SlideShare uma empresa Scribd logo
1 de 69
Baixar para ler offline
Intervention for
Education
Student’s Name
Institution Affiliation
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Area of Focus
Enforcing IEPs children with
Autism
Learning and behavioral difficulties
Intervention forEducationStudent’s Name Institution Affili.docx
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).
2
Explanation of Problem
Lack of reinforcement by teachers
No use of different learning techniques
No use of technology
Intervention forEducationStudent’s Name Institution Affili.docx
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
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
Intervention forEducationStudent’s Name Institution Affili.docx
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.
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?
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
5
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.
6
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.
7
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.
8
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.
9
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.
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.
Intervention forEducationStudent’s Name Institution Affili.docx
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.
11
Data Collection
Data collection will mainly comprise of two methods
Observation
Questionnaires
Intervention forEducationStudent’s Name Institution Affili.docx
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.
12
Continuation of Data Collection
TBO data sheets
Help with collection of
Students learning objectives
Collection of behavioral data
Intervention forEducationStudent’s Name Institution Affili.docx
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
13
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
Intervention forEducationStudent’s Name Institution Affili.docx
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.
14
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
Intervention forEducationStudent’s Name Institution Affili.docx
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.
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
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.
Intervention forEducationStudent’s Name Institution Affili.docx
16
Questions?
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Thank You
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
Intervention forEducationStudent’s Name Institution Affili.docx
18
Running head: INTERVENTION FOR EDUCATION
Edwards 1
INTERVENTION FOR EDUCATION Edwards 2
Intervention for Education
Markis’ Edwards
EDU 675: Change Leadership for the Differentiated Educational
Environment
Dr. Regina Miller
February 13, 2018
Research Focus
This research was focused on ensuring children with
autism, and behavioral problems become self-sufficient in the
education as well as their daily lives. This was to achieve with
the implementation of IEPs (Intervention of Education). These
IEPs will utilize the technology whereby the students will have
their own devices that will be calibrated or set-up to the
specific requirements of the student. These interventions will
focus on the normal K-12 educational courses as well as the
CTE courses that allow the students to have career options after
finishing the K-12 system. Though there are variables among
the students, the system will be able to compensate.
Literature Review
Among the main concerns that the intervention had been
the long classes as the students, as well as the educators, had to
be trained on how to utilize the system. (In Erchul, W. P., & In
Sheridan, S. M., 2014). However, the emphasis was placed on
the educators as they had to understand the various aspects of
the system to allow customization to the student’s needs
(Brown, Dehoney, & Millichap, 2015). Nonetheless, the
intervention is expected to continue as planned with data being
collected every day to estimate and make the necessary
modification and documentation of the intervention.
(Kratochwill, T. R., & Levin, J. R.,2014). With the educators
having the easier time they can concentrate their efforts on
students with difficulties while the others carry on with their
learning (Brown, Dehoney, & Millichap, 2015).
Variables
The main variables that were associated with this specific
intervention where the mixed groups of children. First, the
children who were verbally skillful but had behavioral
difficulties, these students as well as the students with severe
behavioral difficulties presented an issue when it comes to the
safety of themselves as well as that of the equipment. It was
essential to determine a plausible solution to the manner by
which they could be controlled as well as protect others.
Finally, the basic speaking students had to be designed
solutions that would enhance their speech.
Research Questions
1. Why should I consider eLearning-based training? This
question was set to determine why technology should be used in
such interventions. There are various techniques the government
has approved before, and by asking such questions, it allows the
researcher to analyze the various options available.
2. Why should I consider eLearning-based training? Technology
has been implemented in various governmental sectors with
education being one of the most important it is shocking that it
has barely been utilized. This results to the question if e-
learning can be customized to the various needs and levels of
education.
3. What are 2-3 hardware and software requirements for online
training? After this technology has been identified and is to be
implemented what are some of the hardware that will be used?
Various levels of the K-12 system have various needs.
Therefore each level will be customized to the requirements
needed.
Intervention
This intervention was mainly designed to eliminate the use
of outdated techniques used by educators and replace them with
modern means that have been researched on and approved.
Moreover, the use of technology reduces the load on the
educators allowing more time to be spent on helping those in
need thus having better outcomes n the standardized exams.
Finally, cheating has been a major problem in learning
institutions, and the use of this intervention will eliminate this
prospect.
Data collection
The data collected will be mostly observation, as this is a
learning institution with minors. Therefore, the data collected
will be on how the students fair with the changes. Positive
feedback will ensure that the intervention will be repeated in
other learning institutions. However, negative feedback will
warrant modifications with the help of educators.
References
Brown, M., Dehoney, J., & Millichap, N. (2015). The next
generation digital learning environment. A Report on Research.
ELI Paper. Louisville, CO: Educause April.
In Erchul, W. P., & In Sheridan, S. M. (2014). Handbook of
research in school Consultation. New York: Routledge.
Kratochwill, T. R., & Levin, J. R. (2014). Single-case
intervention research: Methodological and statistical advances.
Washington, DC: American Psychological Association.
Intervention forEducationStudent’s Name Institution Affili.docx

Mais conteúdo relacionado

Semelhante a Intervention forEducationStudent’s Name Institution Affili.docx

Literature Review .docx
Literature Review                                                 .docxLiterature Review                                                 .docx
Literature Review .docxSHIVA101531
 
Chapter one in review
Chapter one in reviewChapter one in review
Chapter one in reviewBlake
 
Chapter one in review
Chapter one in reviewChapter one in review
Chapter one in reviewBlake
 
Chapter one in review
Chapter one in reviewChapter one in review
Chapter one in reviewBlake
 
1Emerging New Technologies in Early Childhood Educat
1Emerging New Technologies in Early Childhood Educat1Emerging New Technologies in Early Childhood Educat
1Emerging New Technologies in Early Childhood EducatAnastaciaShadelb
 
Respond in a paragraph the discussion board. In your response, do no.docx
Respond in a paragraph the discussion board. In your response, do no.docxRespond in a paragraph the discussion board. In your response, do no.docx
Respond in a paragraph the discussion board. In your response, do no.docxpeggyd2
 
Assistive technology web quest
Assistive technology web questAssistive technology web quest
Assistive technology web questAngela
 
Kubbu and Special needs
Kubbu and Special needsKubbu and Special needs
Kubbu and Special needsElie Kiwan
 
Helping ALL students learn
Helping ALL students learnHelping ALL students learn
Helping ALL students learnBrigitte Smith
 
Greg welle ppt_sped_413[1]
Greg welle ppt_sped_413[1]Greg welle ppt_sped_413[1]
Greg welle ppt_sped_413[1]gjwelle
 
Assistive Technology WebQuest
Assistive Technology WebQuestAssistive Technology WebQuest
Assistive Technology WebQuestauvonni
 
Assistive technology
Assistive technologyAssistive technology
Assistive technologyam09422
 
Assistive technology webquest
Assistive technology webquestAssistive technology webquest
Assistive technology webquestBrian Jordan
 
Developing Online Programs with IMPACT
Developing Online Programs with IMPACTDeveloping Online Programs with IMPACT
Developing Online Programs with IMPACTdrcarladphd
 
Including students with intellectual disabilities in the general education cl...
Including students with intellectual disabilities in the general education cl...Including students with intellectual disabilities in the general education cl...
Including students with intellectual disabilities in the general education cl...Janet Van Heck
 
How to make flipped classroom accessible
How to make flipped classroom accessibleHow to make flipped classroom accessible
How to make flipped classroom accessibleMemorial University
 

Semelhante a Intervention forEducationStudent’s Name Institution Affili.docx (20)

Literature Review .docx
Literature Review                                                 .docxLiterature Review                                                 .docx
Literature Review .docx
 
Chapter one in review
Chapter one in reviewChapter one in review
Chapter one in review
 
Chapter one in review
Chapter one in reviewChapter one in review
Chapter one in review
 
Chapter one in review
Chapter one in reviewChapter one in review
Chapter one in review
 
1Emerging New Technologies in Early Childhood Educat
1Emerging New Technologies in Early Childhood Educat1Emerging New Technologies in Early Childhood Educat
1Emerging New Technologies in Early Childhood Educat
 
Respond in a paragraph the discussion board. In your response, do no.docx
Respond in a paragraph the discussion board. In your response, do no.docxRespond in a paragraph the discussion board. In your response, do no.docx
Respond in a paragraph the discussion board. In your response, do no.docx
 
Assistive technology web quest
Assistive technology web questAssistive technology web quest
Assistive technology web quest
 
Kubbu and Special needs
Kubbu and Special needsKubbu and Special needs
Kubbu and Special needs
 
Helping ALL students learn
Helping ALL students learnHelping ALL students learn
Helping ALL students learn
 
Greg welle ppt_sped_413[1]
Greg welle ppt_sped_413[1]Greg welle ppt_sped_413[1]
Greg welle ppt_sped_413[1]
 
AIIHPC report 2014 JEC
AIIHPC report 2014 JECAIIHPC report 2014 JEC
AIIHPC report 2014 JEC
 
Assistive Technology WebQuest
Assistive Technology WebQuestAssistive Technology WebQuest
Assistive Technology WebQuest
 
Study Habits
Study HabitsStudy Habits
Study Habits
 
Assistive technology
Assistive technologyAssistive technology
Assistive technology
 
Assistive technology webquest
Assistive technology webquestAssistive technology webquest
Assistive technology webquest
 
SDO .pptx
SDO .pptxSDO .pptx
SDO .pptx
 
Developing Online Programs with IMPACT
Developing Online Programs with IMPACTDeveloping Online Programs with IMPACT
Developing Online Programs with IMPACT
 
Including students with intellectual disabilities in the general education cl...
Including students with intellectual disabilities in the general education cl...Including students with intellectual disabilities in the general education cl...
Including students with intellectual disabilities in the general education cl...
 
Presentation1
Presentation1Presentation1
Presentation1
 
How to make flipped classroom accessible
How to make flipped classroom accessibleHow to make flipped classroom accessible
How to make flipped classroom accessible
 

Mais de normanibarber20063

Assist with first annotated bibliography.  Assist with f.docx
Assist with first annotated bibliography.  Assist with f.docxAssist with first annotated bibliography.  Assist with f.docx
Assist with first annotated bibliography.  Assist with f.docxnormanibarber20063
 
Assist the cooperating teacher for the age you are observing in plan.docx
Assist the cooperating teacher for the age you are observing in plan.docxAssist the cooperating teacher for the age you are observing in plan.docx
Assist the cooperating teacher for the age you are observing in plan.docxnormanibarber20063
 
Assistance needed with SQL commandsI need assistance with the quer.docx
Assistance needed with SQL commandsI need assistance with the quer.docxAssistance needed with SQL commandsI need assistance with the quer.docx
Assistance needed with SQL commandsI need assistance with the quer.docxnormanibarber20063
 
assingment Assignment Agenda Comparison Grid and Fact Sheet or .docx
assingment Assignment Agenda Comparison Grid and Fact Sheet or .docxassingment Assignment Agenda Comparison Grid and Fact Sheet or .docx
assingment Assignment Agenda Comparison Grid and Fact Sheet or .docxnormanibarber20063
 
Assimilate the lessons learned from the dream sequences in Defense o.docx
Assimilate the lessons learned from the dream sequences in Defense o.docxAssimilate the lessons learned from the dream sequences in Defense o.docx
Assimilate the lessons learned from the dream sequences in Defense o.docxnormanibarber20063
 
Assignment  Provide a reflection of at least 500 words (or 2 pa.docx
Assignment  Provide a reflection of at least 500 words (or 2 pa.docxAssignment  Provide a reflection of at least 500 words (or 2 pa.docx
Assignment  Provide a reflection of at least 500 words (or 2 pa.docxnormanibarber20063
 
Assigntment BelowManagement has recognized the effect of change.docx
Assigntment BelowManagement has recognized the effect of change.docxAssigntment BelowManagement has recognized the effect of change.docx
Assigntment BelowManagement has recognized the effect of change.docxnormanibarber20063
 
Assignmnt-500 words with 2 referencesRecognizing the fa.docx
Assignmnt-500 words with 2 referencesRecognizing the fa.docxAssignmnt-500 words with 2 referencesRecognizing the fa.docx
Assignmnt-500 words with 2 referencesRecognizing the fa.docxnormanibarber20063
 
AssignUASSIGNMENT Length600-800 wordsOBJECTIVESPr.docx
AssignUASSIGNMENT Length600-800 wordsOBJECTIVESPr.docxAssignUASSIGNMENT Length600-800 wordsOBJECTIVESPr.docx
AssignUASSIGNMENT Length600-800 wordsOBJECTIVESPr.docxnormanibarber20063
 
Assignmnt-700 words with 3 referencesToday, there is a crisi.docx
Assignmnt-700 words with 3 referencesToday, there is a crisi.docxAssignmnt-700 words with 3 referencesToday, there is a crisi.docx
Assignmnt-700 words with 3 referencesToday, there is a crisi.docxnormanibarber20063
 
ASSIGNMENT You have owned and operated a successful brick-an.docx
ASSIGNMENT You have owned and operated a successful brick-an.docxASSIGNMENT You have owned and operated a successful brick-an.docx
ASSIGNMENT You have owned and operated a successful brick-an.docxnormanibarber20063
 
Assignment  For Paper #2, you will pick two poems on a similar th.docx
Assignment  For Paper #2, you will pick two poems on a similar th.docxAssignment  For Paper #2, you will pick two poems on a similar th.docx
Assignment  For Paper #2, you will pick two poems on a similar th.docxnormanibarber20063
 
Assignment You are employed by a local municipality as an en.docx
Assignment You are employed by a local municipality as an en.docxAssignment You are employed by a local municipality as an en.docx
Assignment You are employed by a local municipality as an en.docxnormanibarber20063
 
Assignment This is the questionChoose a country of your cho.docx
Assignment This is the questionChoose a country of your cho.docxAssignment This is the questionChoose a country of your cho.docx
Assignment This is the questionChoose a country of your cho.docxnormanibarber20063
 
Assignment Write an essay comparingcontrasting two thingspeople.docx
Assignment Write an essay comparingcontrasting two thingspeople.docxAssignment Write an essay comparingcontrasting two thingspeople.docx
Assignment Write an essay comparingcontrasting two thingspeople.docxnormanibarber20063
 
Assignment Travel Journal to Points of Interest from the Early Midd.docx
Assignment Travel Journal to Points of Interest from the Early Midd.docxAssignment Travel Journal to Points of Interest from the Early Midd.docx
Assignment Travel Journal to Points of Interest from the Early Midd.docxnormanibarber20063
 
Assignment What are the factors that influence the selection of .docx
Assignment What are the factors that influence the selection of .docxAssignment What are the factors that influence the selection of .docx
Assignment What are the factors that influence the selection of .docxnormanibarber20063
 
Assignment Write a research paper that contains the following.docx
Assignment Write a research paper that contains the following.docxAssignment Write a research paper that contains the following.docx
Assignment Write a research paper that contains the following.docxnormanibarber20063
 
Assignment Thinking about Managers and Leaders· Identifya man.docx
Assignment Thinking about Managers and Leaders· Identifya man.docxAssignment Thinking about Managers and Leaders· Identifya man.docx
Assignment Thinking about Managers and Leaders· Identifya man.docxnormanibarber20063
 
Assignment Talk to friends, family, potential beneficiaries abou.docx
Assignment Talk to friends, family, potential beneficiaries abou.docxAssignment Talk to friends, family, potential beneficiaries abou.docx
Assignment Talk to friends, family, potential beneficiaries abou.docxnormanibarber20063
 

Mais de normanibarber20063 (20)

Assist with first annotated bibliography.  Assist with f.docx
Assist with first annotated bibliography.  Assist with f.docxAssist with first annotated bibliography.  Assist with f.docx
Assist with first annotated bibliography.  Assist with f.docx
 
Assist the cooperating teacher for the age you are observing in plan.docx
Assist the cooperating teacher for the age you are observing in plan.docxAssist the cooperating teacher for the age you are observing in plan.docx
Assist the cooperating teacher for the age you are observing in plan.docx
 
Assistance needed with SQL commandsI need assistance with the quer.docx
Assistance needed with SQL commandsI need assistance with the quer.docxAssistance needed with SQL commandsI need assistance with the quer.docx
Assistance needed with SQL commandsI need assistance with the quer.docx
 
assingment Assignment Agenda Comparison Grid and Fact Sheet or .docx
assingment Assignment Agenda Comparison Grid and Fact Sheet or .docxassingment Assignment Agenda Comparison Grid and Fact Sheet or .docx
assingment Assignment Agenda Comparison Grid and Fact Sheet or .docx
 
Assimilate the lessons learned from the dream sequences in Defense o.docx
Assimilate the lessons learned from the dream sequences in Defense o.docxAssimilate the lessons learned from the dream sequences in Defense o.docx
Assimilate the lessons learned from the dream sequences in Defense o.docx
 
Assignment  Provide a reflection of at least 500 words (or 2 pa.docx
Assignment  Provide a reflection of at least 500 words (or 2 pa.docxAssignment  Provide a reflection of at least 500 words (or 2 pa.docx
Assignment  Provide a reflection of at least 500 words (or 2 pa.docx
 
Assigntment BelowManagement has recognized the effect of change.docx
Assigntment BelowManagement has recognized the effect of change.docxAssigntment BelowManagement has recognized the effect of change.docx
Assigntment BelowManagement has recognized the effect of change.docx
 
Assignmnt-500 words with 2 referencesRecognizing the fa.docx
Assignmnt-500 words with 2 referencesRecognizing the fa.docxAssignmnt-500 words with 2 referencesRecognizing the fa.docx
Assignmnt-500 words with 2 referencesRecognizing the fa.docx
 
AssignUASSIGNMENT Length600-800 wordsOBJECTIVESPr.docx
AssignUASSIGNMENT Length600-800 wordsOBJECTIVESPr.docxAssignUASSIGNMENT Length600-800 wordsOBJECTIVESPr.docx
AssignUASSIGNMENT Length600-800 wordsOBJECTIVESPr.docx
 
Assignmnt-700 words with 3 referencesToday, there is a crisi.docx
Assignmnt-700 words with 3 referencesToday, there is a crisi.docxAssignmnt-700 words with 3 referencesToday, there is a crisi.docx
Assignmnt-700 words with 3 referencesToday, there is a crisi.docx
 
ASSIGNMENT You have owned and operated a successful brick-an.docx
ASSIGNMENT You have owned and operated a successful brick-an.docxASSIGNMENT You have owned and operated a successful brick-an.docx
ASSIGNMENT You have owned and operated a successful brick-an.docx
 
Assignment  For Paper #2, you will pick two poems on a similar th.docx
Assignment  For Paper #2, you will pick two poems on a similar th.docxAssignment  For Paper #2, you will pick two poems on a similar th.docx
Assignment  For Paper #2, you will pick two poems on a similar th.docx
 
Assignment You are employed by a local municipality as an en.docx
Assignment You are employed by a local municipality as an en.docxAssignment You are employed by a local municipality as an en.docx
Assignment You are employed by a local municipality as an en.docx
 
Assignment This is the questionChoose a country of your cho.docx
Assignment This is the questionChoose a country of your cho.docxAssignment This is the questionChoose a country of your cho.docx
Assignment This is the questionChoose a country of your cho.docx
 
Assignment Write an essay comparingcontrasting two thingspeople.docx
Assignment Write an essay comparingcontrasting two thingspeople.docxAssignment Write an essay comparingcontrasting two thingspeople.docx
Assignment Write an essay comparingcontrasting two thingspeople.docx
 
Assignment Travel Journal to Points of Interest from the Early Midd.docx
Assignment Travel Journal to Points of Interest from the Early Midd.docxAssignment Travel Journal to Points of Interest from the Early Midd.docx
Assignment Travel Journal to Points of Interest from the Early Midd.docx
 
Assignment What are the factors that influence the selection of .docx
Assignment What are the factors that influence the selection of .docxAssignment What are the factors that influence the selection of .docx
Assignment What are the factors that influence the selection of .docx
 
Assignment Write a research paper that contains the following.docx
Assignment Write a research paper that contains the following.docxAssignment Write a research paper that contains the following.docx
Assignment Write a research paper that contains the following.docx
 
Assignment Thinking about Managers and Leaders· Identifya man.docx
Assignment Thinking about Managers and Leaders· Identifya man.docxAssignment Thinking about Managers and Leaders· Identifya man.docx
Assignment Thinking about Managers and Leaders· Identifya man.docx
 
Assignment Talk to friends, family, potential beneficiaries abou.docx
Assignment Talk to friends, family, potential beneficiaries abou.docxAssignment Talk to friends, family, potential beneficiaries abou.docx
Assignment Talk to friends, family, potential beneficiaries abou.docx
 

Último

In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphNetziValdelomar1
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfMohonDas
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxDr. Santhosh Kumar. N
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesMohammad Hassany
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxSaurabhParmar42
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 

Último (20)

In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a Paragraph
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
Diploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdfDiploma in Nursing Admission Test Question Solution 2023.pdf
Diploma in Nursing Admission Test Question Solution 2023.pdf
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptx
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming Classes
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptx
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 

Intervention forEducationStudent’s Name Institution Affili.docx

  • 7. Area of Focus Enforcing IEPs children with Autism Learning and behavioral difficulties
  • 9. 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). 2 Explanation of Problem Lack of reinforcement by teachers No use of different learning techniques No use of technology
  • 11. 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 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
  • 13. 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. 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
  • 14. training? What is the difference in researchers expectations of students when applying IEP goals daily verses being applied over three weeks?
  • 15. 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
  • 16. Adjusting the plan 5 Locus of Control Being part of the intervention Confidential Research for myself Research Summaries
  • 17. 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
  • 18. as level of understanding. 6 Intervention/Innovation The Use of iPads Use of designated applications
  • 19. 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
  • 20. expression especially with children of difficult behaviors. 7 Negotiations Observation of children in their learning environment Terms set by the DHR had to be followed
  • 21. 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. 8
  • 22. Ethics Student Rights Training of students on the usage of the devices Restricting the devices to specific sites
  • 23. 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
  • 24. 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. 9 Timeline Scheduled phases Extension of training time
  • 25. 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
  • 26. 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. 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. 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. 11 Data Collection Data collection will mainly comprise of two methods Observation Questionnaires
  • 30. 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. 12 Continuation of Data Collection TBO data sheets Help with collection of Students learning objectives Collection of behavioral data
  • 32. 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 13 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
  • 34. 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. 14 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
  • 36. 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. 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 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.
  • 66. Edwards 1 INTERVENTION FOR EDUCATION Edwards 2 Intervention for Education Markis’ Edwards EDU 675: Change Leadership for the Differentiated Educational Environment Dr. Regina Miller February 13, 2018 Research Focus This research was focused on ensuring children with autism, and behavioral problems become self-sufficient in the education as well as their daily lives. This was to achieve with the implementation of IEPs (Intervention of Education). These IEPs will utilize the technology whereby the students will have their own devices that will be calibrated or set-up to the specific requirements of the student. These interventions will focus on the normal K-12 educational courses as well as the CTE courses that allow the students to have career options after finishing the K-12 system. Though there are variables among
  • 67. the students, the system will be able to compensate. Literature Review Among the main concerns that the intervention had been the long classes as the students, as well as the educators, had to be trained on how to utilize the system. (In Erchul, W. P., & In Sheridan, S. M., 2014). However, the emphasis was placed on the educators as they had to understand the various aspects of the system to allow customization to the student’s needs (Brown, Dehoney, & Millichap, 2015). Nonetheless, the intervention is expected to continue as planned with data being collected every day to estimate and make the necessary modification and documentation of the intervention. (Kratochwill, T. R., & Levin, J. R.,2014). With the educators having the easier time they can concentrate their efforts on students with difficulties while the others carry on with their learning (Brown, Dehoney, & Millichap, 2015). Variables The main variables that were associated with this specific intervention where the mixed groups of children. First, the children who were verbally skillful but had behavioral difficulties, these students as well as the students with severe behavioral difficulties presented an issue when it comes to the safety of themselves as well as that of the equipment. It was essential to determine a plausible solution to the manner by which they could be controlled as well as protect others. Finally, the basic speaking students had to be designed solutions that would enhance their speech. Research Questions 1. Why should I consider eLearning-based training? This question was set to determine why technology should be used in such interventions. There are various techniques the government has approved before, and by asking such questions, it allows the researcher to analyze the various options available. 2. Why should I consider eLearning-based training? Technology has been implemented in various governmental sectors with education being one of the most important it is shocking that it
  • 68. has barely been utilized. This results to the question if e- learning can be customized to the various needs and levels of education. 3. What are 2-3 hardware and software requirements for online training? After this technology has been identified and is to be implemented what are some of the hardware that will be used? Various levels of the K-12 system have various needs. Therefore each level will be customized to the requirements needed. Intervention This intervention was mainly designed to eliminate the use of outdated techniques used by educators and replace them with modern means that have been researched on and approved. Moreover, the use of technology reduces the load on the educators allowing more time to be spent on helping those in need thus having better outcomes n the standardized exams. Finally, cheating has been a major problem in learning institutions, and the use of this intervention will eliminate this prospect. Data collection The data collected will be mostly observation, as this is a learning institution with minors. Therefore, the data collected will be on how the students fair with the changes. Positive feedback will ensure that the intervention will be repeated in other learning institutions. However, negative feedback will warrant modifications with the help of educators. References Brown, M., Dehoney, J., & Millichap, N. (2015). The next generation digital learning environment. A Report on Research. ELI Paper. Louisville, CO: Educause April. In Erchul, W. P., & In Sheridan, S. M. (2014). Handbook of research in school Consultation. New York: Routledge. Kratochwill, T. R., & Levin, J. R. (2014). Single-case intervention research: Methodological and statistical advances. Washington, DC: American Psychological Association.