NEEDS ASSESSMENT
This needs assessment project, titled Multimedia Literacy Training for Special Education Teachers, was developed as part of my graduate coursework at the University of Delaware. The goal was to evaluate the integration of digital tools in special education classrooms at xxx and to identify gaps in teacher training, technology access, and instructional design. Through classroom observations, teacher interviews, and a comprehensive literature review, the project uncovered critical needs and proposed evidence-based solutions including the adoption of assistive technologies, structured professional development, and alignment with Universal Design for Learning (UDL) and web accessibility standards. The final report serves as a foundation for building inclusive, technology-rich learning environments for all students.pulvinar dapibus leo.
AECT Rubric Evaluation
AECT 1.2
Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
This needs assessment identifies gaps in multimedia integration at UNIPRA South Inclusive School and recommends assistive technologies such as text-to-speech tools, captioned video content, and adaptive platforms. These recommendations are grounded in best practices and scholarly research (for example, UDL, CAST, Edyburn), showing a clear pedagogical rationale for tool selection. The paper justifies tool use based on student needs, instructional goals, and inclusive teaching strategies.
AECT 2.3
Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice.
The assessment employed mixed methods (classroom observation, teacher interviews, literature review) to guide key questions such as: “What tools are needed to support accessibility and inclusive learning in special education?” It documents reflective practices by comparing actual conditions with research-informed strategies and proposes changes aligned with instructional improvement and evidence-based evaluation.
AECT 2.5
Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.
The targeted learner profile includes students with disabilities such as autism, hearing impairments, and learning challenges. The assessment aligns with UDL principles and WCAG 2.1 accessibility standards, proposing alternative formats (e.g., closed captioning, screen-reader support, flexible content delivery). The design supports individualized instruction and accessibility for diverse learning needs.
ISTE Rubric Evaluation
ISTE 1-C
Candidates cultivate a supportive coaching culture that encourages educators and leaders to achieve a shared vision and individual goals.
This needs assessment highlights the absence of a shared vision for integrating multimedia in special education at UNIPRA South. It recommends fostering a coaching culture through peer mentoring, professional learning communities (PLCs), and school-wide collaboration to build confidence and shared ownership. It emphasizes supporting all students including those with disabilities through accessible and inclusive digital environments.
ISTE 3-C
Candidates partner with educators to evaluate the efficacy of digital learning content and tools to inform procurement decisions and adoption.
The paper analyzes current technology use and proposes assistive tools like captioned videos, interactive simulations, and speech-to-text software. It includes research-based strategies and professional development models to inform effective technology adoption. Recommendations are grounded in teacher feedback, classroom observations, and best practices from the literature, aligning with evidence-based tool evaluation.
ISTE 4-C
Candidates collaborate with educators to design accessible and active digital learning environments that accommodate learner variability.
This study recommends digital tools and instructional practices aligned with UDL principles and WCAG 2.1 Level AA guidelines. It emphasizes creating multiple means of engagement, representation, and expression to meet the needs of students with disabilities. The proposed solutions ensure accessibility through features like alt text, captions, screen-reader compatibility, and adaptive learning pathways.
ISTE 5-A
Candidates design professional learning based on needs assessments and frameworks for working with adults to support their cultural, social-emotional, and learning needs.
The paper identifies gaps in teacher preparedness and recommends sustained professional development based on adult learning principles. It proposes hands-on workshops, peer mentoring, and resource centers that respect adult learners’ time, experiences, and learning styles. These strategies aim to build teacher capacity for integrating multimedia in inclusive classrooms.