SED 557
Technology Applications in Special Education
SPRING 2004
Instructor: Dr. Linda Mechling Office:
King Ed. 102-B
Email: mechlingl@uncw.edu Phone: 962-7736 (O)
Meeting Dates: Tuesday
Office Hours: M:
Course Description:
This
course is designed to provide teachers of children with disabilities the skills
to integrate technology, including assistive devices, into classroom
instruction. The technology examined
will focus on devices used to increase, maintain, or improve functional
capabilities of students with disabilities.
Conceptual Framework:
The
Watson School of Education strives to implement quality teacher education
programs which emphasize the learner as decision-maker and reflective
practitioner. SED 557, Technology
Applications in Special Education, is supported by this framework. Students will reflect on their experiences as
well as consult current research and best practices as they develop and write
plans for integrating assistive technology into their classrooms. Decision-making is emphasized as students
select assistive technology interventions that support students.
The
purpose of this course is to develop skills in the selection and use of
technology to enhance instructional effectiveness, inclusion, communication,
mobility, and environmental control for persons who have disabilities. Specialized hardware focusing on a variety of
adaptive and assistive devices, special education instructional software, and
issues related to each area will be emphasized.
Texts and
Bryant, D. P. & Bryant,
B. R. (2003). Assistive
Technology for People with Disabilities.
MA: Pearson Education, Inc.
Journal Articles:
Langone, J., Shade, J., Clees, T. J., & Day, T. (1999). Effects of multimedia instruction on
teaching functional discrimination skills to students with moderate/severe intellectual
disabilities. International Journal of Disability, Development, and Education, 46, 493-
513.
Montgomery, D. J., Karlan, G. R., & Coutinho, M. (2001). The effectiveness of word processor
spell checker programs to produce target words for misspellings generated by students
with learning disabilities. Journal of Special Education, 16, 27-42.
Stanford, P., & Siders, J. A. (2001). E-pal writing. Teaching Exceptional Children, 34(2), 21-
25.
Wissick, C. A., Gardner, J. E., & Langone, J. (1999). Video-based simulations: Considerations
for teaching students with
developmental disabilities. Career
Development for
Exceptional Individuals, 22, 233-249.
Upon
successful completion of this course, students as reflective practitioners,
will learn to make decisions regarding appropriate practices for integrating
technology when teaching students with disabilities including the ability to:
1.
Demonstrate
knowledge of legislations and regulation and regulations related to
assistive
technology and their implications for special education.
2.
Demonstrate
knowledge of characteristics of exceptional learners that influence the use of
assistive technology.
3.
Identify
appropriate augmentative communication processes and devices for persons with
disabilities based on individual needs.
4.
Demonstrate an
understanding of the funding initiative in support of assistive technology
acquisition in the classroom, school, and community.
5.
Identify common
assistive devices for persons with disabilities and describe how these adaptive
devices can be used to aid persons with cognitive, sensory, communication,
and/or motor disabilities.
6.
Integrate
multi-media technologies in support of instruction and communication (including
scanning, digital photography, audio, video, and CD ROM).
7.
Identify resources
which may be utilized to select, implement, and evaluate assistive technology
for students with disabilities.
8.
Demonstrate the
ability to identify critical features of commercially produced software for use
with persons with disabilities.
9.
Demonstrate an understanding
of IEP regulations. Write instructional
goals incorporating the use of assistive technology.
10. Demonstrate the ability to integrate Internet
technologies into special education classrooms for instructional applications.
11. Describe strategies for adapting play materials for
young children with disabilities.
12. Demonstrate the ability to develop a plan for
effectively integrating technology into the curriculum.
13. Identify how persons with disabilities can integrate
assistive technology in the home and community.
14. Analyze research-based literature for integration of
assistive technologies into the curriculum for students with disabilities.
Course Requirements Point
Value
1.
Assistive
Technology Support Plan
a)
Case Study 10
b)
Lesson Plan 20
2.
Augmentative
Communication
a)
Self-Program 30
b)
Student Program 30
3.
Research Article
Critiques 20
4.
Software
Selection 25
5.
Assistive
Technology Device 35
6.
Multi-media
lesson 50
7.
Final Exam 100
7. Attendance and Participation 20
Total Possible 340
Grading Scale
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
SCHEDULE OF TOPICS
(The instructor reserves the right to modify this
schedule based upon the needs of the class)
DAY/DATE TOPICS READINGS DUE ASSIGNMENTS DUE
T 1/13
Course Overview
Person
First Language
Overview of
Disabilities
T 1/20 Legislation and AT Ch. 1
W 1/22 Assessments
IEP and AT
Funding Ch. 2 & 3
T 2/3 Augmentative Communication
Ch. 5 Case
Study Present
T 2/10
Augmentative Communication cont.
Board Maker Software Program
T 2/17 Access: Keyboard Adaptations, Ch. 6
Sensory Disabilities,
Toys/Switches
T 2/24 continued
T 3/2
AAC Self-Program
Dinner
T 3/9
Spring Break
T 3/16 Academic Instruction cont. Ch. 7 AAC Student Program Montgomery et
al.
Stanford & Siders
T 3/23 Multi-media: Power Point, Ch. 8
Hyperstudio Langone et al.
Wissick et al.
T 3/30 Work in classs on multi-media
program
Software Present
T4/6 Mobility, Seating and
Positioning, Ch. 4 & 9
Daily Living
T 4/13 At in the Schools
Guest
Speakers
T 4/20
Presentations Lesson Plans
AT Device
Multi Media
T
4/27 Final Exam
Descriptions of
Assignments
Instructional Plan
1.
Case Study.
The first part of the plan is to write a description of the student you
will be supporting. Describe the nature
of the disability, strengths, and needs of the student. The student can be one you are working with
or one within your school.
2.
Lesson Plan. Drawing upon the information in the case
study and the IEP or 504 plan, students will create a lesson plan for the
student which incorporates the use of AT.
The lesson plan will incorporate resources and technology learned in
class. Plans should include:
a)
student
description
b)
subject matter to
be taught
c)
related materials
d)
assistive
technology
e)
hardware,
software requirements
f)
implementation
procedures, specific strategies and activities
g)
special
considerations
h)
evaluation
procedures
Augmentative
Communication
1.
Self-program. Students will self –program an augmentative
communication device provided by the course instructor. Devices will be programmed for use in a
community-based restaurant.
2.
Student
program. Students will program a second
augmentative communication device for the student in their case study.
Assistive
Technology Research Article Critique
Two articles, one to two pages
double spaced per article reviewed.
Students will inform the course instructor as to which topics will be
reviewed. Presentations will be made the
evening that the topic is covered in lecture.
Review will include:
a)
citation in APA
style (see journal articles listed in syllabus)
b)
content report
(what the article is about)
c)
personal thoughts
(what you think of the concepts and their application)
d)
include a copy of
the article
Software Evaluation
Based
on the student selected for the case study, select two appropriate software
programs
using the software evaluation forms that will be provided. Select programs which would
be
appropriate for the student and his/her disability and educational needs.
Assistive Technology Device
Students will make a ‘low-tech” AT device which
supports instruction of the student
From
the case study.
Multi-media lesson
Each
student will present a specific lesson using multi-media tools (HyperStudio or
Power Point).
The lesson will again be based on the student described in the case
study.
The
lesson must include a minimum of:
a)
five (5) slides
or cards
b)
three (3)
elements of clip art
c)
one (1) sound
effect
d)
one (1) digital
or scanned photograph
Presentations
During class time of April 20, students will be required to visually
demonstrate and present their lesson plans, AT device, and multi-media program.
Throughout the semester students will be required to demonstrate additional
products.
Students will demonstrate competencies in the use of each
of the assistive technologies
discussed in class and explored
through lab assignments.
The
expectation of this course is that you will be an active participant in every
class.
Attendance and punctuality will be
monitored at the beginning of class each day.
To earn
the 20 points for attendance and
participation, only one class may be missed. If you are
absent, please obtain lecture notes from a
classmate.
ADDITIONAL INFORMATION
Writing expectations
Organization,
clarity, punctuation, spelling, grammar, and neatness are very important in any
type of professional writing, and adequate performance in all of these areas is
expected in the written products required for this course.
All
written assignments should be word processed and stapled.
Confidentiality
All identifying names and information should be omitted from written work and
discussions.
Due Dates
All
readings should be completed by the date listed on the schedule. Assignments are due on the indicated date at
the beginning of class, and those submitted late (after the start of class on
the due date) will be penalized 10% per day.
Absolutely no papers will be accepted after the last day of class.
Undergraduate Academic
Honor Code
Students
are expected to adhere to the Honor Code as described in the UNCW Student
Handbook and Code of Student Life.
Violation of the Honor Code may result in a failing grade in the course.
Disability
Accommodation
If
you are a person with a disability and anticipate needing accommodations of any
type in order to participate in this class, you must notify Disability Services
(962-3746), provide the necessary documentation of the disability, and arrange
for the
appropriate
authorized accommodations. Once these
accommodations are approved,
please
identify yourself to me so that I can implement these accommodations.