Hi there, I am

Emmanuel Yaw Gyimah

M.Ed. Candidate, Educational Technology
– University of Delaware

MPhil, Special Education
– University of Cape Coast

AECT Standards Capstone ePortfolio

ISTE Rubric Evaluation

1

Hello! I’m Emmanuel Yaw Gyimah, an educator passionate about supporting students with special educational needs, particularly those with mild autism and cognitive learning disabilities. With a deep background in inclusive education and digital innovation, I combine special education expertise with instructional design and educational technology to create engaging, accessible learning experiences that empower every learner.


This Capstone ePortfolio is more than a graduation requirement—it is a living expression of my commitment to equity, empathy, and impact. Rooted in the AECT Standards, the portfolio showcases six integrated performance projects developed during my M.Ed. program at the University of Delaware:

  • A Multimedia eLearning Environment built in Adobe Captivate, designed for sensory-rich instruction.
  • A Curriculum Project focused on problem-solving in special education math.
  • An Instructional Design Module created with universal accessibility in mind.
  • A Needs Assessment analyzing multimedia inclusion strategies.
  • An Action Research Project studying classroom seating and student engagement.
  • A School Technology Plan offering realistic, inclusive digital solutions.



Each project is infused with Universal Design for Learning (UDL) principles, reflective practice, and stakeholder engagement—bridging the gap between pedagogy, practice, and purpose.

What You’ll Find Here

Inclusive eLearning Designs –

Explore my Adobe Captivate projects, designed to support students with diverse learning needs.

Special Education Research & Curriculum Development

See how I apply instructional design, needs assessments, and classroom strategies to enhance learning accessibility.

Technology Integration Strategies

Learn about my school technology plan, offering cost-effective digital solutions for modern classrooms

Professional Standards & Reflection

Discover how my work aligns with ISTE and AECT standards, ensuring impactful educational practices.

My Vision

My goal is to empower educators and students by:

  • Integrating technology into special education to enhance learning accessibility.
  • Designing digital tools that foster engagement and reduce learning barriers.
  • Advocating for inclusive policies that ensure no student is left behind.
StandardIndicatorDescriptionWhere It Appears in the Portfolio
Standard 1: Content Knowledge1.2Use of technology tools to create instructional materials.Multimedia eLearning module, Instructional Design, Curriculum Project
 1.5Demonstrates contemporary professional ethics.Curriculum Project, Needs Assessment, inclusive instructional design
Standard 2: Content Pedagogy2.1Instructional plans reflecting UDL and accessibility.Curriculum Project, Instructional Design, Technology Plan
Standard 3: Learning Environments3.2Creation of inclusive, engaging learning environments.Multimedia Project, Curriculum Project, Action Research
 3.4Management of technology-enhanced learning environments.Adobe Captivate module, School Technology Plan
Standard 4: Professional Knowledge and Skills4.1Collaboration with stakeholders to support instruction.Needs Assessment, Curriculum Project, Action Research
 4.3Analyzes data to improve instructional design.Action Research, Needs Assessment
Standard 5: Research5.1Demonstrates knowledge of educational research and theory.Action Research, Instructional Design
 5.3Evaluates design impact on learning outcomes.Multimedia eLearning, Action Research, Curriculum Project
ISTE Standard Description Evaluation Summary
ISTE 1-C Candidates cultivate a supportive coaching culture that encourages educators and leaders to achieve a shared vision and individual goals. The needs assessment identifies a lack of shared vision for integrating multimedia at UNIPRA South. It recommends building a coaching culture through peer mentoring, PLCs, and collaboration. The goal is to foster confidence and shared ownership, ensuring inclusive digital environments for all students, including those with disabilities.
ISTE 3-C Candidates partner with educators to evaluate the efficacy of digital learning content and tools to inform procurement decisions and adoption. This analysis evaluates current tech usage and suggests assistive tools (e.g., captioned videos, simulations, speech-to-text). It uses teacher feedback, observations, and literature-based strategies to support data-informed, effective adoption decisions.
ISTE 4-C Candidates collaborate with educators to design accessible and active digital learning environments that accommodate learner variability. Recommends tools and practices aligned with UDL and WCAG 2.1 AA. Focuses on accessibility features such as alt text, captions, screen-reader compatibility, and adaptive learning to support diverse learner needs.
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. Identifies teacher preparedness gaps and promotes adult learning-based PD, including workshops, peer mentoring, and resource centers. Emphasizes respect for educators’ time, experience, and learning styles to build capacity for multimedia integration.
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