advancements in technology have allowed computers to become extremely lightweight and portable. Nonetheless, with devices such as iPads. Students will be able to request things, and have activities among others. This will all be provided by the designed application known as “Proloquo” that is designed for such activities (Brown, Dehoney, & Millichap, 2015).
This intervention provides a solution to the problem of expression especially with children of difficult behaviors.
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Negotiations
Observation of children in their learning environment
Terms set by the DHR had to be followed
Considering that the students in the research were under the supervision of the DHR some requirements had to be followed. Among these rules was the use of their specific names was prohibited in the final report. Lastly, the only means of data collection that was allowed was observation. This was to ensure that their privacy rights were maintained mainly because they were minors.
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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). It is therefore necessary to provide as much training as possible to ensure that the intervention benefits them. This training mainly includes the use of the device as well as the application. Finally, the restriction of the devices to specific sites is vital (Bambara, Koger, & Bartholomew, 2011). By blocking sites such as those of social media among others it will allow the students more time to concentrate on their education.
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Timeline
Scheduled phases
Extension of training time
To implement to the intervention, the prospects of implementing it at once is impossible therefore the need for stages or phases is warranted. This will therefore affect normal classes as the class periods will be adjusted by an extra 45 minutes that will allow the students to be trained on how to use the devices as well as run the IEPs and TBOs.
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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.
When it comes to resources, some material will be needed to make the intervention effective. 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). This will then be followed by a learning reinforcement kit that will have the essentials such as paper, scissors, erasers, glue sticks and flashcards among others.
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Data Collection
Data collection will mainly comprise of two methods
Observation
Questionnaires
Data collection is limited to these two as they are part of the negotiation terms that were agreed with the DHR. The rights of the students have to be maintained therefore, by observing their normal learning environment data can be collected on the necessary changes. Moreover, the educators can answer questionnaires that would measure their level of diversity when it comes to handling children with various attributes that limit their educational experience.
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Continuation of Data Collection
TBO data sheets
Help with collection of
Students learning objectives
Collection of behavioral data
TBOs allow educators to collect data from their respective classes that would allow them to make the necessary modifications that would benefit the children. Moreover, by allowing the children to master their learning objectives the data will be essential in making necessary modifications for other institutions
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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
Incident reports are necessary to understand why, when and what caused the child to go out of line. This intervention is designed to benefit the students and also the educators by making their work simpler and have better results. Therefore by collecting such data necessary changes can be easily implemented in future incidences.
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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
Finally, probing allows the students to be tested on what they have learned. This is the most vital data collection process as it involves both questionnaires and observation. It allows the educators to benchmark the teaching techniques that have been implemented thus ensuring the children benefit the most.
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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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Questions?
Thank You
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