I plan to determine what influences achievement on students in special Research Proposal

I plan to determine what influences achievement on students in special education, between those who name used technology and those who have not used technology - Research Proposal ExampleLahm (2003) supports this line by pointing out that professional concern for special expects classes has not been packed by concern political or administrative effort. A situation that she believes is leaving little facility to implement or measure the partake of the adoption of technology in special education curriculums.Determining what influences achievement of students in special education who have used technology over those who have not requires first the realisation of technology use, methodology and evaluation measures used. At the same time, there is an equal need to develop process standards that will be able to attribute variance in performance directly with the use of the technology. It should be noted that the correlation between students technological competency is not to be equat ed with student proficiency or achievement. Therefore, determining variance in proficiency or achievement among students due to the utilization of technology should fee-tail control over the type of curriculum, students or instructors (Gardner et al, 2003). Concentrating on special education students, studies will also need to circular for the client conditions and health.Subsequently, there is also a need to identify what factors may limit the impact of technology use from socio-cultural, political, economic or medical perspectives. Moreover, there is also a need to account for the nature of technology adaptation itself such as productivity paradoxes, rates of adaptation and competency requirements among others ( technology and Education, 2006). The technology-focused educational reform emerged as major agenda in the 1990s. Initial programs were designed as support social services but eventually, efforts became the prerogative of educational institutions. Programs transitioned fr om general programs to enhance the well-being of undefendable groups identified through schools then became more specific