curriculum development in special education

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1. “Understanding the impact of visual impairment on reading proficiency of SPED Learners in Kumalarang District, Zamboanga del Sur“ “ Challenges and Strategies : Addressing the integration of technology in student with visual impairment “ “ Barriers to reading Success: Analyzing the Impact of Visual Impairment in Literacy in Education " PROPOSED CONCEPT PAPER TITLES FLORRIZA V. BOMBIO JUNIOR HIGH SCHOOL TEACHER PICANAN NATIONAL HIGH SCHOOL KUMALARANG DISTRICT ZAMBOANGA DEL SUR

2. “THE ROLE OF ASSISTIVE TECHNOLOGY IN ENHANCING SPED CURRICULUM DELIVERY” Research Problem/GAP The research could explore the problem that while assistive technology has the potential to significantly enhance SPED curriculum delivery, its impact is often limited by factors such as inconsistent implementation, unequal access, inadequate teacher training, and insufficient alignment with educational goals. This study aims to investigate how these barriers affect the effective use of assistive technology and to identify strategies for improving its integration into SPED curricula to better support students with disabilities. 2

3. Research Design: The research design for this concept paper will be a QUANTITATIVE STUDY. To measure the effectiveness of assistive technology Statement of the Problem Participation Rates: To what extent does the integration of assistive technology increase student participation rates in classroom activities, as measured by frequency of interaction and involvement in learning tasks? Behavioral Metrics: How does assistive technology influence observable behavioral metrics such as on task behavior, frequency of off- task behavior, and instances of disruptive behavior?

4. Target Research Environment: The target research environment for this concept paper will focus on public schools in Diplo Elementary School Diplo, Kumalarang Zamboanga del Sur offer ing Special Education (SPED) programs. The study will be conducted in a variety of educational settings to ensure a comprehensive understanding of how assistive technology (AT) is integrated and utilized across different contexts. Target Research Participants: The target research participants for this concept paper will include school administrator, special education teachers and LDs students in Diplo Elementary School Diplo, Kumalarang Zamboanga Del Sur teaching directly involved in the delivery, support, and experience of Special Education (SPED) and the use of assistive technology (AT). The participants will be selected to provide a comprehensive understanding of the challenges and opportunities related to AT in SPED. 4

5. 5 “ASSESSING THE EFFECTIVENESS OF MULTI-SENSORY APPROACHES IN SPED CURRICULUM DEVELOPMENT” Research Problem The research could address the problem that, despite the recognized potential of multi-sensory approaches in SPED curriculum development, their effectiveness remains inadequately assessed due to a lack of standardized measurement tools, inconsistent application, insufficient long-term studies, and variability in teacher preparedness. This study aims to evaluate the effectiveness of multi-sensory approaches in meeting the diverse learning needs of SPED students and to identify factors that contribute to or hinder their success.

6. Research Design: Quantitative Study : Use pre-test and post-test designs to measure student progress in key learning areas before and after the implementation of multi-sensory approaches. 6 STATEMENT OF THE PROBLEMS 1. To what extent do multi-sensory approaches increase student engagement in SPED classrooms, as measured by participation rates and on- task behavior? 2 . What is the impact of multi-sensory approaches on the academic performance of Sped students, as measured by standardized test scores and grades? 3. How do multi-sensory approaches affect the retention of information among SPED students, as assessed through pre- and post- intervention tests?

7. 7 TARGET RESEARCH ENVIRONMENT Special Education Schools Environment Type: Schools that cater specifically to students with disabilities. These schools are equipped with specialized resources, trained staff, and an environment that is conducive to implementing and evaluating multi-sensory approaches. TARGET PARTICIPANT SPED student who receive instruction through multi-sensory methods, educators and curriculum developers involved in implementing approaches

8. 8 "Enhancing Learning Outcomes Through Technology Integration in SPED using TPACK theory“ Research Problem/GAP The research could explore the problem that while technology integration has the potential to enhance learning outcomes in SPED, its effectiveness is often compromised by inconsistent implementation, inadequate teacher training, unequal access, and a lack of alignment with individualized education plans (IEPs). This study aims to investigate how these challenges affect learning outcomes and to identify strategies for optimizing technology integration in SPED to better serve students with disabilities.

9. Statement of the Problems: 1 . What are the significant gaps in the integration of technology within Special Education (SPED) settings, leading to missed opportunities for improving learning outcomes for students with disabilities. 2. What student in SPED programs often have limited access to educational technologies, resulting in underutilization of tools that could enhance personalized instruction and engagement . 3. What are the current SPED curriculum does not sufficiently incorporate technology, contributing to persistent achievement gaps between students with disabilities and their general education peers. Research Design: Quantitative Component: Measure the impact of technology integration on learning outcomes using standardized tests, academic performance records, and progress monitoring tools. 9

10. TARGET RESEARCH ENVIRONMENT Diplo Elementary School SPED Diplo, Kumalarang Zamboanga del Sur . TARGET RESEARCH PARTICIPANT SPED students across the different grade levels and wit varying disabilities educators, administrators and technology specialist involved in in SPED instruction 10

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