Special Needs Design

Educators are working every day with children that are classified as special needs (SEN) these
children have difficulties or a disability that prevents them for learning like their peers. Many
children with special educational needs can overcome their disadvantages when the laws that are
there to protect them are being used and implemented. This module will help educators learn the
proper way to find, achieve, and implement the laws that govern special educational needs
children.

Kemp Model: Analysis

As seen in Figure 1, three of the nine Kemp elements require design. These elements are Content
Sequencing, Instructional Strategies, and Designing the Message. The goal of Content
Sequencing is sequencing the content within each instructional unit for a logical learning
experience. The second element in the design group is Instructional Strategies. Within this
element, instructional strategies are designed so that each learner can master the objectives of
each instructional unit. The final design element is designing the Message. This element involves
developing the instructional materials for the instructional units within the appropriate delivery
system.

Content Sequencing

Based on the data that was gathered from the analysis phase, the content sequencing will take
place as follows:

1. Instructional Objective 1 - Faculty will learn to use the program Enrich, which will give
them access to special needs data.

2. Instructional Objective 2 - Faculty will learn how to classify the difference between
accommodations and modifications.

3. Instructional Objective 3 - Faculty will learn how to clearly identify and define special need
acronyms.


Instructional Strategies

Training on special needs is a sensitive and significant part of being an educator. This section
will explain and instruct new facility through videos that will enhance the learning in a timely
fashion. A common obstacle to technology training is time (Brack 2010). With many faculty
teaching, coaching, and pressed for time, it is extremely difficult to schedule training that is
convenient for everyone. As a result, this staff development plan will use an on-demand,
technology-rich delivery of instruction.

A. Instructional Platform: A Weebly site will be set up as the course container to guide faculty
through the staff development instruction. Web pages will be constructed with narratives
introducing each instructional objective with accompanying lessons.

B. Instructional Delivery: The individual lessons will be delivered as instructional videos. The
video tutorials will give learners the convenience of on-demand instruction while also allowing
the ability to review the material multiple times to reinforce the message.

C. Lesson Content: Each lesson will include a narrative with a video tutorial. Tutorial videos
will consist of a combination of screen recording videos and videos that show an instructor
demonstrating the tool within a lesson on an interactive whiteboard.

A Weebly site will be set up as a course container to guide faculty through the staff development
instruction. Web pages will be constructed with narratives introducing each instructional
objective with accompanying lessons and exercises. The Weebly site will provide a visually
appealing format and can be bookmarked for easy, on-demand access.

The individual lessons will be delivered as instructional videos. The videos will be recorded
using a screen recording software such as PowerPoint presentation or similar software. Screen
recording software can be used to address divers learning needs within the workplace (Selvester,
Mulholland, & Wong 2006). Learners will be able to access the tutorials on-demand at their
convenience.

Designing the Message

This section will outline the process of each learning objective and the information covered.

Learning Objective and Deliverables

Enrich Software

Step by step into the program.

Read test scores

Read an IEP

Accommodations

Students performance levels

Accommodations and Modifications

Vocabulary

Process

Expectations

Acronyms

IEP

ADA

BIP

CBA

ED

ESL

IDEA

LD

Section 504

Voc Ed


References

Brack, J. (2010). Unlocking the Potential of On-Demand Learning in the Workplace.
Retrieved on 10/19/2014 from https://www.kenan-flagler.unc.edu/executive-
development/custom-programs/~/media/EF34C6B035234D2585DDCB7402D7D3D8.ashx

Hanley, H. (2009). Discovering Instructional Design 11: The Kemp Model. Retrieved on
10/19/2014 from http://elearningcurve.edublogs.org/2009/06/10/discovering-instructional-
design-11-the-kemp-model/

Selvester, P., Mulholland, R. & Wong, P. (2006). Camtasia: A Tool for Universal Design
Learning. College & University Media Review, 12(2), 9-17.