Brigham Young University s3

Brigham Young University Department of Counseling Psychology and Special Education

Spring Term, 2005

Course & Title: CPSE 463: Assistive Technology for Students with Disabilities

Course Credit: 3 Semester hours

Room & Time: Tuesdays & Thursdays 4:00 - 6:50 p.m., 166 MCKB

Instructor: Dr. Tina Taylor Dyches 340-F MCKB, BYU, Provo, UT 84602 [email protected] 422-5045 w. 367-3580 m.

Office Hours: Tuesdays & Thursdays 3-4; and by appointment. Open door policy.

Course Catalog Description: Using assistive technology to improve communication skills and education of students with disabilities.

Prerequisites: Admission to special education program or instructor’s consent.

Guiding Framework: As a department, we embrace the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards as our guiding framework for preparing teacher candidates.

The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards: The INTASC standards center on five major propositions: (1) Teachers are committed to students and their learning. (2) Teachers know the subjects they teach and how to teach those subjects to diverse learners. (3) Teachers are responsible for managing and monitoring student learning. (4) Teachers think systematically about their practice and learn from experience. (5) Teachers are members of learning communities.

Course Objectives: This course is designed to meet the requirements needed for a state of Utah teaching license in Special Education and also meets the standards of the Council for Exceptional Children (noted in bold italics – CC = Common Core; IC = Independence Curriculum). INTASC standards are also met in this course as listed below.

1 (Knowledge-Based Objectives) Students will demonstrate knowledge of: Objective INTASC Standard Assessment CC6K1 Effects of cultural and linguistic 6. Communication Unit 2 Activity differences on growth and development. CC6K2 Characteristics of one’s own culture 6. Communication Unit 1 Activity and use of language and the ways in which these can differ from other cultures and uses of languages. CC6K3 Ways of behaving and 6. Communication Unit 2 Activity communicating among cultures that can lead to misinterpretation and misunderstanding. CC6K4 Augmentative and assistive 6. Communication Unit 4 Activity communication strategies. IC6K1 Impact of language development and 6. Communication Unit 2 Activity listening comprehension on academic and non-academic learning of individuals with disabilities. IC6K2 Communication and social interaction 6. Communication Unit 3 Activity alternatives for individuals who are nonspeaking.

(Skill-Based Objectives) Students will: Objective INTASC Standard Assessment CC6S1 Use strategies to support and enhance 6. Communication Unit 4 Activity communication skills of individuals with exceptional learning needs. CC6S2 Use communication strategies and 6. Communication Unit 4 Activity resources to facilitate understanding of subject matter for students whose primary language is not the dominant language. CC7S9 Incorporate and implement 7. Instructional Unit 4 Activity instructional and assistive technology into Planning the educational program. IC4S2 Use appropriate adaptations and 4. Instructional Unit 4 Activity assistive technology for all individuals with Strategies disabilities. IC5S2 Use and maintain assistive 5. Learning Unit 4 Activity technologies. Environments and Social Interactions IC6S1 Teach individuals with disabilities to 6. Communication Unit 5 Activity monitor for errors in oral and written language.

2 IC6S3 Plan instruction on the use of 6. Communication Unit 4 Activity alternative and augmentative communication systems. IC8S5 Develop and use a technology plan 7. Assessment Unit 2 Activity based on adaptive technology assessment.

Course Expectations:

1. Honor Code: Students are expected to adhere to the BYU Honor Code, and dress/grooming standards.

2. Preparation: Students are expected to be prepared for each class by completing assignments, readings, quizzes, and exams prior to class. Quizzes can only be completed during class time; no make-up quizzes will be given.

3. Participation: Students are expected to attend each class period and to actively participate in classroom presentations, collaborative learning groups, and classroom discussions. Students who are absent from class will miss the opportunity for learning as a group; likewise, they will miss assignments/points that require group participation. If absences are necessary and approved in advance, the student may submit a written request to the professor to submit assignments for half credit.

4. Written Work: Written reports are expected to be professional: proof-read your report at least once prior to submitting it. Reports should be free of spelling, grammatical, and typographical errors. Type-written reports should be written in American Psychological Association 5th Edition style. Handwritten reports should be legible (D’Nealian or Zaner- Bloser style).

5. Assignments: All assignments are due at the beginning of class on the day assigned. Late assignments will be accepted, but will lose 10% of the total points per day late. It is expected that all written work reflect the efforts of the individual student (except for cooperative learning group projects). Identical work submitted by two or more students will be regarded as plagiarism. Furthermore, attributing another author’s work for one’s own (e.g., not citing references accurately, not providing sources for clip art) is also considered plagiarism, and warrants disciplinary action. It is each student’s responsibility to know what is and is not considered to be plagiarism (see APA 5th Edition for guidelines).

6. Personal Responsibility: Students are expected to check the online course information or course syllabus for clarification regarding assignments prior to contacting the professor.

7. Out of Class Work: Students are expected to spend approximately 6-9 hours per week studying and preparing for each class session (2-3 hours out-of-class work per semester hour = 12-18 hours per week for this 3-semester hour block class).

3 8. Exams: The final exam will be administered during the scheduled time and date indicated by the university, unless otherwise noted. Exceptions to this will be permitted only for extreme cases (documented illness, family emergency, etc.).

9. Competency: It is expected that all students will achieve a minimum level of competency for all objectives (80% of total allotted points for each assignment). Therefore, students must take the initiative to increase their level of competency by revising their assignments until at least an average level of competency is reached. Only half of the additional points earned through revision will be included in the final grade for the assignment. Assigned revisions are due five working days after the assignment has been returned to the student. No revisions may be made to increase grades earned on exams or quizzes. At least a C- must be earned in this course in order to continue in the special education program. Any final grade below a B- warrants the student being placed on probation.

Course Content: This course is designed to prepare special educators to use assistive technology for students with disabilities. Specifically, students will be taught to develop, implement and evaluate of augmentative and alternative communication systems for students with severe communication impairments. Content will cover the following areas: foundations, assessment, selection and design, intervention, and evaluation.

Methodologies/Teaching Strategies: The course content will be learned primarily through lecture/discussion and practical implementation of concepts learned while working with students with severe disabilities.

Evaluation: The overall grading scale for this course will be as follows:

% Range Grade % Range Grade 95 - 100% A 73 - 76% C 90 - 94% A- 70 - 72% C- 87 - 89% B+ 67 - 69% D+ 83 - 86% B 63 - 69% D 80 - 82% B- 60 - 62% D- 77 - 79% C+ below 60% E

Assignments: Professionalism Self-Evaluation (13 x 5 pts. each) 65 pts. Learning Activities (Units 1-4) @ 50 pts. each 200 pts. AAC Assessment and Intervention Project 250 pts. Final Exam 150 pts. ____ Total Points Possible 665 pts.

4 Bibliography:

Required Text:

Beukelman, D. & Mirenda, P. (1998). Augmentative and alternative communication: management of severe communication disorders in children and adults (2nd Ed.). Baltimore: Brookes.

Supplementary Materials:

American Psychological Association. (2001). Publication manual of the American Psychological Association (Fifth Ed.). Washington, DC: American Psychological Association. Baumgart, D., Johnson, J., & Helmstetter, E. (1990). Augmentative and alternative communication systems for persons with moderate and severe disabilities: Case histories. Baltimore, MD: Paul H. Brookes. Golden, D. (1998). Assistive technology in special education: Policy and practice. Independence, MO: Missouri Assistive Technology Project. Goosens’, C., & Crain, S. S. (1992). Utilizing switch interfaces with children who are severely physically challenged: An emphasis on communication strategies. Austin, TX: Pro-Ed. Edyburn, D., L. (2003). What every teacher should know about assistive technology. Boston, Allyn & Bacon. Hough, S. D., Lubetsky, M., Taylor, K., & Tarquinio, T. ((1994). Interactive augmentative communication program. Solana Beach, CA: Mayer-Johnson. Johnson, J. M., Baumgart, D., Helmstetter, E., & Curry, C. A. (1996). Augmenting basic communication in natural contexts. Baltimore: Brookes. Light, J., & Binger, C. (1998). Building communicative competence with individuals who use augmentative and alternative communication. Baltimore: Brookes. Reichle, J., York, J., & Sigafoos, J. (1991). Implementing augmentative and alternative communication: Strategies for learners with severe disabilities. Baltimore, MD: Paul H. Brookes. Silverman, F. H. (1995). Communication for the speechless (Third Ed.). Boston, MA: Allyn and Bacon. The Assistive Technology Consideration Quick Wheel (AT Quick Wheel). A variety of AT tools can help students with disabilities—many of which are inexpensive and readily available. This Quick Wheel is a fun, hands-on resource that offers quick and easy access to a generic list of AT tools for a variety of tasks. On one side are federal definitions of AT devices and services. The other side provides information about a variety of resources including books, journals, newsletters, and Internet sites. Both sides include a generic list of the AT tools to consider in a number of content areas.

5 Preventing Sexual Harassment: Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24 hours); or contact the Honor Code Office at 422-2847.

Students With Disabilities: Brigham Young University is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the University Accessibility Center (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the University Accessibility Center. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 422- 5895, D-282 ASB.

BYU Special Education Program Mission Statement:

We maximize the potential of diverse learners with individualized educational needs to elevate their quality of life. We accomplish this by supporting the mission and aims of a BYU education as we integrate teaching, research, and service. We specifically:  Prepare competent and moral educators who select, implement, and evaluate research- based effective teaching practices and appropriate curriculum for learners with special needs.  Prepare master special educators who provide leadership in problem solving and collaborative relationships with professionals and families.  Add to the knowledge base of special education and related disciplines through research.  Serve and advocate for learners with individualized educational needs and others who support them.

McKay School of Education Statement on Diversity:

The McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and backgrounds.

6 Course Calendar – CPSE 463 (tentative)

Class Date Topic Activities Assignments Due 1 T., Course Overview Unit 1: Foundations Apr. 2 Assistive Tech 2 Th., Apr. AAC Foundations Unit 1: Foundations Read Chap. 1 - 2 28 3 T., Course Overview Unit 1: Foundations Read Chap. 3 May 3 Messaging; Symbols

4 Th., May Alternative Access; Unit 2: Assessment for Read Chap. 4-5 5 Team Building AAC

5 T., Principles of Assessment Unit 2: Assessment for Unit 1 Activity AAC May 10 Read Chap. 6

6 Th., May Assessment of Specific Unit 3: Selection & Read Chap. 7 12 Capabilities; Design Assessment Tools

7 T., Principles of Decision Making and Unit 3: Selection & Unit 2 Activity May 17 Intervention; Design Read Chap. 8

8 Th., May IEP Development: Unit 3: Selection & Read Chap. 9 19 Communication Goals and Design Objectives

9 T., Strategies for Beginning Unit 4: Intervention Unit 3 Activity May 24 Communicators: Non-Symbolic Read Chap. 10 Communication

10 Th., May Strategies for Beginning Unit 4: Intervention Read Chap. 11 26 Communicators: Symbolic Approaches; Discrete Trial Training with AAC 11 T., Language Learning and Unit 4: Intervention Read Chap. 12 May 31 Development; 7 Picture Exchange Communication System (PECS)

12 Th., Jun. PECS Unit 4: Intervention 2

13 T., PECS; Unit 4: Intervention Unit 4 Activity Jun 7 Literacy Development Read Chap. 13

14 Th., Jun Data Collection and Analysis Unit 5: Evaluation 9 Course Overview 15 T., Reading Day Jun 14

16 W., Final Exam Final Exam Jun 15 7 – 8:50 am

8 Guiding Questions: This course is designed to assist special education licensure students to obtain entry level knowledge and skills for service delivery. This will be accomplished by increasing students’ ability to comprehensively answer the following questions:

Foundations of AAC: 1. What is Augmentative and Alternative Communication? 2. What are the goals of AAC? 3. What is it like to have a severe communication disorder? 4. What are at least four purposes of communication? 5. What are some common messages of conversation? 6. What are the differences between aided and unaided communication systems? 7. Describe the six domains of which all languages are composed.

Assessment for Augmentative and Alternative Communication 0. How can multidisciplinary teams collaborate to meet the needs of AAC users? 2. Explain Beukelman & Mirenda’s Participation Model of Assessment for AAC. 8. What should be considered when assessing a student in a wheelchair for positioning and seating? 9. What should be considered when assessing a student’s motor capabilities? 10. What should be considered when assessing a student’s cognitive/linguistic capabilities? 11. What should be considered when assessing a student’s sensory/perceptual capabilities?

AAC Selection and Design . What are the differences between aided and unaided communication systems? . What are the components of the selection set for AAC? . What physical characteristics of selection set displays should be considered in selecting an AAC system? . What selection techniques should be considered in selecting an AAC system? . What feedback components should be considered in selecting an AAC system?

AAC Intervention . What are the essential components of a comprehensive plan for AAC intervention? . How can you minimize the cognitive, sensory, and motor demands of specific skill training? . What should be regarded as necessary for a person to be “communicatively competent”? . What instructional strategies can be used to teach AAC users effectively? . How can you support an AAC user in gaining and/or improving literacy skills? . How can you facilitate the educational inclusion of AAC users?

AAC Evaluation . How can you assess the results of AAC intervention? . How can you adjust your intervention based upon your results?