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Intervention for
Education
Markis’ Edwards
January 29, 2018
11. 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).
2
Explanation of Problem
Lack of reinforcement by teachers
No use of different learning techniques
No use of technology
12.
13. 3
Variables
Mixed Group of children
Verbally proficient but with behavioral difficulty
Nonspeaking children with severe behavioral difficulty
Basic speaking skills with minimal behavioral difficulty
14.
15. 4
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?
16.
17. 5
Locus of Control
Being part of the intervention
Confidential Research for myself
Research Summaries
18.
19. The main goal of being part of the intervention is the assurance
that children are educated regardless of limitations or
disabilities (Wehmeyer, 2005).
6
Intervention/Innovation
The Use of iPads
Use of designated applications
20.
21. This will all be provided by the designed application known as
“Proloquo” that is designed for such activities (Brown,
Dehoney, & Millichap, 2015).
7
Negotiations
Observation of children in their learning environment
Terms set by the DHR had to be followed
25. 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).
9
Timeline
Scheduled phases
Extension of training time
26.
27. 10
Statement of Resources
Access to an iPad
Access to Art and craft kits with
flashcards,
markers,
dry erase boards,
construction paper,
scissors,
glue sticks.
28.
29. 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).
11
Data Collection
Data collection will mainly comprise of two methods
Observation
Questionnaires
30.
31. 12
Continuation of Data Collection
TBO data sheets
Help with collection of
Students learning objectives
Collection of behavioral data
33. Incident Reports
Helps in the collection of behaviors with the following details
Where it happened
When it happened
Staff with the child
34. 14
Continuation of Data Collection
Probing
This report allows the collection of data directly from the
source through
35. Questionnaires about the students perception of the class
If the teaching techniques was adequate
And behavior relation to the educator
36. 15
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
37. 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.