Special Education 560
Applications of Technology for Individuals with Disabilities
Spring 2014
Instructor Contact Information Instructor: (Regina R. Brandon, Ph.D.) Office: (NE 90) Office hours: (Wednesdays 4:30-­‐6:30pm or by Appointment) Phone: (619-­‐594-­‐8408) Email: ([email protected]) Section and Enrollment Information Class meeting: (Thursdays 7-­‐9:40pm) Class location: (NE 278A) Schedule number: (23039) Course prerequisites: (Admission to credential program.) Course Description (This course is design to support the educational applications of current technologies for learners
with disabilities. Selection, modification, and classroom use of technologies to improve or
bypass physical, sensory, communicative, learning, and social limitations.) California Teaching Credential Standards addressed by this course: Core Program Standards Introduced • Standard 6, Using Educational and Assistive Technology Student Learning Outcomes • Discuss the roles of technology in educational programs for persons with disabilities
• Describe the range of technologies currently available for classroom use and the
advantages and disadvantages of exemplar technologies for persons with disabilities, to
include: technology for early childhood, technology for academic skill development,
augmentative and alternative communication, and technologies for persons with severe
cognitive disabilities, physical disabilities, vision impairments, and hearing impairments
• Describe the access issues related to technology use for persons with disabilities
• Explain the principles for integrating technology into educational programs for students
with disabilities
• Demonstrate proficiency in the use of computers and other classroom technologies for
classroom applications related to the planning and monitoring of instruction
• Demonstrate proficiency in the use of the world wide web as a tool for professional
development
• Demonstrate proficiency in the evaluation and selection of hardware and software for
individuals with disabilities
• Demonstrate proficiency in the adaptation and use of technology (hardware, software,
and online applications) in the delivery of instruction for individuals with disabilities
Course Materials Alliance for Technology Access. (2004). Computer resources for people with disabilities
(4th ed.) Alameda, CA: Hunter House, Inc.
USB flash drive, 256 mb minimum.
Online Readings:
Rose, D.H. and Meyer, A. (2002). Teaching every student in the digital age: Universal
design for learning. Alexandria, VA: ASCD.
<http://www.cast.org/teachingeverystudent/ideas/tes/> Selected Chapters only.
Note: Additional online readings are also listed in the schedule.
All required readings can be purchased in the SDSU Bookstore Course Assignment: Class Participation: Students are expected to attend each class and actively participate; portions
of many class sessions will be devoted to demonstrations and/or to lab activities. Students are
expected to master all course material, whether or not they have been present in class. Students
should contact other class members for information about material missed.
Lab Activities and Pop Quizzes: An important part of this course is hands-on practice with
computers and other technologies. Because this course is held in lab classrooms, students will
have access to a variety of hardware/software during in-class lab sessions. Obtain a loose-leaf
notebook to hold the Lab Activity sheets and your notes on lab activities. Keep your lab notes
and activities available each week as well as lecture notes and materials. You will be asked to
turn in Lab Activities. Pop quizzes on both lab and lecture material will occur throughout the
course. Be prepared!
Written Assignments
See Course Instructional Materials for in-depth descriptions of each assignment.
Web Profiles of Special Education Sites
Develop a PowerPoint Presentation featuring 5 websites related to special education. You may
work in groups of 3-5 to prepare the presentation and present it to the class. Print out a written
handout from your PowerPoint for each class member and the instructor. See Guidelines in
electronic course materials for specific assignment guidelines.
Due February 13th
Augmentative Communication (AAC)
Design a communication board for you to use instead of speaking for a 3-4 hour period of
time. Write a one to two page typed evaluation of your experience. See Guidelines in
electronic course materials for specific assignment guidelines.
Due March 27th
Freedom Machines
Write a 3 page reaction paper on Freedom Machines. The title page and reference page do not
count toward the three-page requirement. Points will be deducted for reactions papers that
contain grammatical, style and APA errors and less than three full pages. This is your
reflection, your personal reaction. This assignment is not meant to be a book report. You
can use first person, since this is a reflection. Opinions are welcomed, but you must use
references and support your opinion. Papers are to be typed and written in APA style
Due April 10th
Assistive Technology Classroom Observation
Select a student and do a classroom observation focusing on technology using the WATI
assessment materials. Include in your report student background information, technologies
the student is presently using, and those you tried with the student. List your
recommendations including specific long-range goals and short-term objectives. See
Guidelines in electronic course materials for specific assignment guidelines
Due May 8th
Software Journal
Keep a software journal using the provided forms. During the semester, enter information
about the software you are shown in class only. Copy the form as needed to add more. At
least 20 entries are required.
Due May 8th
Final Examination.
The final will be taken on Blackboard on your own time. Date of availability to be announced.
Final Grades (A = 94% and Above) (A-­‐ =90%-­‐93.9%) (B+ = 87%-­‐89.9%) (B = 84%-­‐86.9%) (B-­‐ = 80%-­‐83.9%) (C+ = 77%-­‐79.9%) (C = 74%-­‐76.9%) (C-­‐= = 70%-­‐73.9%) (D+ = 67%-­‐69%) (D = 64%-­‐66%) (D-­‐= 60%-­‐63%) (F = BELOW 60%) Grading Policies Grades will be based upon the following factors:
Assignment
Percent of Final Grade
---------------------------------------------------------------------------------Lab Activities and Lecture Quizzes
10
AAC Assignment
10
Software Journal
10
Web Profiles
15
Freedom Machines
10
Technology Classroom Observation 20
CSUN Conference
10
Distinguished Lecturer 10
Final Examination
15
Assignments are worth 100 points each. Any assignment not turned in by the end of class on date
due will have ten points deducted for each day late. Assignments over two weeks late will not be
accepted.
***ALL ASSIGNMENTS MUST BE SUBMITTED IN BLACKBOARD. NO HARDCOPIES OR EMAILS ACCEPTED*** Course Activities and Schedule ***This is a tentative schedule. The syllabus assignments and deadlines may change at the discretion of the instructor. *** SESSION DATE TOPIS 1 1-­‐23 COURSE INTRODUCTION Overview of the course 2 1-­‐30 ASSIGNMENT DUE Lab Activity: Technology Inventory Computer literacy STANDARD TECHNOLOGY TOOLS/ ASSISTIVE LAB ACTIVITY: Using the TECHNOLOGY-­‐ Web IT’S THE LAW ***Attendance Required*** Assistive Technology and IDEA-­‐IA 04 Accessing the web for assistive technology Web 2.0 Universal Design Learning Guidelines for Web Profiles Assignment Creating a Slide Show Presentation with PowerPoint Required Readings: Computer Resources for People with Disabilities, Chapter 5, p. 90-­‐101. No Child Left Behind: Implications for Assistive Technology by Lisa Wahl Chapter 8: Teaching with Classroom Technologies, p.155-­‐
159 and p.163-­‐176. ONLINE: Teaching Every Student in the Digital Age. Chapter 4: What is Universal Design for Learning? <http://www.cast.org/teachingeverystudent/ideas/tes/> SESSION DATE TOPIS ASSIGNMENT DUE 3 2-­‐6 TECHNOLOGIES USED TO PROMOTE COMMUNICATION SKILLS AUGMENATIVE AND ALTERNATIVE COMMUNICATION (AAC) Low Tech Communication supports Augmentative communication software/Boardmaker Plus! Developing a communication system Electronic communication devices Multi-­‐level communication devices and scanning Dynamic display voice output communication aids Guidelines for AAC assignment READINGS: Read Foreword by Stephen Hawking in Computer Resources for People with Disabilities. Controls and Choices for Students with Multiple Disabilities AAC ControlsChoices.pdf LAB ACTIVITY: Speech Generating Devices 4 2-­‐13 EVALUATION AND SELECTION OF INSTRUCTIONAL SOFTWARE Types of CAI software Criteria for evaluating software for special learners Information management Guidelines for Software Journal Assignment REQUIRED READINGS: IN ELECTRONIC COURSE MATERIALS: Review related sections in Chapter 8: Teaching with Classroom Technologies. LAB ACTIVITY: Evaluating Software ASSIGNMENT DUE: Web Profiles Group Assignment SESSION DATE TOPIS 5 2-­‐20 USING PROGRAMMABLE SOFTWARE TO CREATE ACTIVITIES I Programming Software Intellitools Classroom Suite 4 Customizing a Template REQUIRED READINGS: Visit the Intellitools website to read about Classroom Suite 4. Review the demonstration videos at: http://www.intellitools.com/video-­‐gallery OPEN LAB 6 2-­‐27 Distinguished Lecturer presentation will take place the week of 2/25. Actual date to follow Joey Travolta The Distinguished Lecture will replace class on 2/28. Sign-­‐In is required to receive credit. 7 3-­‐6 USING PROGRAMMABLE SOFTWARE TO CREATE ACTIVITIES II Programming software continued Software for organizing written language Kidspiration/Inspiration REQUIRED READINGS: Review online web demos of KIdspiration. http://www.inspiration.com/Videos/Kidspiration ASSIGNMENT DUE SESSION DATE TOPIS 8 3-­‐13 TECHNOLOGIES FOR SPECIAL LEARNING NEEDS: YOUNG CHILDREN AND STUDENTS WITH AUTISM Developing pre academic skills Providing visual supports Technology to facilitate early learning experiences Teacher Tube Video: ASSIGNMENT DUE LAB ACTIVITY: Pre Academic and Primary Skills http://www1.teachertube.com/viewVideo.php?video_id =156850&title=NCIS&vpkey=007ce9145a 9 3-­‐20 CSUN Conference March 17 to March 22, 2014 Manchester Grand Hyatt Hotel San Diego, CA Conference Information to Follow OPEN LAB 10 3-­‐27 TECHNOLOGIES FOR SPECIAL PHYSICAL NEEDS LAB ACTIVITY: Computer Adapting computers for students with physical Adaptations/Scanning impairments Alternative input devices for students with physical disabilities Software for the development of motor skills Technologies for environmental control/Scanning devices REQUIRED READING: Computer Resources for People with Disabilities: Part II: The Technology Toolbox-­‐Product Descriptions: Alternate WRITTEN ASSIGNMENT Input, p. 181-­‐217. DUE: Augmentative Communication (AAC) 11 4-­‐3 Spring Break SESSION DATE TOPIS ASSIGNMENT DUE 12 4-­‐10 ASSESSMENT TOOLS FOR ASSISTIVE TECHNOLOGY Review WATI materials Consideration of Assistive Technology Assistive Technology Assessment Guidelines for AT Classroom Observation Assignment REQUIRED READINGS: Computer Resources for People with Disabilities: Chapter 4. Selecting Technology. WATI Assessment Package OPEN LAB 13 4-­‐17 TECHNOLOGIES FOR STUDENTS WITH SEVERE COGNITIVE DISABILITIES Adapted input for cognitive disabilities Switch toys Prevocational/vocational skill development Alternate Output REQUIRED READING: Computer Resources for People with Disabilities: Part II: The Technology Toolbox-­‐Product Descriptions: Alternate Output p. 233-­‐250. LAB ACTIVITY: Switch Software 14 4-­‐24 SOFTWARE TOOLS FOR STUDENTS WITH LEARNING DISABILITIES Word processors with features for special learners Tech tools for reading Scan/Read software Digital Text REQUIRED READING: Computer Resources for People with Disabilities: Part II: The Technology Toolbox-­‐Product Descriptions: Processing Aids, p. 218-­‐232, OPEN LAB LAB ACTIVITY: Tools for Literacy, Part I View Video : Freedom Machines ASSIGNMENT DUE: Reaction Paper SESSION DATE 15 5-­‐1 16 5-­‐8 TOPIS MORE TECHNOLOGY TOOLS FOR STUDENTS WITH LEARNING DISABILITIES Developing basic academic skills Portable word processing devices Spelling checkers Writing tools REQUIRED ONLINE READING: www.ldonline.org/article/6380 Tech Tools for Students with Learning Disabilities: Infusion into Inclusive Classrooms. 17 5-­‐15 ***Attendance Required*** Taskstream Review for the final Exam. ASSIGNMENT DUE LAB ACTIVITY: Tools for Literacy, Part II WRITTEN ASSIGNMENT DUE: Assistive Technology Classroom Observation WRITTEN ASSIGNMENT DUE: Software Journal Final Exam Course Policies Student Disability Services If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact Student Disability Services at (619) 594-­‐6473. To avoid any delay in the receipt of your accommodations, you should contact Student Disability Services as soon as possible. Please note that accommodations are not retroactive, and that I cannot provide accommodations based upon disability until I have received an accommodation letter from Student Disability Services. Your cooperation is appreciated. Academic Integrity Center SDSU and its College of Education demand a high level of scholarly behavior and academic honesty on the part of students. The Student Disciplinary Procedures for the California State University specifically prohibit cheating or plagiarism and provide that such acts may result in a student being expelled, suspended, placed on probation, or given a lesser sanction. Religious Holidays It is SDSU’s policy to give students who miss class because of observance of religious holidays the opportunity to make up missed work. Students are responsible for notifying the instructor no later than the last day of registration for the semester or summer term of plans to observe the holiday. Meeting with course instructor: If a student has specific questions or may need additional support, it is the student’s responsibility to make the time to meet with the instructor. Course instructor is available to meet with students for individual questions during posted office hours. It is inappropriate to pose questions for the instructor before or after class. Posing questions before or after class places the instructor in an untenable situation in that time may not be sufficient to provide an adequate response. It is also unfair to other students who may need to relay brief information or comments for the instructor. The instructor is more than willing to provide support and answer individual questions during the posted office hours. Communication with course instructor: Due to the state-­‐mandated furloughs, instructor availability will be limited. Students are encouraged to communicate with instructor during posted office hours. Students may pose general questions in the course blog and instructor may provide response that may benefit other class participants. Plan accordingly. Email messages sent on weekends will not receive a response.