SSLS 744 SpEd Tech
Summer 09
SPECIAL EDUCATION TECHNOLOGY
DEPARTMENT OF SPECIAL SERVICES
AND LEADERSHIP STUDIES
COLLEGE OF EDUCATION
PITTSBURG STATE UNIVERSITY
Summer 2009
Course Number:
Credit Hours:
Instructor:
Office:
Office Phone:
E-Mail:
Office Hours:
Course Time Schedule:
SSLS 744
3
Martha A. York
210 Hughes Hall
(620) 235-4965
(620) 235-4484 (SSLS office)
myork@pittstate.edu
M-Th 9:00—10:30 or by appt.
Monday—Thursday 10:30-1:00
Room B22 Hughes Hall
I. COURSE DESCRIPTION
This course includes explorations and applications of technology for
students with special needs. Course content includes topics such as
evaluation of students, care and maintenance of
augmentative/assistive devices, instructional software, and application
for program development and review.
II. PURPOSE OF THE COURSE
This is a course required for all students pursuing a Master of Science
Degree in Education with a Major in Special Education Teaching and
all students seeking endorsement in special education. The purpose of
this course is to develop the skills necessary to be a successful teacher
by providing appropriate technology to all students with disabilities
and evaluating the need for and use of technology in general and
special education programs.
1
III. COURSE OBJECTIVES
Upon successful completion of this course, the student will be able to:
1.
Demonstrate knowledge of special education technology and the major
legislation that has impacted technology's role for individuals with
disabilities.
2.
Select media to attain instructional goals and objectives.
3.
Apply computer and related technology to instructional processes.
4.
Insure pupil access to necessary instructional media.
5.
Demonstrate simple care and maintenance of assistive devices.
6.
Identify funding sources that can be used in obtaining special education
technology.
7.
Identify the role of technology and assistive technology in the IEP process.
8.
Demonstrate sensitivity to family needs and priorities when recommending
the use of special education technology.
9.
Demonstrate sensitivity to cultural differences when recommending the use
of special education technology and assistive technology.
Objectives from KSDE Redesign of Licensure--2002
A-3-P-9
The teacher administers assistive technology assessments and
develops assistive technology plans.
A-4-P-6
The teacher selects and uses appropriate technologies to accomplish
instructional objectives and appropriately integrates them into
instructional options.
A-5-K-3
The teacher understands use of technology to plan and manage
teaching and learning environments.
A-5-K-7
The teacher understands common environmental and personal
barriers that hinder accessibility and acceptance of students with
adaptive learning needs.
A-5-P-12
The teacher identifies and alleviates common environmental, and
personal barriers that hinder accessibility and acceptance of students
with adaptive learning needs.
F-4-P-4
Teacher selects and uses appropriate assistive and other technologies
to accomplish instructional objectives.
F-5-K-3
The teacher understands the use of technology to plan and manage
teaching and learning environments.
F-7-K-4
The teacher understands the role of technology in effective
communication and collaboration.
F-7-P-9
The teacher selects and uses appropriate technology to communicate
and collaborate with others.
IV. INSTRUCTIONAL RESOURCES
David H. Rose & Anne Meyer (2002) Teaching Every Student in the Digital Age: Universal Design
for Learning. Available free online at: http://www.cast.org/teachingeverystudent/ideas/tes/
Zabala, J. (2002) A Brief Update to the SETT Framework Introduction. Retrieved from:
http://sweb.uky.edu/~jszaba0/SETTupdate2002.html.
Professional Journals, Axe Library; Teacher Education Computer Lab,
316 Hughes Hall; Instructional Resource Center (IRC), B6 Hughes
Hall; and the professional library in Hughes Hall Annex.
V. TEACHING STRATEGIES
Lecture, open-ended discussion, handouts, lecture visuals, guest
speakers, videotapes, demonstrations and hands-on activities. Part of
this class may be completed through Angel over the Internet.
VI. COURSE CONTENT
The course will be organized into four sections.
Unit 1:
Overview of Special Education Technology
Accessibility
Universal Design
Unit 2:
Technology in Special Education
Unit 3:
Assessment for Assistive Technology
Unit 4:
Technology to Enhance Student Learning
VII. COURSE REQUIREMENTS
A. Accessibility/Universal Design Project—Due July 13
B. Instructional Design Project (Make a Bad
Powerpoint)—Due July 16
C. Learning Activity Project—Due July 23
D. Assessment for Assistive Technology Project—Due
July 30
Each project is worth 100 points for a total of 400 points for the
course.
Tentative Course Schedule
July 6
July 7
July 8
July 9
July 13
July 14
July 15
July 16
Attendance
Optional
July 20
July 21
July 22
July 23
Attendance
Optional
July 27
July 28
July 29
July 30
Week 1--Accessibility/Universal Design
Introduction
Universal Design for Learning
Accessibility Features on Common
Computers
No Class—work on Universal Design
Project
Week 2--Technology in Special Education
Technology Use with Preschool Students
Accessibility/Universal
Design Project Due
Technology Use with Elementary Students
Technology Use with Secondary Students
PowerPoint Workshop
 Introduction to PowerPoint for
beginners
 Work on PowerPoint Activity
Work on Instructional Materials Design
Project
Week 3--Technology to Enhance Student Learning
Technology for use by students with sensory Make a Bad Powerpoint
impairments, autism, and behavior
Project Due
disorders
Assessment for Assistive Technology
Assistive Technology and IEP’s
Work on Learning Activity Projects
Week 4—Assessment and IEP’s
Present information from Learning Activity Learning Activity
Projects
Project Due
Technology Planning
Case Study Activity
AT Assessment Project
Due—in class
No Class