Introduction

  • In the overview, I will outline the background of my project, the research question, the importance of the study, and the context for the study
  • The review of the literature section includes a link to my narrative style literature review as well as a bulleted list of highlights from the literature
  • My design section identifies all key components to my research study including: participants, techniques, procedures, instruments/materials, data sources, and analysis plan
  • The results are provided in outline and web form.  Additionally, transcripts and audio of the interview are provided. 
  • In the discussion and conclusion portion, I have given my thoughts, interpretations, and further recommendations.
  • Finally, references, a feedback table, updated timeline, and tag list are linked. 

Background

As a special education teacher, I have personally observed the aversion students with disabilities have in regards to the media center.  I’m interested in finding out what technological tools and other alternatives to access are available and whether or not these things have any effect on how often a student with a disability uses the media center.  Students with learning disabilities have documented average cognitive abilities, and while some show little interest in academics due to their disabilities, many strive to achieve success at school.  For those students especially, it is necessary to make the media center a place where they can have equal access to the information available there. 

Research Question

In what ways has the creation of a special education media center changed access for students with reading and/or written expression learning disabilities?

·        What are the other effects of these changes in access?

·        In what ways might it be appropriate to implement these changes in the general-use media center?

Importance of the Study

  • Supports the idea that all students, including those with learning disabilities have a right to equal access of information
  • Identifies AT that can level the playing for SWD (students with disabilities) by providing that equal level of access
  • Help SWD to understand and believe that they are capable of participating and mastering grade level curriculum
  • Encourages administrators, teachers, and SLMS to work towards universal designing - allowing AT into the general education into the media center for all to use
  • Broadens views and knowledge of AT possibilities

Context

  • This problem is mainly situated in the media center; however, some solutions may be found through the public high school special education program.