Southeastern Louisiana University
Special Education 490
Special Topics Seminar in Special Education
1 credit hour
COURSE DESCRIPTION:
The course will focus on contributions of research, philosophy, and current best practices as they
apply to the education of students with special needs (catalog description). Additionally, this
course will focus on assistive technology for students with disabilities and how technology in
general can be an effective teaching tool for these students.
PREREQUISITES: Take with SPED 210
STATEMENT OF CONCEPTUAL FRAMEWORK:
In order to successfully plan, develop, and implement curricula to meet the needs of diverse
learners in today’s world and to prepare candidates for the future, the College of Education and
Human Development (COEHD) has identified four critical components of The Effective
Educator: Professional Standards (PS), Knowledge of Learner (KL), Strategies and Methods
(SM), and Content Knowledge (CK). The Conceptual Framework provides direction for the
development of effective professionals. Diversity is an integral part of each component, and
Technology is emphasized throughout all programs in the educational unit (diversity)
(technology).
COURSE OBJECTIVES:
Upon completion of the course, students will have demonstrated their understanding of the
following competencies by their performance on examinations and by their successful
completion of the course requirements:
ICC3K2 Impact of learners’ academic and social abilities, attitudes, interests, and values on
instruction and career development (KL, SM, CK, D, T, PS)
IGC3K2 Impact disabilities may have on auditory and information processing skills (KL, CK,
D,T, PS)
ICC4K1 Evidence-based practices validated for specific characteristics of learners and settings
(SM,KL, CK, T,D, PS)
IGC4K1 Sources of specialized materials, curricula, and resources for individuals with
exceptional learning needs (KL, CK, D,T, PS)
ICC6K4 Augmentative and assistive communication strategies (KL, CK, D,T,PS)
LEARNER OUTCOMES:
By the conclusion of this course, the student will be able to:
IGC3S1 Relate levels of support to the needs of the individual (KL, CK, D, T, PS)
ICC4S3 Select, adapt, and use instructional strategies and materials according to characteristics
of the individual with exceptional learning needs (KL, CK, SM, D, T, PS)
IGC4S4 Use reading methods appropriate to individuals with exceptional learning needs (KL,
CK, D, T, PS)
IGC4S5 Use methods to teach mathematics appropriate to the individuals with exceptional
learning needs (KL, CK, SM, PS, D, T)
IGC4S7 Use appropriate adaptations and technology for all individuals with exceptional
learning needs ((KL, CK, SM, PS, D, T)
IGC5S2 Use and maintain assistive technologies (KL, CK, SM, PS, D, T)
IGC6S5 Plan instruction on the use of alternative and augmentative communication systems
(KL, CK, SM, PS, D, T)
COURSE OUTLINE:
Foundations of Assistive Technology/Technology in General
What is AT?
Types, advantages/benefits
Assessment – matching technology and disability - interdisciplinary
Awareness and working knowledge – vocabulary
Access issues, the information age (multimedia, telecommunications, the web), Higher
Education
Exploring & Considering AT
Adapting computers
Curriculum
Literacy and AT
Augmentative and alternative communication
Mobility and environmental control
Sensory impairments
AT intervention
AT in the work/home environment
Accessible sports/recreation
Resources
Online
Publications
National, regional, local
ARTIFACTS APPROPRIATE FOR PORTFOLIO:
Field experiences
FIELD EXPERIENCE:
Hours: 5 total hours
Type: observation of how technology and assistive technology are used for students with
disabilities
REQUIRED UNIT/PROGRAM ASSESSMENTS:
Field experience hours
COURSE EVALUATIONS
Analysis of three websites for students with disabilities
Critique of Apps for students with disabilities
Two exams
Field experience description and reflection
KNOWLEDGE BASE
Bouck, E., & Flanagan, S. (2009). Assistive technology and mathematics: What is
there and where can we go in special education. Journal of Special Education
Technology, 24(2), 17-31.
Campbell, M.L. & Mechling, L.C. (2009). Small group computer assisted instruction
with smart board technology: An investigation of observational and incidental learning of
nontarget behavior. Remedial and Special Education, 30(1), 47-58.
Edyburn, D. (2009). Rti and udl interventions. Journal of Special Education
Technology, 24(2), 46-48.
Gentry, J. (2008). E-publishing’s impact on learning in an inclusive sixth grade social
studies classroom. Journal of Interactive Learning Research, 19(3), 455-468.
Krach, S., & Jelenic, M. (2009). The other technological divide: K-12 web
accessibility. Journal of Special Education Technology, 24(2), 31-39.
Lazarus, S.S., Thurlow, M.L., Lail, K.E., & Christensen, L. (2009). A longitudinal
analysis of state accommodations policies: Twelve years of change 1993–2005. The
Journal of Special Education, 43(2), 67-74.
Ludlow, B. L., & Foshay, J.D. (2009). Assistive technology in the classroom: Enhancing the
school experiences of students with disabilities. Journal of Special Education
Technology, 24(1), 65-68.
Wehmeyer, M.L., Palmer, S.B., Smith, S.J., Davies, D.K., & Stock, S. (2008). The efficacy of
technology use by people of intellectual disability: A single subject design meta-analysis.
Journal of Special Education Technology, 23(3), 47-67.
SPECIAL EDUCATION PUBLICATION WEBSITES
Teaching Exceptional Children http://journals.sped.org/index.cfm?fuseaction=tec_toc
Exceptional Children http://journals.sped.org/index.cfm?fuseaction=ec_toc
CEC Today Online http://www.cec.sped.org/bk/cectoday/index.html
Special Education/Gifted Education Journals http://ericec.org/fact/journals.html
The Journal of Special Education http://www.proedinc.com/jse.html
Remedial and Special Education http://rse.sagepub.com/
Intervention in School and Clinic http://isc.sagepub.com/
Journal of Learning Disabilities http://ldx.sagepub.com/