1. JUDY CALLOWAY EDU 671 MOCK ACTION RESEARCH PROJECT PRESENTATION MARCH 27, 2014 NEWTON, MILLER

2. AREA OF FOCUS STATEMENT The purpose of study do head start students with disability have access to assistive technology. The area of focus is to determine what assistive technology devices best benefit head start children

3. DEFINE THE VARIABLES 10% of disability students that have to be enrolled in a head start facility. What assistive technology device is beneficial for disability children. How the student respond to the devices used.

4. RESEARCH QUESTIONS Will head start have budget for technology needed? Are there qualified teachers to help with disability children?

5. THE INTERVENTION OR INNOVATION An overview of my intervention is to have a positive impact on children with disabilities. Find assistive technology devices that can help with their future education. Also, have children with disability learn to adjust to the 21 st century of learning. Assistive technology is any piece of equipment, software, or product that is used increase, maintain and help improve independence and capabilities of disability children. Assistive technology can be high tech or low tech communication devices. It can be hardware such as prosthetics, attachment devices. It can be computer hardware for example, keyboards, pointing devices. Assistive technology can be computer software such as screen-readers or communication software. Lastly, assistive technology can be more not excluding electrical devices. Such as wheelchairs, walkers, and braces. Different disabilities require different assistive technologies. I believe students will benefit from my intervention by finding what assistive technology best work for 3-5 year olds. It will help students to become more familiar with school readiness. Assistive technology helps with socialization and communication with others around them.

6. THE MEMBERSHIP OF THE ACTION RESEARCH GROUP These participates are ages 3-5 years old and are in the Head Start program. They can be girls or boys ages 3-5 years. Students should be tested and evaluated. Test should determine if student have a disability. If so ethical considered for the respect of the person or persons being evaluated. Consent forms will be signed from the parents of the students being tested. The parent will know that the test could be considered for research to help other students who need assistive technology.

7. NEGOTIATIONS THAT NEED TO BE UNDERTAKEN The parents will sign a consent form to say they agree with the terms. After, finding out that a student has a disability an IEP will be put in place. This will be added to the teachers lesson plan to help enhance the student’s education. It will give them extra work and ideas to enhance class work. Furthermore, after a 3 months trial parents will be notified about results. Teachers will get together to see which assistive technology best fit which disability. Parents and teachers will have a meeting to see if this is suitable for the child. Parents will go into training to learn how to use the device at home. Different services will be contacted to help with the cost of the assistive technology device. One will be administered at school as well as home.

8. DEVELOP A TIMELINE First day of school a pre-test will be given. 3 months of intervention with assistive technology Post test given.

9. STATEMENT OF RESOURCE Different types of assistive technology devices will be used. For example, IPAD, computers, software programs that will help with social skills. Specialist to teach how the technology is to be used.

10. DATA COLLECTION First day of school a pre-test will be given. 3 months of intervention with assistive technology Post test given. First day of school a pre-test will be given. 3 months of intervention with assistive technology Post test given. I will survey if the device has a strong impact on students ability to learn. I will survey if the device has a strong impact on students ability to learn. Teachers can use the evaluation before and after the device is used. Teachers can use the evaluation before and after the device is used. Teachers can try different assistive devices to find which benefit a student’s disability. Research from previous studies can also be used to determine which is best. Teachers can try different assistive devices to find which benefit a student’s disability. Research from previous studies can also be used to determine which is best.

11. REFERENCES Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.). Boston, MA: Pearson Education, Inc. Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.). Boston, MA: Pearson Education, Inc. Landrum, R. E. (2013). Research design for educators: Real-world connections and applications. San Diego, CA: Bridgepoint Education, Inc. Research design for educators: Real-world connections and applicationsResearch design for educators: Real-world connections and applications