UNIVERSITY OF IDAHO
COLLEGE OF EDUCATION
Assistive Technology in Education
“I OFTEN SAY THAT DESIGN IS REALLY HOW YOU TREAT PEOPLE.”
Yves Behar
Instructor Information
Name:
Office Hours:
Office Location:
Telephone:
Janice Carson, M.Ed.
F 11 am-12 pm or by appointment
Center on Disabilities and Human Development, Rm. 125
121 West Sweet Avenue
(208) 885-6104
Email address:
janicec@uidaho.edu
Course Meeting Information
Meeting Dates: TBA
Day and Time: TBA
Location: TBA
Course Texts and Materials
You are responsible for obtaining your own copy of the required texts.
Our primary text will be:
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Bugaj, C. R. and Norton-Darr, S. (2010). The Practical and (fun guide) to Assistive Technology
in Public Schools: Building or Improving Your District’s AT Team. Washington DC:
International Society of Technology in Education.
Other readings will be made available through an electronic
format by the instructor through the course BbLearn site. I will
show you where and how to access this in the first day of our
class.
Course Description
This course is designed to introduce students to assistive technology devices, law, and
resources. This course will increase students’ understanding of the continuum of assistive
technologies and expose them optional systematic formats for successful implementation.
Focus is placed on team-based process of student evaluations, reporting, training, and
follow-up. Students’ will also increase their understanding of the role assistive technology
plays in the education environment provide curricular access through the lens of Universal
Design for Learning.
Course Objectives: Upon completion of the course students will be able to:
1. Analyze and summarize primary research or a problem based educational scenario in
order to evaluate evidence-based practices for students.
2. Demonstrate knowledge of AT as required in IDEA and how to apply it in the
educational setting through the mechanism of the IEP.
3. Demonstrate knowledge of how to build local capacity by developing an assistive
technology team.
4. Demonstrate knowledge of the different methods that can be used for considering,
assessing and implementing assistive technology in the education setting.
5. Demonstrate knowledge of a) assistive technology devices, b) how they can be used
to increase, maintain, or improve the functional capabilities of students, and c)
assistive technology online resources.
6. Apply the knowledge and skills above by using informal assessment data to
determine appropriately individualized assistive technology for students to increase,
maintain, or improve the functional capabilities.
7. Apply the knowledge and skills above by using informal assessment data to
accessible classroom curriculum following the Principals of Universal Design for
Learning.
General Course Requirements
The following guidelines should help you structure your learning and plan your time:
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As a rule-of-thumb, you will be expected to spend a minimum of 2-3 hours of
preparation and study for each credit hour. This means that you should be spending
approximately 2-3 hours per week reading the course material and working on
course-related assignments.
Read all assigned class materials prior to class and before completing the
assignments.
Be reflexive! You should always be asking yourself: "What do I think about
this?" and “How can this inform my work?”
Respect and Dignity of All Persons
People with disabilities (especially those with severe and multiple disabilities) have
historically been subjected to segregation and discrimination in all aspects of community life
(e.g. education, housing, work, recreation). Many stereotypes and assumptions exist about
individuals with disabilities that are reflected in our language and serve to perpetuate those
unwarranted assumptions and stereotypes and to further limited opportunities for those
individuals. Students are expected to use “person-first” language (e.g. young man with
cerebral palsy, girl with autism).
http://www.disabilityisnatural.com/explore/pfl
http://www.silc.idaho.gov/
Please read the Writing Guidelines regarding writing and speaking about people with
disabilities. I will be holding you to these guidelines throughout the course, so it is in your
best interest to read, be familiar with, and adhere to these requirements.
http://www.apastyle.org/disabilities.html
Course Attendance Guidelines
By taking this class you are agreeing to attend. All students are allowed one unexcused
absence; after that, 3% is deducted from your overall grade for each unexcused absence.
Absences are only excused for medical reasons, emergencies, or official university activities;
you must provide appropriate, dated documentation upon returning to class.
If you miss a class, you are responsible for knowing before the next class what you
missed and what work is due the day you return. Please ask another student what you
have missed, prior to asking your instructor. I will help you where and when I can, but your
absences are your responsibility. I take roll at the beginning of each class. These policies will
not change. Please read this memo: University of Idaho Attendance and Excused Absence
Policy
Assignments
Weekly Threaded Responses (20 Pts Wkly): Each week you will be provided two
threaded discussions. The postings will be available on Monday and your responses are due
by Wednesday. Then you will have until Friday, of the same week, to respond to two of your
peers in each thread.
o Extension Materials: Each week research or a problem-based educational
scenario will be posted on BbLearn.
o Reading Reflections: Each week you will be asked to reflect and respond to the
course required readings on BbLearn.
AT Show and Tell (50 points): You will develop a presentation on an AT device of your
choice. This can be AT that is in use in classrooms right now or something that is new to the
field. You will be limited to a 3-slide presentation which includes a picture and with a
minimum of the following information:
o What is it?
o How can it increase, maintain, or improve the functional capabilities of a student
with a disability?
o Where you found information on the device.
You will each be scheduled for a presentation, which will be conducted through Elluminate.
AT Assessment and Recommendations Scenario-Partner (150 points): Your group will
be given a scenario in which you need to analyze the background/assessment information
and then develop a 3 page written report with AT recommendation(s), for the IEP team.
AT Assessment and Recommendations Scenario UDL Extension-Independent (150
points): Your final assignment will be to reanalyze the information found in your group
project and design a classroom learning environment that is universally accessible. This is to
be done following the Nine Principles of Universal Design for Learning. A report format
will be provided. You will also be expected to explain your design during this class of the
semester.
Late Assignment Policy
Normally, all late assignments are penalized 10% for each day late (20% for any paper due
on a Friday and turned in on the following Monday). After three days late assignments will
receive a grade of no higher than "C". Assignments will not be accepted more than one
week late, and a grade of 0 will be recorded for that assignment.
Grading Scale and Grading Policies
Your final grade will be based upon the percentage of total points earned by you over the
semester:
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A = 90% - 100%
B = 80% - 89%
C = 70% - 79%
D = 60% - 69%
F = Less than 60%
I do give A's, and I do give F's. Both require work and are earned; neither should be a
surprise. If you are concerned about the quality of your work, or do not understand a grade
please contact me. Here is what grades in my class mean:
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A = Exceptional work that goes beyond the expectations of the assignment/course.
B = Very good work that meets all expectations.
C = Good work that just demonstrates a basic understanding of course material.
D = Less than satisfactory work that demonstrates little understanding or effort.
D’s are also earned by a failure to attend class regularly
F = Failure. Students most regularly fail courses in three ways: failing to
complete assignments, failing to complete assignments on time, and failing to attend
class. Plagiarism is also a good way to earn an automatic F.
The final grade students receive is based entirely on points earned and lost through
assignments, homework, and attendance. A grading rubric will be available for all
assignments.
Academic Honesty Policy
In general, those caught cheating and/or plagiarizing in my class will be failed. If you don't
know what cheating and plagiarizing are, it is worth your time and it is your responsibility to
find out. For information on plagiarism see the Plagiarism Policy of the UI English
Department: http://www.class.uidaho.edu/english/comp/plagiarism.htm . This policy also
applies to this class.
The following is more specific information on Academic Honesty from Article II of
the UI Student Code of Conduct:
1. Cheating on classroom or outside assignments, examinations, or tests is a violation
of this code. Plagiarism, falsification of academic records, and the acquisition or use
of test materials without faculty authorization are considered forms of academic
dishonesty and, as such, are violations of this code. Because academic honesty and
integrity are core values at a university, the faculty finds that even one incident of
academic dishonesty seriously and critically endangers the essential operation of the
university and may merit expulsion. [rev. 7-98]
2. The operation of UI requires the accuracy and protection of its records and
documents. To use, make, forge, print, reproduce, copy, alter, remove, or destroy any
record, document, or identification used or maintained by UI violates this code when
done with intent to defraud or misinform. All data acquired through participation in
UI research programs is the property of the university and must be provided to the
principal investigator. In addition, collaboration with the University Research Office
for the assignment of rights, title, and interest in patentable inventions resulting from
the research is also required [see 5400 A through E]. Entrance without proper
authority into any private office or space of a member of the faculty, staff, or student
body is a violation of this code. It is also a violation to hack or make unauthorized
use of any computer or information system maintained by the university or a
member of the faculty, staff, or student body. [rev.7-05]
3. Instructors and students are responsible for maintaining academic standards and
integrity in their classes. Consequences for academic dishonesty may be imposed by
the course instructor. Such consequences may include but cannot exceed a grade of
“F” in the course. The instructor should attempt to notify the student of the
suspected academic dishonesty and give the student an opportunity to respond. The
notice and the opportunity may be informal and need not be in writing. Penalties for
any disciplinary infraction must be judicially imposed. [See 1640.02 C-5] [rev. 7-98]
4. Instructors may report incidents of academic dishonesty to the dean of students.
Upon receiving such a report, the dean of students shall provide the student with
written notice that a report has been made and an opportunity to meet with the dean
to discuss the report. The dean of students shall maintain the report and any record
of the meeting for a period of time deemed appropriate by the dean. The dean of
students may file a complaint against the student after the meeting has taken place or
the student has elected, either affirmatively or through inaction, not to meet with the
dean. [add. 7-98]
ADA Policy
If you have specific special needs to participate in this course, please let me know so that I
may make the appropriate accommodations. If I cannot make the requisite accommodations
I will work with you to get the necessary support from Disabilities Support Services (DSS).
The provision of equal opportunities for students who experience disabilities is a campuswide responsibility and commitment. Disabilities Support Services (DSS) is the designated
University of Idaho department responsible for coordinating academic support services for
students who experience disabilities. To access support services, students must contact DSS
and provide current disability documentation that supports the requested services. Disability
support services are mandated by Section 504 of the Rehabilitation Act of 1973 and the
Americans with Disabilities Act (ADA) of 1990.
The mission of DSS is to facilitate inclusion by reducing/eliminating barriers, whether they
are attitudinal, structural, programmatic or otherwise. In doing so, students with disabilities
have an equal opportunity to become successful through their own efforts and not held back
by artificial barriers. We strive to create partnerships between DSS, students, faculty, staff,
and other university and community offices by creating awareness and training on disabilityrelated issues as well as providing information and referral services.
Students are asked to notify DSS as soon as possible to discuss disability-related concerns
and needs. Services include, but are not limited to: alternate text, assistive technology
information, readers, notetakers, sign language interpreters, real-time captioning, campus
housing arrangements, campus accessibility and disability parking information, priority
registration assistance, new student orientation, testing accommodations, advocacy, or
assistance with any other campus disability-related needs.
Course Calendar
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1: Introductions & What “is” and “is not” AT.
2: AT for Reading/AT and the IEP & Finding the Path
3: AT for Mathematics/ Building a Team
4: AT for Writing/Building at Team cont.
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5: AT for Organization/AT Consultants & AT Requests
6: AT for Computer Access/AT Requests
7: AT for Persons who are Blind or Visually Impaired/Conducting an Evaluation
8: AT for Persons who are Deaf or Hearing Impaired/Evaluation Report
9: AT for Communication (AAC)/AT Recommendations & Report Review
10: iPads/Classroom Evaluations & Training and Follow-Up
11: Accessible Instructional Materials/Working with instructional technology
12: AT Student Presentations/Universal Design for Learning
13: AT Student Presentations/Review Group Project
14: AT Student Presentations/Review Individual Project
15: Individual UDL Project Reports