Alabama State University s5

Alabama State University

The Conceptual Framework of the College of Education is "THE EDUCATOR AS DECISION MAKER"

SED 430 Assistive Technology & Resources (3 credit hours) Course Description: This course will focus on the identification and utilization of high- and low- tech assistive technology devices, including augmentative devices with or without modifications, programs, and issues involved in delivery of services for students with disabilities in and outside of school settings. Students are expected to develop an ability to make good, rational decisions with regards to planning, implementation, and evaluating devices and programs as well as services in integrated settings. INSTRUCTOR Dr. Moon K. Chang Professor of Special Education OFFICE CH 108 OFFICE HOURS Posted on the door; or by appointment PHONE NUMBER 229-4260 (Office); 229-4485 (C& I Dept.) E-MAIL [email protected] ADDRESS Alabama State University, C&I Dept., 915 S. Jackson St., Montgomery, AL 36104 Students with Disabilities: Any students requiring alternative formats for testing and/or handouts for this course, or other types of accommodations, due to a handicapping condition, should advise the instructor within the first week of classes. Class schedule: Refer to the schedule elsewhere in the syllabus. Assignments: Assignments are due at the beginning of the class period that corresponds to the due date. Late assignments will accrue a 10% penalty per class session missed unless permission is granted by the instructor prior to the due date. (Refer the specific assignments elsewhere in the syllabus.) Style of Writing and Citation: Students are expected to follow the APA Style Manual (5th Ed.), if applicable. Textbook. King, T.W. (1999). Assistive technology: Essential human factors. Boston, MA: Allyn & Bacon. ASSIGNMENTS: Select 2 topics related to assisstive technology and do related literature search. Keep in mind that you are going to demonstrate your ability to make appropriate decisions with regards to selection, organization, and presentation of your data in a sensible way. 1. Data Collection, Analysis, Synthesis, and Interpretation by way of Literature Search. The purpose of this approach is to update and expand your knowledge and skill base. Students are encouraged to use manual and/or electronic search methods. Electronic databases, such as ERIC, ECER, Internet, or journals, or specific software, such as SPSS are available. Students are expected to report the search results to class both orally and in writing, utilizing appropriate media, such as, word processor and/or power point. The final draft is expected to be transferred onto a CD. 2. Oral Discourse. The purpose of this approach is to develop an ability to make application of the knowledge and skill base. Engage in group oral discussion on the basis of your data. Summarize your data in writing. If applicable, you may be interested in taking pictures of the discussion and/or do videotaping so that they can use it as a supplement to the writing. The final draft of the debate results is expected to be Transfer the final draft onto a CD. For literature search, see 1 above. READINGS. Students are required to read the textbook and are encouraged to read other materials listed on the reference section.

DATE INITIAL Approval SP ED Faculty

Revised: 11-02 1 Process C&I Chair Completed By COE Dean OBJECTIVES AND LEARNING OUTCOMES: The accomplishment of major objectives as evidenced in learning outcomes as a result of instruction will be as follows. Students will demonstrate the ability to:

1. Understand and utilize assistive technology and human resources to enhance the teaching and learning process. 2. Assist and coordinate assistive technology referral services and evaluation and implementation of assistive technology [SDE Collaborative Teacher (K-6) 290-3-3.37(1)(b)4]. 3. Understand and make decisions as to how to design, implement, and evaluate the utility of assistive technology and related resources as part of the larger instructional plans in the context of diversity, professional ethics, and value systems. 4. Understand and model to the colleagues and students the proper and ethical ways of utilizing assistive technology and related resources at any stage of the entire cycle of the instructional decision making process. 5. Identify and utilize high- and low- tech assistive technology devices, including augmentative devices with or without modifications. 6. Understand and discuss or debate major issues involving assistive technology.

DETERMINATION OF LEARNING OUTCOMES. It is assumed that the degree of students' accomplishment in academics and professionalism corresponds with the level of students' ability. It is also assumed that the demonstrated ability represents a totality of students' efforts and performance based on the knowledge, skills, and experience to complete the given tasks as specified in the academic matrix and professionalism matrix. Also included are test scores. Therefore, students are expected to present documented evidence to the instructor for his/her consideration in determining the level of their learning outcomes.

ACADEMIC MATRIX

Demonstrated Ability Specific Types Documented (Total: 80 points) Evidence* Demonstrate the ability to Assistive technology and human resources to understand and utilize: enhance the teaching and learning process. (10 points) Demonstrate the ability to Assistive technology referral services and assist and coordinate: evaluation and implementation of assistive (10 points) technology. Demonstrate the ability to How to design, implement, and evaluate the utility understand and make of assistive technology and related resources as decisions as to: part of the larger instructional plans in the context (20 points) of diversity, professional ethics, and value systems. Demonstrate the ability to The proper and ethical ways of utilizing assistive understand and model to the technology and related resources at any stage of colleagues and students: the entire cycle of the instructional decision (10 points) making process. Demonstrate the ability to High- and low- tech assistive technology devices, understand and utilize: including augmentative devices with or without (20 points) modifications. Demonstrate the ability to Major issues involving assistive technology. understand and discuss or

Revised: 11-02 2 debate: (10 points) *Include data and products, including test scores and completed assignments. Mid-term and final tests will be formulated in accordance with the objectives/outcomes spelled out in the syllabus and therefore, students are expected to use the individual score for each objective rather than using an overall score.

PROFESSIONALISM MATRIX*

Understanding and Practicing of Professionalism (Total: 20 points) Documented Evidence Professional conduct (Total: 10 points)-- e.g., attendance, punctuality, participation in worthy activities and in professional organization(s),* reflection for improvement of the ability to make better decisions, keeping abreast of current happenings in chosen field(s),* making changes for betterment of education, team work. Legal and ethical obligations (Total: 10 points) – e.g., respect for privacy ,* ethical thinking and behavior*, sensitivity to multiple perspectives and cultural diversity,* maintenance of confidentiality of medical and academic records,* practice of equity.

* Candidates are expected to conduct themselves professionally. Professional conduct is governed foremost by the CEC Code of Ethics. Special education professionals

1. Are committed to developing the highest educational and quality of life potential of exceptional individuals.

2. Promote and maintain a high level of competence and integrity in practicing their profession.

3. Engage in professional activities that benefit exceptional individuals, their families, other colleagues, students or research subjects.

4. Exercise objective professional judgment in the practice of their profession.

5. Strive to advance their knowledge and skills regarding the education of exceptional individuals.

6. Work within the standards and policies of their profession.

7. Seek to uphold and improve, where necessary, the laws, regulations, and policies governing the delivery of special education and related services and the practice of their profession.

GRADING CRITERIA:

Grade A B C D F Points 90-100 80- 89 70- 79 60- 69 Below 60 Explanation A = exceptional B = excellent C = acceptable D = F = no credit (quality, NOT (superior (satisfactory unacceptable (effort not worthy QUANTITY, quality, NOT quality and quality (does not of credit) goes above and QUANTITY, in quantity in meet beyond meeting meeting expectations) expectations) expectations) expectations)

Evaluation 1. Demonstrates 1. Demonstrate 1. Needs 1. Needs 1. Needs the completed the completed substantial substantial substantial revision work is worthy work is worthy revision to be revision to be to be worthy of a of a professional of a professional worthy of a worthy of a professional portfolio*. portfolio.* professional professional portfolio.*

Revised: 11-02 3 2. Demonstrates 2. Demonstrates portfolio.* portfolio.* 2. Consists content mastery content mastery 2. Demonstrates 2. Part of the primarily of a using examples using examples content mastery information summary of main of and/or of and/or using examples presented is ideas from the personalized personalized of and/or accurate. chapter content reflection about reflection about personalized 3. More than half the content. the content OR reflection about of the information 3. Demonstrates demonstrates an the content, OR presented is an applied level applied level of demonstrates an inaccurate. of understanding understanding applied level of through through understanding personalized personalized through reflection about reflection about personalized the content area the content area reflection about and instruction. and instruction. the content area and instruction.

* Includes test scores, if applicable.

READINGS

Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development (3rd ed.). Boston, MA: Allyn & Bacon.

Bissell, J. S., Manring, A., & Rowland, V. (2001). Cyber educator: The Internet and World Wide Web for k-12 and teacher education (2nd ed.). New York: McGraw-Hill.

Bryant, D. P., & Bryant, B. R. (1998). The technology-related assistance to individuals with disabilities: Relevance to individuals with learning disabilities and their advocates. Journal of Learning Disabilities, 31(1), 41-54.

Bryant, D. P., Erwin, J., Lock, R., Allan, J. M., & Resta, P. E. (1998). Infusing a teacher preparation program in learning disabilities with assistive technology. Journal of Learning Disabilities, 31(1), 55-66.

CEC (2001). Making assessment accommodations. Arlington, VA: Author.

Denham, A., Bennett, D., Edyburn, D., Lahm, E., & Kleinert, H. (2001). Implementing technology to demonstrate higher levels of learning. In H. Kleinert & J. E. Kearns (Eds.), Alternative assessment: Measuring outcomes and supports for students with disabilities (pp. 135-166). Baltimore, MD: Paul H. Brookes.

Denham, A., & Lahm, L. (2001). Using technology to construct alternate portfolios of students with moderate and severe disabilities. TEACHING Exceptional Children, 33(5), 10-17.

Freiberg, K. L. (Ed.). (2000). Annual editions: Educating exceptional children 00/01 (12th ed.). New York: McGraw-Hill.

Freiberg, K. L. (2000). Annual editions: Educating exceptional children 01/02. New York: McGraw-Hill.

Golden, D. (1998). Assistive technology in special education: Policy and practice. Arlington, VA: CEC.

Hirschbuhl, J. J., & Bishop, D. (2000). Computer studies: Computers in education (9th ed.). New York: McGraw-Hill.

Revised: 11-02 4 Howell, J. H., & Dunnivant, S. W. (2000). Technology for teachers: Mastering new media and portfolio development. New York.

IDEA, A. I. (2000). Making assessment accommodations: A toolkit for educators. Arlington, VA: CEC.

Katrichis, J., Demers, D., & Sanders, W. B. (2003). An introduction to interactive multimedia. Boston, MA: Allyn & Bacon.

Kimball, M. (2003). The Web portfolio guide: Creating electronic portfolio for the Web. New York: Longman.

King, T. W. (1999). Assistive technology: Essential human factors. Boston, MA: Allyn & Bacon.

Lewis, R. B. (1998). Assistive technology and learning disabilities: Today's realities and tomorrow's promises. Journal of Learning Disabilities, 31(1), 16-26, 54.

Moore, K. D. (2001). Classroom teaching skills (5th ed.). New York: McGraw-Hill.

Raskind, M. H., & Higgins, E. L. (1998). Assistive technology for postsecondary students with learning disabilities: An overview. Journal of Learning Disabilities, 31(1), 27-40.

Tiene, D., & Ingram, A. (2001). Exploring current issues in educational technology. New York: McGraw- Hill.

Wood, J. (2002). Adapting instruction to accommodate students in inclusive settings (4th ed.). Upper Saddle Rivers, MA: Merrill/Prentice-Hall.

Bigler, E. D. (1998). Technology in the assessment of learning disability. Journal of Learning Disabilities, 31(1), 67-82.

Bryant, B. R., & Seay, P. C. (1998). The technology-related assistance to individuals with disabilities act: Relevance to individuals with learning disabilities and their advocates. Journal of Learning Disabilities, 31(1), 4-15.

For Internet search, please use the following reference:

Pierangelo, R., & Crane, R. (2000). The special education yellow pages. Upper Saddle River, NJ: Merrill/Prentice-Hall.

This publication is an excellent guide for finding sources dealing with specific disabilities, web sites, professional organizations, university libraries, free materials, catalogs, medical and legal information, and technology. It is divided into almost 150 categories. Always keep in mind that web sides can be removed, added, or changed.

Revised: 11-02 5 TENTATIVE SCHEDULE

Session TOPICS COMPLETE ASSSIGNMENTS BY 1 Introduction; Requirements; Overview 2 AT and teaching and learning process; modeling 3 Referral services; coordination; teamwork; decision making process; ethics; rules and regulations 4 AT component—augmentative and alternative Student report* communication; 5 AT component—assistive listening and seeing devices;

6 MID-TERM EXAM 7 AT component—seating and positioning; mobility and Student report* powered mobility 8 AT component—prosthetics; rehabilitation robotics 9 AT component-- adapted play and recreation; adapted Student report* computer access 10 AT component-- environmental control 11 Switches and controls Student report* 12 AT diagnosis and intervention 13 Human factors—AT user; At device; people who Position paper surrounded the AT user 14 AT levels, technological literacy, and life span issues; REFLECTION 15 FINAL EXAM (Comprehensive) *Students are expected to make a progress report on the literature search as well as reading of the chapters. For page numbers corresponding to the topics to be discussed, refer to the table of contents of the textbook. Please e-mail the instructor a copy of the report before making a class presentation.

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