Spring 2014
Special Education Technology
SPED 528
Tuesdays 7:10-9:40 pm
Course Instructor:
Candace Mulcahy, Ph.D.
Office: AB-235
Phone: (607) 777-4169
Email:
cmulcahy@binghamton.edu
Office Hours: 3:30-5:30 pm
Tuesdays and by appt
Course Overview:
Explores practical issues in using technology to support or
supplement instruction for students with disabilities,
including assistive technology and instructional technology.
The course is grounded in principles of universal design for
learning and IDEA mandates for assistive technology.
Prerequisites: SPED 500/501; access to and competence with
personal computer for email, word processing, and internet
searches.
Required Texts/Materials
1) Webcam and speakers (or access to them for class)
2) Readings will be available on Edmodo.
Course Objectives
Upon completion of readings, assignments, and study related to the course topics, the student will use
technology to:
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
Articulate personal philosophy of special education
Participate in the selection and use of appropriate instructional materials, equipment,
supplies, and other resources needed in the effective practice of their profession
Identify models, theories, philosophies, and research methods that form the basis for special
education practice
Research laws, policies, and ethical principles regarding special education service delivery
Plan and manage the teaching and learning environment
Select, adapt, and use research-based instructional strategies and materials according to
characteristics of the individual with exceptional learning needs
Identify supports needed for integration into various program placements
Prepare lesson plans
Access information on exceptionalities
Incorporate and implement instructional and assistive technology
(CEC Initial Level Content Standards, 2009)
Other Expectations:
1) Attend all class sessions and keep up with assignments and readings. Participation in class is
essential as the course involves group activities, lectures, video and/or guest presentations, and
online activities.
2) Pay close attention to your writing form and content. Poor writing will result in grade penalties.
3) Resume & Assignment List
All students will develop a professional resume, highlighting experience with children in
educational and non-educational settings. The resume should include: name, address, phone
number, email address; current education courses with brief description; previous school
placements, including type of school, setting, level, dates; volunteer work with children; work
experience with children; special skills, talents you bring to the experience; minimum of two (2)
goals for the experience.
In addition, students will develop a list (with short descriptions) of ALL assignments (i.e., from
every class) that require fieldwork hours. Due dates must accompany each assignment on the
list.
Students will give the resume and assignment list to their cooperating teacher or administrator at
your first meeting. At the meeting, make sure to review the assignments and due dates.
4) Homework: There will be homework assigned regularly. At times, the homework may require
accessing materials and information from your school. Additionally, you will complete 6
webquests developed by your peers and turn in the task to the webquest developers on the night
it is due. All assignments should be typed unless otherwise directed. Plan accordingly.
5) Webquest Development: Pairs of students will create a webquest about a particular disability
category. The topic of each webquest is, “What’s so special about…?” The webquest should be
a tool for teaching characteristics of the disability to fellow teachers, classmates, and parents, as
well as emphasizing the use of instructional and assistive technologies, application of
instructional strategies, and potential accommodations and modifications required of students
with the disability. The webquest will be completed by your classmates; be sure to include an
interactive task that results in a permanent product. The webquest and task should take
participants no more than 2 hours to complete.
6) Lesson Plans (2): Each week, we will cover a different technology topic. You will develop a
lesson plan using a technology topic covered to that point. You must identify AT and/or IT
considerations within the lesson plan. The same technology topic should not be used more than
once.
7) Technology Teach: Each student (or pair of students) will create and lead a class session to
demonstrate utility and mastery of at least one technology topic. If you choose to work with a
partner, you should sign up for TWO sessions. The technology teach should last approximately
90 minutes and be interactive, informative, and engaging! Considerations for assistive and
instructional technologies and UDL must be included. One week prior to the presentation
session, readings for class should be shared with the group via email or Blackboard. You must
consult with the instructor in planning and preparing for your presentation.
Grading Procedures
Grades will be assigned according to the following values:
Resume/Assignment List
0
Homework/Webquests (8)
40
Lesson Plans (2)
10
Technology Teach
20
Webquest Development
20
In-Class Activities/Participation
10
A
AB+
B
BC+
C
CF
=
=
=
=
=
=
=
=
=
95% to 100%
90% to 94%
88 - 89%
83 - 87%
80 - 82%
78 - 79%
73 - 77%
70 - 72%
0 - 69%
Grades are based on the successful completion of all course requirements in a timely manner. Grades
are based on performance, not effort. Everyone puts forth a great deal of effort during class
experiences. Those who do not put forth a great deal of effort typically do not manage to complete the
experience. Despite the great efforts put forth by all, not all performances are equal. Some students are
exceptional in their performance while others are satisfactory. Your grade is based on your
performance, i.e., your performance in the classroom, your performance on written assignments,
and your ability to display appropriate professional dispositions, per the GSE expectations for
dispositions (http://www2.binghamton.edu/gse/current-students/index.html#prof-dispositions).
Assignments are due at the beginning of class on the date listed in the course syllabus. Assignments
received by the instructor within 24 hours of the original due date/time (i.e., the start of class) can
earn only 1/2 of the total value of the assignment. After that 24 hour period, I will provide feedback
on the assignments but you will have already earned a grade of 0. There will be a possible total of 100
points; there will be no extra credit, so please do not ask.
STUDENTS WITH DISABILITIES
Students who have a documented disability and wish to discuss academic accommodations should
contact Dr. Mulcahy as soon as possible to explore alternative arrangements in completing
assignments or taking exams for this class. Additional assistance also is available through the Office
of Services for Students with Disabilities (SSD) at 777-2686. Their office is at UU-119. The SSD
office makes formal recommendations regarding necessary and appropriate accommodations based
on your specific diagnosed disability. Information about your disability will be treated in a
confidential manner.
ACADEMIC HONESTY
Binghamton University enforces a Code of Academic Honesty. All members of the University
community have the responsibility to maintain and foster a condition and an atmosphere of academic
integrity. Specifically, this requires that all classroom, laboratory, and written work for which a
person claims credit, is in fact that person’s own work. The University Student Handbook publication
has detailed information on academic integrity.
Students assume responsibility for the content and integrity of the academic work they submit.
Students are in violation of academic honesty if they incorporate into their written or oral reports any
unacknowledged published or unpublished or oral material from the work of another (plagiarism); or
if they use, request, or give unauthorized assistance in any academic work (cheating). (GSE
Academic Honesty Policies)
Plagiarism and cheating will not be tolerated in this class. Incidents of either will result in a failing
grade for the assignment in question. Please see me if you have questions concerning what constitutes
cheating or plagiarism.
CLASSROOM ENVIRONMENT
The faculty and staff in the Graduate School of Education are committed to serving all enrolled
students. The intention is to create an intellectually stimulating, safe, respectful and enjoyable class
atmosphere. In return, I expect that each of you will honor and respect the opinions and feelings of
your fellow students.
Course Schedule
Note: This is a proposed schedule, which is subject to change as some presentations/activities may require
more or less class time. Additional course readings may be provided in class or on Bb.
Date
Topic
Homework/Readings
1
1/28/14
Technology Self-Assessment
Hudson, High, & Al Otaiba (2007)
AT vs IT
cast.org
Universal Design for Learning
UDLcenter.org
Partnership for 21st Century Skills
(n.d.)
2
2/4/14
You’re Such a Smart-y Pen!
PBS Video: Digital Media – New
UDL, AT, and IT, part 2
Learners of the 21st Century
Skylar et al. (2007)
3
2/11/14
Online
Webquests
zunal.com
webquest.org
thirteen.org
Work on Webquest with partner
HW: Webquest development Youtube:
Education (browse & discover!)
4
2/18/14
Lesson Plan Camtasia Video
5
2/25/14
Online
Lights, Camera, Action!
Videos and Still Cameras
Movie Maker, iMovie
YouTube, TeacherTube
You Want Me to Use Social Media to Teach?
(SEC)
Technology for the Little Guys? (EC & EL)
Emotional Disturbance Webquest
6
3/4/14
7
3/11/14
Online
8
3/18/14
Digital Storytelling: Animoto, Storybird,
Xtranormal, littlebirdtales
Creating Cartoons: Pixton, ToonDoo, Toontastic
Autism Webquest
Mobile Devices, Tablets, and E-Readers, Oh
My!
Virtual Scavenger Hunts, Field Trips
Gaming and Education
3/25/14
Traumatic Brain Injury Webquest
Make ‘Em Believe: TED & TED-Ed
9
4/1/14
Online
10
4/8/14
11
4/15/14
Stick ‘em up: Special Education Technology and
the LAW
Specific Learning Disabilities Webquest
Flipped “Out” Classrooms: Khan Academy,
Knewton, Knowmia
Intellectual Disability Webquest
SPRING BREAK
storycenter.org
digitalstorytelling.coe.uh.edu
HW: Technology Across Grade Levels
WORD CLOUD
HW: School Technology Inventory
TED Video: Temple Grandin, Arthur
Benjamin, Salman Khan
HW: Lesson Plan 1
WOOHOO! Relax and recharge.
12
4/22/14
13
4/29/14
14
5/6/14
Get Funky & Interactive: Prezis, Vokies,
Glogster
Other Health Impairments Webquest
Data Collection is Your Friend
What the Apps?!?!
Speech or Language Impairments Webquest
HW: Lesson Plan 2
SOOT
Wrapping it all up…could there be more?!
Scavenger Hunt
Enjoy your summer!!!
Richtel, 2011
Web Resources
BrainPop
brainpop.com
CAST
www.cast.org/
Center for Implementing Technology in Education
http://www.cited.org/index.aspx
Class Dojo
classdojo.com
Council for Exceptional Children: Link to Red Book
http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/
Edmodo
edmodo.com
IDEA
http://idea.ed.gov/
Intervention Central
http://www.interventioncentral.org/
Khan Academy
http://www.khanacademy.org/
Knewton
www.Knewton.com
Knowmia
www.knowmia.com
Prezi
prezi.com
National Center on Universal Design for Learning
udlcenter.org
Webquest sites:
webquest.org
zunal.com
Readings
Hudson, R.F., High, L., & Al Otaiba, S. (2007). Dyslexia and the brain: What does current research tell
us? The Reading Teacher, 60(6), 506-515.
Partnership for 21st Century Skills. (n.d.). Learning for the 21st century: A report and mile guide for 21st
century skills. Washington, DC: Author.
Richtel, M. (2011, October 22). A Silicon Valley school that doesn’t compute. The New York Times.
Retrieved from www.nytimes.com.
Skylar, A.A., Higgins, K., & Boone, R. (2007). Strategies for adapting webquests for students with
learning disabilities. Intervention in School and Clinic, 43(1), 20-28.