Creating multimedia to teach about students with developmental disabilities.

Abstract

In this case study we describe the work we performed to create a multimedia program titled, "A Functional Approach to Teaching Students With Developmental Disabilities." The program, which is currently being updated, is designed to teach emergency certified special education teachers about the services they should provide these students. Accordingly, in this paper the program's content and the activities that have been completed to create it are discussed. Lessons that other teacher educators who are similarly situated can learn from our experiences are noted also.

Introduction

The current special education teacher shortage in the state of Mississippi has created a need to train emergency certified teachers about appropriate programming for students who have developmental disabilities (e.g., mental retardation, autism). In deciding how to meet this need, we investigated innovative ways to use current technologies. As a result, we created a multimedia instructional program.

In this paper, the term multimedia is used to refer to the combination of various computer-based media, including digital still photographs, digital video, audio, and text, into a single presentation. Using technologies that were readily available and that were found to be very easy to learn how to use, a multimedia program entitled, "A Functional Approach to Teaching Students With Developmental Disabilities" was created. This program allowed us to meet our need to train emergency certified special education teachers. In this paper, our multimedia development activities are discussed so that others who have related training needs can profit from what we learned if they elect to engage in similar activities.

Need for Teacher Training

A variety of circumstances (e.g., low pay, rural location, certification of some special education teachers only upon completion of a master's-level program) have resulted in a special education teacher shortage in our southern Mississippi service area. An issue that we, as teacher educators, must address is how to use the existing model training sites to conduct effective, but efficient, teacher training with the emergency certified teachers who are providing services to students who have developmental disabilities. On the one hand, the teachers, paraprofessionals, and students in the model sites do not want to be overwhelmed by interested visitors. On the other hand, the emergency certified teachers cannot afford to spend too much time away from their classrooms visiting model sites.

Planning to Conduct Effective, but Efficient, Teacher Training Using Multimedia With these concerns in mind, we explored ways to provide the emergency certified teachers with the maximum amount of exposure to model programs in our southern Mississippi service area with the least amount of effort. Shooting videotapes in the model training sites and using the tapes to train the emergency certified teachers was considered. However, since two of us (the first and third authors) had limited experiences creating multimedia programs using outdated equipment, we were cognizant of the fact that multimedia instructional materials could be developed and would be superior to videotapes for several reasons. These include the fact that (a) digital video is easier to edit; (b) digital video, audio, and still photographs do not degrade over time as is the case with videotape; (c) multimedia allows the user to view information in a non-linear manner, meaning the user can access information in an atypical, non-sequential order; and, (d) the storage medium (i.e., a computer's hard drive or a CD-ROM) for multimedia is more convenient.

Multimedia Development Technology

Both hardware and software are needed to create a multimedia program. Ready access to the rather inexpensive technology that is needed, as well as its ease of use, are two primary reasons why teacher educators might decide to create multimedia instructional programs that are similar to the one described in this paper. For this program a Sony Digital Mavica Still Camera (MVC-FD85) was used to shoot both digital still photographs and video. This camera has been designed to record directly onto a 3.5" floppy disk previously inserted into the camera.

Afterwards the disks were placed into a Gateway Solo 2150 notebook computer that had the Powerpoint 2000 presentation program loaded on its hard drive. The pictures and videos could be readily imported into Powerpoint since they had been initially recorded as a digital file the program can use. These items were combined with Powerpoint's various features to create the multimedia program. Saving the program on the notebook computer's hard drive enabled it to be easily transported to conduct one-on-one or small group instruction.

This solution proved to be advantageous for two reasons that were not considered originally. First, it became apparent that it would be a good idea to develop the first set of training materials--essentially a prototype--with relatively inexpensive equipment. The initial multimedia development experiences would provide the information that would be needed to write a justification for acquiring additional, high-end equipment if a decision was made to do so. Second, this approach highlighted the possibility of showing similarly situated, fellow teacher educators (i.e., those who serve rural, low-income communities) how they could use existing technologies to meet their needs. Many Mississippi public schools own digital cameras, multimedia presentation software, and computers capable of running the multimedia programs that can be developed with this equipment. Thus, it is reasonable to assume that most preservice teacher education programs have access to equipment that is similar to what was used to create the multimedia instructional program that is discussed in this paper.

Initial Multimedia Program Planning

In developing this multimedia program, which is currently being updated, the first task that was completed was the development of a storyboard. This program's storyboard consisted of sketches of computer screen layouts, plans for the content that would be presented in the four sections within the program, and plans for how the four sections would be connected to create a single, unified program. The titles of these sections and the content that was presented in them are described below.

a. Introduction to students who have developmental disabilities. In this section of the program the formal definitions for the various developmental disabilities are presented, and viewers are introduced to select students with developmental disabilities. The formal definitions for the categories of disability are presented via text, and video clips and still photographs of students with developmental disabilities are used to introduce the viewer to individuals who have these disabilities. Specifically, a teacher's or parent's voice is played over the video clips and still photographs that depict the student performing functional tasks. A primary objective for this section of the program is to quickly move the viewer beyond the formal definitions of developmental disabilities and show the viewer how these students are more like than unlike their non-disabled peers.

b. Classroom arrangement. In this section of the program an overview of the physical arrangement of self-contained classrooms and resource rooms that have been created in our service area for the purpose of educating students with developmental disabilities is presented. The ways in which these classrooms have been designed to promote and facilitate the learning of traditional academic skills (e.g., reading, math) and the performance of life skills, such as planning and preparing meals, doing laundry, and performing vocational tasks, are highlighted. Video clips that show the teacher in each work center discussing the activities that occur there, along with video clips of students working in the centers, are presented.

c. Curriculum and instruction. Using text, still photographs, and video clips of interviews with school personnel, curriculum and instructional issues that pertain to the education of students with developmental disabilities are discussed in this section of the program. Video clips of the classroom teachers discussing how they established an appropriate curriculum through pre-assessments and formative evaluation, as well as video clips of teachers and students engaged in these activities, are presented. Additionally, video clips of teachers presenting effective instruction using research-based teaching procedures, as well as video clips of the teacher discussing the materials she uses when presenting instruction, is shown. Video clips and still photographs of students participating in community-based instruction are presented, as well as video clips of paraprofessionals performing their activities. Additionally, collaborative activities between regular and special education personnel who are planning and conducting inclusionary programs are featured.

d. Administrative and family issues. Public school program development and family issues are highlighted in this part of the program. Video clips of directors of special education and school principals discussing issues pertaining to the establishment and operation of appropriate school programs for students with developmental disabilities are the focus of this section of the program. Likewise, video clips of these students' parents discussing relevant issues, such as the need for respite care, are featured.

Selecting School Programs to Feature

Initially this multimedia program was designed to showcase one public school program at each of the following levels: preschool, elementary, middle, and high school. Additionally, an effort was made to highlight the continuum of alternative placements (e.g., regular class, self-contained class) that must be made available to students with developmental disabilities.

Cooperative, certified special education teachers who operated programs at each of the levels listed above were located. Yet, we quickly realized that the scope of the initial multimedia instructional program was too broad. Consequently, the program only featured one middle school program. Thus, even though this prototype program is limited by its focus on only one grade level, this disadvantage was offset by the fact that the teacher was an articulate, certified, experienced teacher who had developed a comprehensive instructional program in which the students were taught life skills both at school and during community-based instruction. Additionally, the teacher had integrated her students into regular education classes for two periods each day. Also, she had two paraprofessionals who worked in the classroom, so she could discuss their significant contribution to the students' program.

Lessons Learned

Once the program development efforts focused on one classroom the four parts of the program described earlier could be developed. Yet, several challenges inhibited the program's development as it had been envisioned originally. Hence, it is imperative to discuss some of the lessons learned with the hope of advancing the efforts of anyone who wishes to perform similar work.

a. Detailed program planning (i.e., creating a storyboard) is important, but limit the scope of the project. In this paper it was noted that the original multimedia program plans were too broad. Consequently, potential program developers should keep two thoughts in mind when planning the scope of their work: (a) multimedia development is labor intensive, requiring many man-hours for each hour of quality program development, and (b) there are probably more programs about students who have developmental disabilities that could be developed than ever will be developed. For example, one section in this program focused on family issues. We now believe that one multimedia program could be developed for each relevant family issue (e.g., respite care, home/school partnerships). It is recommended that others think big but execute small.

b. Always remember that almost any information that is presented (particularly visuals) is better than nothing. Several matters arose which required the following question to be answered, "Is something better than nothing?" First, a decision had to be made regarding whether to proceed with the development of this program given the multimedia development equipment that was available or wait until better high-end technologies could be purchased. We decided to work with what was at our disposal because (a) the quality was acceptable, (b) the finished product would meet our training need, and (c) whatever we learned from our prototype development efforts could be applied to future endeavors. We encourage others who are in a similar situation to adopt this line of reasoning.

Second, when one parent stated that pictures of her child could not be taken any time the child engaged in inappropriate behavior (i.e., threw a tantrum) we had to decide what value the program would have if it did not depict a full, accurate portrayal of an appropriate program for students with developmental disabilities. Since the program was never meant to completely replace on-site visits where visitors would see "warts and all," we decided to take pictures of only positive events even if it did not permit a truly accurate depiction of the school program featured.

Third, particular attention has to be paid to the text and audio that is presented so that confidential information about the students is not revealed. For example, specific comments about a student's particular disability were omitted for this reason. Again, this prevented the presentation of what was originally envisioned. Yet, we believe the information we presented was better than nothing.

c. When you do have latitude on deciding what to show in a visual, present information that may be more difficult for a novice to generate in her "mind's eye." Some classroom activities can be imagined after a thorough verbal description is presented, such as a student completing a worksheet at his desk. Other activities, such as a student learning how to make macaroni and cheese while the teacher is using the system of least prompts teaching procedure, are not as easy for a novice to imagine and, therefore, may be more worthy of presentation.

d. Regard your program development efforts as being secondary to a school's day-to-day operation. A number of the multimedia development activities had to be rescheduled due to unforeseen circumstances that arose at the school where work was being performed (e.g., a parent requesting to schedule an individualized education program (IEP) planning meeting during the time and in the place where program development activities had been planned). Since this multimedia instructional program could not be developed without the participation of school personnel, parents, and students, we always considered our activities to be secondary to theirs and acted accordingly. Our stance caused us to fall and remain behind our original schedule. Yet, the payback was that we never severed or strained a working relationship.

e. Maintain a positive, professional working relationship with the school personnel, parents, and students who agree to collaborate with you in your program development efforts. There are two reasons why we recommend that program developers follow this advice. First, visuals (particularly video) and audio are what make multimedia programs unique. That is, they enable a traditional text presentation to come to life. Therefore, since the school personnel, parents, and students are the stars in your show, maintaining a good working relationship with them is critical. Second, the finished product is, in fact, these individuals' stories. Consequently, we believe that if they are not satisfied with either the production process or final product, the program developer's efforts will have been wasted.

Conclusion

Our experiences have convinced us that the time and effort that goes into making multimedia programs about students who have developmental disabilities is worthwhile. The programs enable teacher educators to present information in a manner that heretofore has not been possible. More importantly, our experience indicates that this presentation format can facilitate student learning. Fortunately, readily available technology makes multimedia creation relatively simple. Thus, we hope that the information presented in this paper will assist colleagues who decide to create multimedia programs to meet their training needs.

Morse, an assistant professor of special education, Callahan, an associate professor of special education, and Hartsell, an assistant professor of technology education, teach in the preservice teacher education program. Their teaching-research agenda includes teacher education, special education, and technology.