AET/515 Instructional Plan Julissa R. Gomez

Instructional Plan Template | Slide 1

AET/515Instructional Plan

Julissa R. Gomez


Needs Assessment

1. What is the learning problem or opportunity? Assistance for Hearing mobility impaired

2. What is currently available?There is currently nothing available for the Hearing and mobility Impaired.

3. What should be available?Access to Resources to assist the hearing impaired1. Braille

2. Sign Language Instructors/assistants3. Fingerspelling 4. Pidgin Sign English (PSE)5. Tables with access for wheelchair6. Accessible classroom7. Access to self-identify need for accommodations

Needs Assessment


4. Explain the gap analysis between what is available and what should be available.

Currently there does is not a section or specification within the University website information for individuals

with Impairments. 5. What is your recommended solution for filling the gap? My recommended solution is to provide information on

the university website to include information, point of contact, and specific accommodations offered as well as options for additional accommodations if needed or required.


Instructional Goal

•Easily locate accommodations for their specific needs at the University.

•Easily request accommodations for their specific needs at the University.

•Have the ability to locate the point of contact for seeking assistance based on their personal needs and accommodations required.


Performance-Based Objectives

• A – audience

Hearing and mobility Impaired Individuals• B – behavior

Ease of accessibility and availability of accommodations for these individuals.

• C – conditions

Survey’s and performance evaluations of this department and their ability to provide the services to these individuals.

• D – degree of accomplishment

Meeting the needs of 80 % of the individuals within the first semester.


Summative Assessment and Learning Outcomes

1.Survey’s at request and at completion of request2. Performance Evaluation per point of contact3. Year end Survey and Performance Evaluation by the Individuals4. Departmental Evaluations performed per Semester5. Yearly Departmental Evaluations


Learner Characteristics

A class of University students consisting of men and women with hearing and mobility impairments. Needs of the class range from basic to advanced accommodation requirements. Class includes students of all

cultural backgrounds, consists of individuals of 17 years of age and older, and any individual seeking to fulfill University level education.

The Instructional plans for every course must allow to have ease of accessibility and ease of providing the accommodations during a course.

Offering students with these needs the ability to self-identify and include a course syllabus with a disability access statement. It is essential to provide flexibility in order to make accommodations for students with

these impairments to seek assistance if and when needed.


This section includes the following:

• The setting will be the University campus, classroom, and Resources (transcripts, audio/visual equipment),

Telecommunications Devices, Interpreters, Ramps, Assistive

assistance. • The instructional plan must leave room for flexibility in

the learning context to provide ease of access to accommodations during class activities and lectures for these students.

Learning Context


Delivery Modality

In order to meet the requirements of these individuals, an array of methods must be used to accommodate their ease of learning and accessibility to learning, lectures, resources, and learning environments and activities.

1. Instructor led

2. Web-based 3. Video tape instruction with closed caption4. Asychnronous learning environments


Instructional Strategies

•The content for special accommodations available at the University must be easily accessible and process should provide option for anonymity and point of contact.

•The University should have a list of accommodations available and provided at no-cost and at cost for students on a tab within the website. Provide a day and time to meet with students to provide information and sign up for accommodations needed for semester and year.


Plan for Implementation

• First meeting for accommodation requests and set-up should be done at one month and then at 2 weeks prior new semester to organize and plan for the special accommodations. Deadlines for requests for accommodations should be announced and reassessed every semester.

• Facilitators and individuals should be provided with hard copies of accommodations to be provided throughout the semester as well as instruction on how and when these accommodations will be completed and infused into the classroom setting and campus grounds.

Plan for Implementation

• A board meeting including instructors and school administration should be held to implement and describe the need and information.

Handouts and instruction of accommodations University will and can provide. Also

providing information of what is required by law. This information should be provided quarterly yearly.



Instructional Resources

Materials that will be necessary to implement these accommodations will be as follows but not limited to:

1. Ramps2. Telecommunication Devices for the Deaf3. Volume control telephones4. Signaling devices5. Priority Registration6. Note takers7. Wheelchair accessibility8. Accessible classrooms, furniture, …etc..


Formative Assessment

1. Individuals with Needs for Accommodations2. Cooperative Instructors3. Resource availability4. Evaluation of Resources5. Student Survey’s


Strategies for evaluating instructional plan. 1.Student surveys to include:

– 1. Individuals with Needs for Accommodations– 2. Cooperative Instructors– 3. Resource availability– 4. Evaluation of Resources

– 5. Improvement in Resource availability

2.Staff Evaluations of class accessibility 3.Quarterly follow-up with management staff4.Site inspections of improvements in Resource availability

Evaluation Strategies


Outcome Review

1. Must include all people including individuals with disabilities in the mission, vision, and values statements.2. Individuals with disabilities must be included in campus discussions of and training on diversity and populations. 3. Regularly review policies, practices, and procedures. 4. Provide regular training regarding taking action around disability and universal design issues to administrators, staff, faculty, and student leaders

Outcome Review

Will provide a rating scale or a Likert scale for the following:Ranging from Little importance 1 2 3 4 Great importance 1. Resource availability 2. Evaluation of Resources 3. Student Survey’s



Recommendations

Rating Scale and Likert Scale for Evaluation of Accessibility

Please circle the number that represents how you feel about the Accessibility of resources in class and campus grounds.

Recommendations

Analyze compliance of: § 36.211 Maintenance of accessible features.

(a) A public accommodation shall maintain in operable working condition those features of facilities and equipment that are required to be readily accessible to and usable by persons with disabilities by the Act or this part.

(b) This section does not prohibit isolated or temporary interruptions in service or access due to maintenance or repairs.

(c) If the 2010 Standards reduce the technical requirements or the number of required accessible elements below the number required by the 1991 Standards, the technical requirements or the number of accessible elements in a facility subject to this part may be reduced in accordance with the requirements of the 2010 Standards.


Recommendations

Compliance of: §36.403 Alterations: Path of travel.(a) General.

– (1) An alteration that affects or could affect the usability of or access to an area of a facility that contains a primary function shall be made so as to ensure that, to the maximum extent feasible, the path of travel to the altered area and the restrooms, telephones, and drinking fountains serving the altered area, are readily accessible to and usable by individuals with disabilities, including individuals who use wheelchairs, unless the cost and scope of such alterations is disproportionate to the cost of the overall alteration.



References

Hearing Impairments. (n.d.). Retrieved from http://disability.illinois.edu/instructor- information/disability-specific-instructional- strategies/hearing-impairments A minimum of six references is required to complete this project plan.Mikoluk, K. (2013). Gap Analysis Template: The 3 Key Elements of Effective Gap Analysis. Retrieved from https://www.udemy.com/blog/gap-analysis-

template/

http://disability.illinois.edu/instructor-

https://www.udemy.com/blog/gap-analysis-

References

Americans with Disabilities Act Title III Regulations. (2012). Retrieved from http://www.ada.gov/regs2010/titleIII_2010

/titleIII_2010_regulations.htm#a211 Self-Examination: How Accessible Is Your

Campus? . (2012). Retrieved from https://www.washington.edu/doit/Brochures/Academics /self.html



Template End

• You have completed the three parts of the instructional plan assignment.

• To complete your Week Six assignment be sure to submit your entire template reflecting sections I, II, III, and the Reference slide.

• To finalize your instructional plan, remember to remove slides 2, 3, 10, and 16. Your final presentation should only reflect the three sections of your instructional plan. The instructions within this template should be removed.

• Note: Students must upload the final completed Instructional Plan (Parts I, II, and III) to their personal Presentation Portfolio in TaskStream. (This is required.)

Documents

AET/515 Instructional Plan Julissa R. Gomez