Needs Assessments

Project Title

The Inclusion of a module on learning disability awareness in among college of Education students

Project Description

At the beginning of 2010’s, a strong push towards inclusion and equality led to a growing call for educating students with learning disabilities with non-disability students in the same classroom. Consequently, general education teachers, many of which were inadequately trained or prepared became the primary instructors of all these students many of which (Browell et al. 2006, pp 17). The lack of learning disability training in most teacher education curriculum is evident in the lack of awareness among teachers. According to Rosenzweig (2009), there is a growing concern that teacher and instructional designer preparations and training with lies on university education are failing to meet the current changes in our educational system. The failure is observed in the lack of awareness of learning disabilities among teachers who graduate from their programs. The Foundational classes such as Instructional Design - EME6609 is created to introduce students to the idea and tenet of instructional design (ID).

It is a beginner’s guide into the world of ID for many students. It is usually followed by an advanced course in ID however, many students are not obligated to go that route. As such students complete the course without awareness or understanding of varying learning disabilities. As a result, students with learning disabilities do not receive the “appropriate” education for their needs (Lipsky & Gartner, 1996, pp 780). The inclusion of a learning disability awareness module will ensure that upon completion of their first semester classes, college of ed students will gain knowledge to design instructions that accommodate all learners, including those with learning disabilities. Essentially, this project seeks to develop an instructional design module on learning disability (LD) awareness.

Brief Summary of Sampled Survey Results

The needs assessment survey instruments were sent out to about 10 college college of Ed students. Of the 10 invited to participate in the survey, 4 responded so far and the survey is open for two more weeks. At the current 40% response rate, half (50%) of total respondents had little to no knowledge on inclusive education and students with learning disability issues. Also, Seventy-five percent of respondents expected to learn about LD in their first class. Also, fifty percent of all respondents expressed the desire to include LD in their design but lacked the awareness and skill to do so. In addition, 25% of respondents expected to learn about LD issues as part of the first class. Majority of respondents so far do not plan to enroll in the advanced ID class. Of all respondents, there were 75% Female.

A majority of respondents had Masters and professional level certificates (75%) and had an average teaching and/or instructional design experience of 4 years. The largest motivation for enrolling in their first class was gaining understanding in foundational classes (75%) and compulsory spring class (25%).

Goal Analysis

Given the lack of awareness of inclusive education and students with LD issues as shown by 75% of survey respondents so far, and the desire to learn, a module on design for students with LD’s should be added to the foundational Instructional design class. This will create awareness among students who enroll in only the introductory class and equip them with the knowledge on issues to consider when designing instructions and teaching. A goal will be to include a module in the before the beginning of the project or as part of the initial historical reading material.

In a recent discussion, a colleague mentioned how difficult it was for her to identify a student in her class with a learning disability and remarked that the student was unwilling to ask for help. This speaks to the issue at hand and equipping teachers with the skill to handle these issues and asking the right questions so that students with LD’s don't feel isolated and singled out would help.

Goal Statement

At the end of their first class, students will gain an understanding and awareness of issues on students with learning disabilities. They will acquire knowledge in close captions in video presentations, “chunked” reading passages for striving readers, and other ADA guidelines.

Learner Analysis and Context Analysis

The College of Education graduate student class is a graduate level course with students in Masters and PhD programs. The typical student is an adult with graduate level course load and some of whom are working professional by day and student by night. As such, they make optimal use of their limited time daily. Their commitment to enrolling in class is indicative of their resilience and tenacity. It will serve them a great deal, if a module on inclusive education is added to each class they take. This could be broken in bits i.e. pods on Canvas for easy consumption. A third pod on LD could be added to each module in connection with the main topic. Students in the EME6609 have extensive and broad experience with graduate level coursework and will find it easier to acquaint themselves with issues facing students with LD’s. Plus, more than half of respondents have indicated the desire to learn about LD issues.

The addition of an extra asynchronous module (Module A) in the current course schedule with the schedule below. Objectives for Module A includes; Student will be gain understanding of historical context of learning disabilities Student will identify various learning disabilities Students will be able to link an app that reads text assignments out loud to visually impaired students Students will demonstrate mastery of learning disabilities in video presentation with closed captions. Students will demonstrate "Chunked" reading passages for striving readers, where students are prompted to summarize small paragraphs rather than the text as a whole.

Add Table here

Module A Guide Module A: Pod 1 Module A:Pod 2 Module A: Pod 3 Module A Module A

Historical background of ADA.

1. ADA laws and policies
2. Group discussion
3. Assignment on LD techniques.
4. Assessment

Module A: Pod 1 - Historical background
Inclusive education, learning disabilities and the type of learning disabilities.
Module A: Pod 2 - ADA laws and policies
Familiarity with federal laws and policies on disability issues.
Module A: Pod 3 - Group discussion
A group discussion of a research paper in Perussall

Assignment

This will include video presentation on any platform (youtube, mmmhmm, etc) with closed captions on one aspect of an identified learning disabilities.

Assessment

The video assignment will be peer graded in addition to an interactive playposit summary video with instructor graded questions and responses.

Analysis

The task analysis will include;
1. Creating a canvas shell
2. Record lecture mmhhhmm video
3. Record Payposit video
4. Download and setup Perusall section for group discussion

References

Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. New York: Heinle & Heinle.
Brownell, M. T., Adams, A., Sindelar, P., Waldron, N., & Vanhover, S. (2006). Learning from collaboration: The role of teacher qualities. Exceptional Children, 72, 169-85.
Lipsky, D. K. & Gartner, A. (1996). Inclusion, school restructuring, and the remaking of American society. Harvard Educational Review, 66, 762-92.
Rosenzweig, Kate, "Are Today's General Education Teachers Prepared to Meet the Needs of Their Inclusive Students?" (2009). NERA Conference Proceedings 2009. 10. https://opencommons.uconn.edu/nera_2009/10

Survey instrument to assess the awareness of learning disabilities among EME6609 students.

Survey

Appendix

Part A

Needs Assessment Survey

1. Gender (please circle): Male Female Non-binary Prefer not to answer
2. Age range (please circle): below 25 25-35 36-45 46-55 55+
3. What is your highest degree: Bachelors Masters Doctorate Professional Certificate
4. Number of years teaching and/or instructional designing ______
5. Why did you enroll in your first course? _______

Part B

Instructions: Please complete the following questions by choosing the appropriate response.
Please indicate your level of agreement to the following questions. Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree.
6. I am aware of current issues around inclusive education
7. I know what learning disabilities are ____
8. I know the mostly all learning disabilities ___
9. I did not expect to learning about students with learning disabilities in the my first class___
10. My first class has prepared me to effectively design instructions and teach students with learning disabilities.___
11. My colleagues in their first class feel comfortable discussing issues faced by students with learning disabilities.___
12. I have the requisite training to sufficiently support students with learning disabilities.___
13. I need more training in order to appropriately instruct students with learning disabilities.___
14. As a result of my first class I feel comfortable working with students with learning disabilities.__
15. Students with learning disabilities should be special education class___
16. Efforts should be made to educate student with learning disabilities in regular education classroom___
17. I am willing to collaborate with students and their parents to provide the necessary care for students with learning disabilities in my classroom and design of instruction.___
18. Please list methods of delivery you have adopted to assist with inclusive education_____
19. Please list trainings or topics which have introduced you the subject of inclusive education_______
20. Do you have any comments on students with learning disability and inclusive learning? ___________
Thank you for your input