Marietta College Education Department - Educators as Leaders for 21st Century Schools
Education 659
Instructor: Nick Weliand, MSEd.
Email: 91_neiland@seovec.org
Contact Information: 1-800-882-6186
Course Description: This course reviews the technology used to assist students with disabilities in accessing the general education curriculum and activities as well as technology to assist people with disabilities in everyday activities. This course provides students with the knowledge and application of technology to support students in computer access, augmentative and alternative communication systems, reading and writing, and everyday activities. Assessment and implementation issues will be presented in the context of developing individualized plans for students using assistive technology.
Required Textbook: None (Internet based)
Optional Texts/Readings: Assistive Technologies: Principles and Practice
Albert M. Cook PhD, PE and Susan M. Hussey, MS, OTR
CONCEPTS AND ISSUES
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SKILLS | ASSESSMENT TASKS | INTENDED OUTCOME/S |
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| What must students understand to demonstrate intended outcomes? | What skills must the student master/ have mastered to demonstrate intended outcome/s? | What will the student do to demonstrate evidence of these outcomes? | What must the student be able to do at the end of the course? |
Definition of assistive technology Legal Issues of AT |
Know federal AT definition Know AT legal requirements |
Give examples of appropriate assistive technology | Describe the rights of students with disabilities relative to AT and school district responsibility in providing AT |
| Application of AT in the IEP process | Write appropriate present levels, annual goals and short term objectives including AT | Write an IEP as part of a case study that includes AT | Write AT appropriately into IEP's to meet student need |
| Principles of AT assessment | Know and use assessment tools to gather data and make decisions about AT | Write-up an AT assessment as part of a case study | Apply the principles of AT assessment to match appropriate technology to individual student need |
| Keeping current with new developments in AT | Know where to find information about current AT developments | Demonstrate how to use Internet to access information about curent AT | Find current resources that meet individual student needs |
| Operation of Specific AT hardware and software | Effecively operate and adapt AT hardware and software | Demonstrate proficient use of specific hardware and software in the areas of : reading, writing, communication, computer access, vision, hearing, activities of daily living and environmental control |
Know how to use specific AT devices and software to meet students needs in: reading, writing, communication, computer access, vision, hearing, activities of daily living and environmental control |
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Course Objectives |
Evidence of Documentation |
Teacher as Leader Framework Component |
Praxis III Domains |
CEC/
NCATE |
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Define Assistive Technology |
Examination Research Paper |
II |
A |
1 |
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Become aware of the law, rules and legislation providing assistive technology to people with disabilities. |
Examination Research Paper |
II |
A |
1 |
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Define the role of support personal in identifying assistive technology. |
Examination Research paper Classroom visitation by occupational, physical, and speech therapists |
V |
D |
10 |
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Identify assessment and identification strategies in assistive technology. |
Examination and Research Paper |
I |
A |
8 |
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Match the assistive technology to the consumer. |
Lesson Plan Form Demonstrate use of AT. Allow student to identify possible web-sites with AT. |
II,III,IV |
A,C |
3,4 |
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Identify the benefits of assistive technology to people with disabilities. |
Examinations Research Paper Guest Speakers who rely on Assistive technology in daily living. |
II |
A |
1,2, |
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Identify ways of expanding opportunities for participating within settings that accommodate wide ranges of differences in abilities and interests. |
Power Point Presentation and Research Paper |
III, |
B |
3,4 |
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Develop a plan for assistive technology to meet specific learning and developmental needs of people with disabilities. |
Individual Education Planning form. |
III,IV |
A,C |
7 |
The student will:
Technology Components:
1.
Perform a PowerPoint presentation on an individual project
2. Identify technologies and assistive
technologies and lack of technologies used in mild/moderate educational settings.
3. Use World Wide Web in identifying resources utilized in ,mild/moderate educational issues.
Diversity/Multiculturalism: Mr. Weiland will:
1. Remind students that contributions to the
classroom should be made from diverse
people to solve educational issues that could affect the teaching field.
7. .Experience post
positivist primary theoretical orientation: humanistic/existential
theorist focusing
on affective rather than cognitive or behavioral domains with an
emphasis on the subjective and personal aspects
of humankind
8 Explore a variety of
assistive technology that can benefit the child with disabilities in an
educational setting.
9. Will invite people with
disabilities to demonstrate varieties of assistive technologies.
Attendance Policy:
As a Master’s level course, you
will be asked to actively participate in class discussions, offer insight and
reflect. Master’s students will also be
asked to compare and contrast different theories and or techniques. 10 points will be deducted from this section
for every missed class. For example, 10
x 15 (weeks) = 150 points. Also,
students must attend focus groups while studying abroad those dates will be
announced at the trip pre-meeting.
Special Needs/Accommodation Policy:
Students who believe that they may need accommodations
due to a documented disability should contact the
ARC staff to verify your eligibility for any accommodation and for academic assistance
Policy on Cheating
and Plagiarism:
"Academic dishonesty within the academic community is a very serious matter, because dishonesty destroys the basic trust necessary for a healthy education environment. Academic dishonesty is any treatment or representation of work as if one were fully responsible for it, when it is in fact the work of another person. Academic dishonesty includes cheating, plagiarism, theft, or improper manipulation of laboratory or research data or theft of services. A substantiated case of academic dishonesty may result in disciplinary action, including a failing grade on the project, a failing grade in the course, or expulsion from the College" Academic dishonesty in a Master’s degree program is a very serious matter and will more than likely cause an expulsion from the College( Marietta College Graduate Programs, 2003-2004 Catalog, p. 34).
Grading:
Grades will be based on
mastery of the course objectives as demonstrated by the completion of all
course requirements/assignments. Late assignments will not be accepted.
The grades in this class are based on percentages. In this way, students will know how close they are to moving up a grade or slipping down a grade. Percentage points are absolute and non-negotiable.
97% - 100% A+ 83% - 86% B 70% - 72% C-
93% - 96% A 80% - 82% B- 67% - 69% D+
90% - 92% A- 77% - 79% C+ 63% - 66% D
87% - 89% B+ 73% - 76% C 60% - 62% D-
Below 60% F
Class Schedule TBA
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3. Explore and report on assessment resources. Select one and prepare to report on: |
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