Quantitative and Qualitative Research Questions and Hypothesis Essay

Jung (2007) found that full general pedagogics t to each oneers attitudes toward the integration of learners with disabilities reflect a overleap of confidence both in their own instructional skills and in the quality of support personnel shortly provides. General and special development instructors are placed in inclusive single outroom go bytings for the betterment of the student however, planning is not as effective when general education teachers are not properly skilful on or comfortable with the technology. Thousand and Villa (2000) in McLaren, Bausch, & Ault (2007), found that providing drop behinding for all teachers impart response in improved academic and social outcomes for students with disabilities, plus their teachers allow for become empowered . The problem is the necessitate for more collaborative dressing for inclusion teachers in an effort to effectively plan curriculum and add their levels of confidence with the commit of AT devices.The specific pr oblem is the need to develop a program to train inclusion teachers on the use of AT devices needed to effectively plan for students with disabilities. This study will use a quantitative method and a Participatory Action Research (PAR) methodology. The PAR will be conducted by dividing the study into cardinal sequence phases. The first phase will include create the training program, introducing basic AT devices that can be used for all students, and reflection of the first training. Phase two will include training for advanced AT devices that are developed for specific student needs, developing a lesson with the use of one general and one advanced AT device, and the opportunity to teach the lesson. The results should involvement school districts that service students with disabilities in an effort to improve effective collaboration for inclusion teachers, thus promoting a sense of teamwork to improve student achievement through the use of technology.Revised Purpose Statement- Quan titative guinea pigThe purpose of this quantitative research study is to develop a training program for special and general education inclusion teachers that will focus on strategies for educational development, effective academic structuring, and increased teacher support systems with the use of Assistive Technology. The data collection design will include views before, during, and aftereach phase, trainings to implement the program, and field opportunities to account the areas of improvement and to test the validity of the program. The population will be sedate of elementary school teachers who are placed in inclusion settings without prior training. The audition and sample set will include three novice and three veteran elementary inclusion teachers selected from grades 3-5 based on survey results. The geographical area will include three local elementary feeder schools that domicil special education programs in the South Fulton County area of Georgia. Quantitative Research Questions and HypothesisRQ To what academic degree, if at all, will training in Assistive Technology promote effective academic structuring and teacher collaboration in inclusive classroom settings?HO The degree of training in Assistive Technology will not promote effective academic structuring and teacher collaboration in inclusive classroom settings.HA The degree of training in Assistive Technology will compulsively promote effective academic structuring and teacher collaboration in inclusive classroom settings.Revised Problem Statement Qualitative StudyAl-Shammari and Yawkey (2008) bank that special education students require the involvement of parents to be successful for overall development and in their education programs. Parents are encouraged to participate by offering physical and psychological service to the special education teachers in an effort to monitor and manage student progress. However, the lack of support, knowledge, time, and resources result in the unwill ingness to participate. dolly (2006) found that increasing maternal(p) involvement through technology may have a positive effect on the development of special education students and parents. The problem is the need for technological resources that promote parental involvement for improving the educational development of special education students. The specific problem is identifying the technology that close effectively increases parental involvement in special education. This study will use a soft method and case study similar to Hartas (2008) study of the effects of parentalinvolvement on students with Autism. Parents will participate in semi-structured interviews, questionnaires, and classroom observations to determine what motivates them to be snarly. The results should interest special education teachers who require assistance from parents in order for students to attend school daily, participate in instruction, and continue to exhibit progression in all areas of developme nt. Revised Purpose Statement- Qualitative StudyThe purpose of this qualitative case study is to identify the technological resources that are most effective in encouraging parents of special education students to be involved in the students education. The data collection design will include questionnaires, observations, schedule restructuring, participation involvement, and semi-structured interviews to identify the areas of improvement. The population will be composed of parents who have elementary-aged special needs children. The sample and sample set will include ten parents five from two-parent working class homes and five from single-parent working class homes. The geographical area will include two (of the three) selected elementary feeder schools, based on survey results, that service special education students in the South Fulton County area of Georgia who are most in need of an intervention. Qualitative Research QuestionWhat are the most effective technological resources that assist in encouraging parents of students with special needs to be involved in their childs education?ReferencesAl-Shammari, Z., & Yawkey, T. (2008). boundary of parental involvement in improving the students levels in special education programs in Kuwait. journal of instructional psychology, 35(2), 140-150. Bird, K. (2006). How do you spell parental involvement? S-I-S. The Journal, 33(7), 38. Hartas, D. (2008). Practices of parental participation A case study. Educational Psychology in Practice, 24(2), 139-153. Jung, W. (2007). Preservice teacher training for successful inclusion. Education, 128(1), 106-113. McLaren, E. M., Bausch, M. E., & Ault, M. (2007). Collaboration strategies reportedby teachers providing assistive technology services. Journal of Special Education Technology, 22(4), 16-29.Week 5 ReviewComponents2 points Expected elements are included.Articulation5 points As noted, there are shortcomings regarding population and sample. * 1 point Presentation2 points Writing and formatting are well done. Total9 points A good approach toward purpose statements aligned with problem.