UNIVERSITY CURRICULUM COMMITTEE
Add a Course Form
Instructions: Clearly mark all changes using Track Change or strikethroughs for deletions and underlines for additions. Following the
approval of the appropriate college curriculum committee, a single representative for the college will e-mail the completed form to the
Academic Publications Editor in the Registrar’s Office, ctibbals@uidaho.edu for review by the University Curriculum Committee (UCC).
Deadline: This form must be submitted to the Academic Publications Editor by October 15th for inclusion in the next available General
Catalog and to be available for scheduling beginning with the next summer semester.
Submission Information
College:
Education
Department/Unit:
Special Education
Dept/Unit Approval Date:
College Approval Date:
Course Information
Note: Final course numbers are the decision of the Office of the Registrar. Please list your desired course number and the
Academic Publications Editor will attempt to locate the closest available number if the number suggested isn’t available.
Course Subject Prefix:
EDSP
Course Number:
544
Course Title:
Assistive Technology and Universal Design for Learning for Pre-K12
Short Course Title (If the course title is longer than 30 characters):
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2
Course Credits:
2
Course Description:
This course is designed to introduce students to assistive technology and universal design for learning
as they are woven into the PreK12 community to support all students including those with disabilities
access and interact with the general education curriculum. This course will increase participants’
understanding of the continuum of assistive technologies to universal design and expose them optimal
systematic formats for successful implementation. Focus will move from an IEP team-based process, of
student evaluations, reporting, training, and follow-up, to a general education classroom instructional
design model with an understanding of the impact on school improvement.
Course Prerequisites:
None
Course Co-requisites:
None
Cross- and Joint-List Status
Cross-listed course are offered between two or more academic units on campus, such as a course offered in both Conservation Social
Science and Political Science. Joint-listed courses are offered between two or more levels, such as undergraduate and graduate. A
course may be both cross-listed and joint-listed. Clearly mark all changes using Track Change or strikethroughs for deletions and
underlines for additions.
Add, Drop, or Change of
Status:
Cross-Listed Course(s):
Joint-Listed Course(s):
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Date the affected Units
approved of this change:
Cooperative Course Approval (If Applicable)
Cooperatively offered courses are open to students from an approved participating institution. These students are not required to pay
the UI’s tuition, but the students are responsible for any other course fees. Students participating in these courses must be degreeseeking students at their home institution.
Statement of Purpose
Co-operative programs are based on one or more of the following criteria:

Strengthen the academic program -- by providing access to complementary or unique program components (faculty,
facilities, or other program related information or materials).

Support partnerships -- funded research/grants.

Provide efficiencies -- resource and/or fiscal efficiencies that would not otherwise be available.
Add, Drop, or Change of
Status:
Cooperative Institution:
Rationale for request:
Rationale and Assessment Information
Rationale for approval of this request; include an explanation of how the department will manage the added workload of this new course
and any relevant assessment information that applies to this course:
This course is part of a new doctoral program being designed and implemented by the UI Center on Disabilities and Human
Development and the Special Education program in the UI College of Education. This course will be taught by CDHD faculty/staff
who have expertise in the area of AT/UDL and who are funded by various AT grants administered through the CDHD.
Office of the Registrar Information
Date Received by UCC
Secretary:
UCC Item Number:
UCC Approval Date:
General Curriculum
Report Number:
UCC Approval Request – Add a Course
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UNIVERSITY OF IDAHO
COLLEGE OF EDUCATION
FALL 2013
2 CREDITS
EDSP 544. Assistive Technology and
Universal Design for Learning for PreK-12
“I OFTEN SAY THAT DESIGN IS REALLY HOW YOU TREAT PEOPLE.”
Yves Behar
College Vision
The College of Education envisions being a leading, diverse, nationally recognized educational community. Our
caring faculty members and innovative curriculum are:
• Preparing professionals through integrated programs grounded in research
• Generating and evaluating knowledge through disciplinary and interdisciplinary scholarship
• Informing professional practice and community life through the exchange and utilization of knowledge
Together, our college community is achieving this vision through a culture of openness, innovation, and
collaboration.
College Mission
The College of Education enriches lives by advancing excellence in research and practice in education, leadership,
and applied human arts and sciences (adopted January 27, 2005).
Conceptual Framework
University of Idaho educators CARE. Together we develop as scholar practitioners who value and professionally
apply and advance:
Cultural Proficiency;
Assessment, Teaching, and Learning;
Reflective Practice; and,
Engaging in Community Building & Partnerships.
Instructor Information
Name: Janice Carson, M.Ed.
Office Hours: M 11 am-12 pm or by appointment
Office Location:Center on Disabilities and Human Development, Rm. 125
121 West Sweet Avenue
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Telephone:
Email address:
(208) 885-6104
janicec@uidaho.edu
Course Meeting Information
Meeting Dates: August 26- December 20, 2013
Day and Time: Th (4:00 to 6:00)
Location: Online Elluminate
Course Texts and Materials
You are responsible for obtaining your own copy of the required text.
Our primary text will be:
 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. This book is available online through many resources.
Contact me if you cannot find it.
Course Description
This course is designed to introduce students to assistive technology and universal design for learning as they are
woven into the PreK12 community to support all students including those with disabilities access and interact with
the general education curriculum. This course will increase participants’ understanding of the continuum of assistive
technologies to universal design and expose them optimal systematic formats for successful implementation. Focus
will move from an IEP team-based process, of student evaluations, reporting, training, and follow-up, to a general
education classroom instructional design model with an understanding of the impact on school improvement.
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 technology in the education setting.
5. Demonstrate knowledge of a) assistive technology devices and instructional technonlogy, b) how they can
be used to increase, maintain, or improve the functional capabilities and learning of students, and c) online
resources.
6. Demonstrate a variety of technology for lesson instruction following UDL principles.
7. 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.
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8. Apply the knowledge and skills above by using informal assessment data to accessible classroom curriculum
following the Principles of Universal Design for Learning.
General Course Requirements
The following guidelines should help you structure your learning and plan your time:



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 4-6 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
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As an education professional, you have the opportunity, to consider each of these assignments through the
lens of your area of interest within special education such as autism, secondary transition, or early
childhood, etc.
1. Blog Responses (30 Pts Wkly):
Each week you have required reading. You will need to respond to the reading in a blog format. This is due by class
time on Thursday (5 pts). Then you will have until Friday at 5:00, of the same week, to respond to your peers (5
pts).
2. AT & IT Retooled (20 points):
During the semester you have heard about several types of assistive and instructional technology. You need to look
back on that information with the new lens of UDL. You will choose 2 types of devices (hardware, software, app)
and explain how it can be used as another means of expression such as a class assignment or informal assessment
that capitalizes on the student’s strengths, while supporting their needs. Do not limit yourself on this activity; try to
think “outside the box” such as a communication device for a speech, etc.
3. AT & UDL Content Management System (CMS) (35 points):
As an educational leader, having resources at your fingertips to share with your peers is important in your
professional community. Thus, you will develop a website, which will include categorized AT and UDL hardware
and software, as well as professional resources.
4. Cloud-based technology (35 points):
A big piece of UDL is engagement. Use a cloud-based technology to develop an activity that will engage
elementary/middle school students in a subject of your choice. For example,
5. Concept Map (35 points):
You will be building a website to house AT & UDL technology and resources. Prior to building your website, you
will organize your web design thought a concept mapping tool such as Kidspiration. A rubric will be provided and a
personal reflection is required.
6. Digital story (35 Points):
Digital stories can be a powerful way to convey a point or engage an audience around an important topic. Digital
stories can include voice, music, and digital images. You need to create a digital story that can be used in your
classroom to highlight a curricular element. A rubric will be provided and a personal reflection is required.
7. AT/IT Hardware Devices (35 Points): During the semester you will have the opportunity to become familiar
with many types of AT/IT hardware devices. Identify technology you could use in a lesson plan on how you would
use the technology for instruction on the subject of your choice. Further, you will need to access, either physically
or by web, one of the four AT Lending Libraries and borrow or analyze, some devices that could be used by the
student as AT to support active participation within the lesson, such as AAC. Technologies you might use for
instruction include: Smartboards, mobile devices such as, iPods, iPads, Vernier probeware, etc. A rubric will be
provided and a personal reflection is required.
8. AT Assessment and Recommendations Scenario (35 points):
You will be given a scenario in which you need to analyze the background/assessment information and then
develop a written report with AT recommendation(s), for the IEP team. A report format will be provided. You will
use iMovie, Windows Movie Maker, or an equivalent program in which you will produce a 2-5 minute video that
might be used by the IEP team, as a means of reporting out your results. Since this is a short video, focus on only
on one area of your report. It is important to note, that this assignment is being used for case management
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purposes; however, the technology can be used for instruction as well. A rubric will be provided and a personal
reflection is required.
9. AT Assessment and Recommendations Scenario UDL Redesign (40 points): (Signature Assignment)
Your final assignment will be to reanalyze the information from your AT Assessment and Recommendations
Scenario and redesign it from the assumption the classroom learning environment is universally accessible. This is
to be done following the Nine Principles of Universal Design for Learning; thus, moving from AT to IT which
incorporates the technology as a natural part of the instructional process. Please note, some technology will not
translate from AT to IT; however, it will provide a means personal access for the student to the general education
curriculum. A report format will be provided, as will a rubric, and a personal reflection is required.
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:





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:





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
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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 campus-wide 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
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between DSS, students, faculty, staff, and other university and community offices by creating awareness and training
on disability-related 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.
Library Resources
As a UI student, you have access to valuable electronic and print resources from the university's library. The
library's catalog, designed to let you search for books and some articles, is front and center on the library's
homepage at http://www.lib.uidaho.edu. More specialized article databases can be found by using the "Find
Articles" link, also on the homepage. Live reference/research assistance is available Monday through Thursday 9
a.m. to 9 p.m., Friday 9 a.m. to 5 p.m., and Sunday 1 p.m. to 9 p.m. You can call 208-885-6584, email
libref@uidaho.edu, text 208-856-0814, or IM from the homepage. In addition, feel free to contact College of
Education librarian, Rami Attebury, directly at 208-885-2503 or rattebur@uidaho.edu with any questions.
RESEARCH GUIDES:
http://libguides.uidaho.edu/CandI (Curriculum and Instruction)
VIDEOS:
Getting Started with a Library Barcode - http://screencast.com/t/uZxKjCddgdg (3:07)
Sage Full-Text (Organization and Management Studies) - http://screencast.com/t/47uc678Y (2:34)
Business Source Premier - http://screencast.com/t/f3pR9Mq9DPY8 (3:51)
Interlibrary Loan - http://screencast.com/t/sSbK6RGH9 (3:58)
EBSCO Databases - http://screencast.com/t/YtJiZs3w (2:40)
Course Calendar
Week
Day
Date
One
Th
8/29
Two
Th
9/5
Topic
Activity Due
Reading
(Completed Prior
to Class)
Blog
Introduction and
Chapters 1 -3
Pgs 1-25
Chapter Pgs
Intro
1-7
1
11-20
2
21-25
3
29-39
Blog
Chapters 4-8
Personal Introductions,
Course & Syllabus Review
Web Development using
CMS
AT Foundation:
Common Terms to
Consideration
AT Quality Indicators
(QIAT) QI3: AT in the IEP
AT: Organization including
Concept Maps
Three
The AT Team
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Week
Day
Date
Th
9/12
Topic
Activity Due
AT: Autism
Four
Th
9/19
Five
Th
9/26
AT Consultations and
Evaluations
AT Quality Indicators
(QIAT) QI1: Consideration
of AT Needs
AT: AAC
Evaluation: Conducting and
Reporting
Blog
CMSConcept Map
Blog
Six
Th
10/3
Seven
Th
10/10
The Evaluation Report for
the IEP Team
Chapter
10
11
Pgs
Chapter 12-13
Pgs
Blog
AT
Assessment
and
Recommendat
ions Scenario
Blog
Chapter 14-15
Chapter
14
15
AT: Computer Access &
Mobility
Eight
Th
10/17
Chapter Pgs
4
47-50
5
51-67
6
69-71
7
8
Chapter 10-11
Chapter
12
13
AT Quality Indicators
(QIAT) QI2: Assessment of
AT Needs
AT: HI-D/VI-B & Cloud
Computing
Prerecorded Presentation:
Web 2.0 Tools & Cloud
Computing & Digital Stories
Reading
(Completed Prior
to Class)
Training/Follow-Up and
Classroom Evaluations
Blog
AT Quality Indicators
(QIAT) QI4: AT
Implementation
(QIAT) QI5: Evaluation of
Effectiveness of AT
Implementation
Cloud-based
technology
Pgs
Chapter 16-17
Chapter
16
17
Pgs
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Updated 2/8/2016
Week
Day
Date
Topic
Activity Due
Reading
(Completed Prior
to Class)
Nine
Th
10/24
CCSS & School
Improvement-SWD (Look at
State data)
Blog
Supplemental
Reading: Learning
Digital Story
Teaching Every
Student in the
Digital Age: UDLChapter 1 Ed in the
Digital Age
Universal Design for
Learning (UDL) BriefIntroduction
AT/IT: Research-Internet
Ten
Th
10/31
UDL-Learning
Research
Blog
AT/IT: Art, Music, Science,
Social Studies
Teaching Every
Student in the
Digital Age: UDLChapter 2 What
Brain Research Tells
Us About Learning
Differences
Supplemental
Reading: Theoretical
models (e.g., TPACK,
RAT, SAMR, TIPP,
Connectivism)
Eleven
Th
11/7
UDL-Principles
Blog
AT/IT: Mathematics
Apps
Teaching Every
Student in the
Digital Age: UDLChapter 3: Why we
Need Flexible
Instructional Media
Supplemental
Reading:
Technology for
Learning & Adventure
Learning
Twelve
Th
11/14
Accessible Instructional
Materials (AIM)
Blog
Copyright, copyleft, and
fair use & Internet
Safety
AT/IT: Reading
Apps & Internet SafetyCopyright
Thirteen
Prerecorded Presentation:
Supplemental
Reading:
Blog
Supplemental
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Week
Day
Date
Th
11/21
Topic
Activity Due
AT for Birth to 5
AT/IT
Hardware
Devices
Fourteen
Th
11/28
Fall Recess
Enjoy the Break
Fifteen
Th
12/5
AT/IT: Written Language
Apps
Reading
(Completed Prior
to Class)
Reading:
Technology and
Cultural Diversity
AT/IT
Retooled
Sixteen
Th
12/12
CMS website
Seventeen
Th
12/19
(Finals)
AT
Assessment
and
Recommendat
ions ScenarioUDL
Redesign
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