Kemp Model: Analysis

As seen in Figure 1, four of the nine Kemp elements require analysis. These elements are
Instructional Problems, Learner Characteristics, Task Analysis, and Instructional Objectives. The
first element is Instructional Problems. During this element of ID, the instructional problem is
identified and the goals are specified. The second element is Learner Characteristics. During this
element, the characteristics of the learners are examined. The third element to be analyzed is
Task Analysis, which includes identifying subject content and analyzing task components related
to stated goals and purposes. The final element that requires analysis is Instructional Objectives.
Through this analysis, the instructional objectives for the learner are developed and stated.


Figure 1

Instructional Problems
The Individuals with Disabilities Education Act Amendments of 1997 (IDEA) (P.L. 105-17)
explicitly emphasize the importance of providing access to the general curriculum, so that
students with disabilities can meet the educational standards that apply to all children. As a result,
special education and general education teachers nationwide now find they need to develop new
skills and strategies to meet these challenges. The goal of this instructional design project is to
create a professional development opportunity that will increase general educators knowledge of
special needs.

Learner Characteristics
The Learners identified for this project are high school educators. A survey was conducted
during the week of October 15, 2014 to determine faculty members proficiency levels with
regard to IEPs. The survey, which was created and distributed through Survey Monkey, was
subdivided into nine questions about Special Needs. In order to keep the data at a manageable
level, a voluntary sampling method was used to gather data. The survey was initially distributed
to a random high school in South Carolina. The sample size was 23.
After reviewing the data in Figure A, it was determined that the participants understood and
provided instructions to students with special needs.
The data in Figures B and C, present a clearer picture of the need at a random high school in the
state of South Carolina. Only 77% of educators know how to access the documentation needed
for special need students. Most educators are presented the information from a special needs
instructor. Figure D illustrates the need to understand all acronyms associated with special needs.


Figure A



Figure B






















Figure C



Figure D

Task Analysis
The data show that most educators have some knowledge of special needs, but do not know how
to obtain the information. The data also illustrates the need for understanding acronyms related
to special needs. This project will use technology to instruct educators on special needs.


21%
19%
40%
11%
9%
Chart Title
IDEA
Section 504
IEP
LRE
LEA
Instructional Objectives

Goal:
To engage educators in professional development that will teach them to proper process using
technology to utilize special needs.
Objectives:
After receiving professional development on special needs, the learner will be able to
Use the program Enrich, which will give them access to special needs data.
Classify the difference between accommodations and modifications.
Clearly identify and define special need acronyms.



References

Hanley, H. (2009). Discovering instructional design 11: The Kemp model. Retrieved on
10/10/2014 from http://elearningcurve.edublogs.org/2009/06/10/discovering-
instructional-design-11-the-kemp-model/