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Switch It! Design Document Anna Evmenova Emily McKeough EDIT 705 Fall 2005 George Mason University Switch It! Team 5 Design Document Table of Content Introduction…………………………………………………………………….2 I. Problem Identification and Instructional Goal…………………………………3 II. Needs Assessment………………………………………………………………5 i. Introduction 5 ii. Methodology for Gathering Data 6 iii. Interpretation of Data 13 iv. Conclusions and Training Recommendations 15 III. Learner Analysis………………………………………………………………..16 i. Introduction 16 ii. Methodology of Gathering Data 17 iii. Collected Data on the Audience 18 iv. Audience Characteristics 19 IV. Task Analysis…………………………………………………………………...20 i. Introduction 20 ii. Representation of Steps to Complete Task/Instruction 21 iii. Outline of One Specific Task 22 V. Instructional Objectives…………………………………………………………24 i. Introduction 24 ii. Terminal Learning Objectives and Specific Enabling Objectives to be shown in the Prototype 25 VI. Instructional Approach………………………………………………………….26 i. Introduction 26 ii. Organization of Instruction 27 iii. Delivery Strategy 28 iv. Sequencing 29 v. Instructional Strategies 30 vi. Messaging 33 VII. Formative and Summative Evaluation………………………………………….35 i. Introduction 35 ii. Evaluation Plan (formative, summative, confirmative evaluations, Kilpatrick’s levels of evaluations) 36 iii. Relationship Between Evaluation and Objectives 39 iv. Sample of Test Items 40 VIII. Appendix A …………………………………………………………………….48 Glossary IX. Appendix B……………………………………………………………………...49 Surveys and Interview Questions X. Appendix C……………………………………………………………………...53 Learner Analysis Figures References………………………………………………………………………56 1 Switch It! Team 5 Design Document Introduction Team: Anna Evmenova and Emily McKeough are members of Team 5. They are two full time graduate students studying special education at the Department of Education and Human Development at George Mason University. Both Team 5 members are very interested in research and the practical implementation of different devices and strategies to help students with special needs to improve their academia and become more independent in everyday life. Anna and Emily participate on the regular basis in conducting trainings in public schools on different devices and software programs that provide students with disabilities with more independence and greater access to the general education curriculum. As a part of the Instructional Design class, Team 5 is responsible for collaboratively developing the Instructional Design Document that will be used as a plan for developing the prototype of an instructional module. Purpose: The purpose of this document is to state the performance problem, to prove that it exists and can be solved through training based on the needs assessment. Then an effective solution to the existing problem will be developed considering all key elements of the instructional design process: learner characteristics, subject content, instructional objectives and strategies, and evaluation instruments. After reading this document you will have an understanding of the problem and the most appropriate interventions to solve this problem. 2 Switch It! Team 5 Design Document I. Problem Identification and Instructional Goal Assistive Technology (AT) is any item, product, device or equipment, whether acquired commercially, modified or customized, that is used to maintain, increase or improve the functional capabilities of individuals with disabilities. AT is represented by hardware/devices or software programs. Assistive technology products can enable people with disabilities to accomplish daily living tasks, assist them in communication, education, work or recreation activities, and in essence to help them achieve greater independence and enhance their quality of life. Successful AT use requires adapting assistive technology to the person’s capabilities and temperament. Switch is an input hardware device that allows people with disabilities to access many different items, for example, computers, wheelchairs, augmentative communication devices, and toys. Switches come in many different shapes, sizes, and types. People can touch a button, move an eyebrow, swipe a pad on the table, or move in front of a motion sensor. The Abledata database (www.abledata.com) reports the availability of almost 1800 switches. However, research and best practices show that it is not enough just to take any AT including a switch and give it to a student with a disability. After considering all needed factors and characteristics that can impact the type of switch used, choices available on the market are significantly limited. Problem Statement: Students with physical disabilities may need switches to access computers and participate in regular classroom activities. However, many special education teachers, especially in rural area schools, do not know what switches are or how they can help their students with special needs. More than that, the critical point in identifying an appropriate assistive technology device including a switch is to evaluate student’s needs and skills that affect AT use. Teachers lack the knowledge on how to choose the appropriate switch based on students’ needs. Such absence of knowledge and skills usually results in frustration leading to the abandonment of the assistive devices. Every child with a disability has unique needs. Each child can use a different switch. Choosing the appropriate switch for a child depends on the child's abilities, switch sensitivity, size, feedback, durability, and placement. Each part has to be assessed thoroughly in order to choose the right hardware. 3 Switch It! Team 5 Design Document The goal of our instruction is to teach special education teachers what the switch is and how to match their students’ needs with the most appropriate assistive switch. Learners will be evaluated at the end of the instruction through open­ended questions and case studies. Blended training with the instructor­led portion as well as the use of videos, hands­on activities, and email will take place in the Assistive Technology Lab at George Mason University during one of the teachers’ workdays in August to provide some hands­on experiences. Special education teachers represent the targeted audience for this instruction. The teachers are located in Frederick County, Virginia. Many people will benefit from teachers being knowledgeable about assistive switches and being able to choose one for a student. The student will become able to participate independently in different everyday life and school­wide activities (including participating in related services activities: speech therapy, occupational and physical therapies) and will be prepared for more independent life in the future (which may include independent living and employment). Stakeholders of such instruction include special education teachers, related services professionals, students with physical disabilities and their families. 4 Switch It! Team 5 Design Document II. Needs Assessment Introduction The purpose of the needs analysis is to identify the nature of the learner’s needs and the degree to which these needs can be addressed in the training designed by our team. Our major objective is to determine where the learners are today and where they need to be, so that we might isolate and address the corresponding “gap” via instruction. This needs assessment will determine that teachers need a training to learn how to choose the appropriate switch according to their students’ special needs which will lead to larger implementation of assistive technology in special education classrooms. The following are the objectives for our needs assessment: • Collect information on the present condition of AT implementation in regular schools. • Identify if learners lack knowledge of what a switch is. • Determine if the targeted audience lacks the skill of choosing the switch. • Determine the need of learners in training to use switches for their students with special needs. • Provide training recommendations. 5 Switch It! Team 5 Design Document Methodology for Gathering Information Planning: While planning our needs assessment we identified our targeted population: special education teachers in rural Virginia (Frederick County). After discussing it with our SMEs, we determined that larger counties, like Fairfax County, located near major universities have had more opportunities for assistive technology training while rural counties lack such opportunities. The data will be collected on felt and expressed needs. Many special education teachers currently choose assistive technology devices based on intuition and on what they recently have heard rather than on analyzing their students’ characteristics and needs. That establishes a felt need for developing this training for teachers. Moreover, according to state wide Assistive Technology Needs Assessments done by the Training and Technical Assistance Centers (TTAC), there is an expressed need in more assistive technology training and workshops submitted by teachers from different counties in Virginia. It was determined that the largest number of expressed needs for more training in assistive technology came from Fredrick County. In addition, during the planning it was anticipated to see more expressed needs towards training specifically in choosing and working with a switch through our teachers’ surveys. Collecting Data: The plan for collecting the current data included: (a) Surveys for targeted audience (special education teachers in Frederick County, Virginia);

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