SBCSELPA and Antioch University
Certificate in Assistive Technology Applications for Special Educators
Course Outline
2015-2016
Instructors:
Jarice Butterfield, Ph. D., CBIS
Phone: SELPA Office: 805-683-1424 or Cell 805-368-2132
Email: jariceb@sbceo.org
Stacy Tolkin, MA, LEP
Phone: SELPA Office: 805-683-1424 or Cell 805-794-8628
Email: Stolkin@sbceo.org
Debbie Grant, SLP, AAC
Email: debgrant@sbceo.org
Scott Marfilius, MA. Ed.
Email: marfilius@mac.com
Specific Certificate Program Objectives:
1) Participants will demonstrate knowledge on how to select, use, and adapt low and
high tech materials and equipment to meet the educational objectives of a particular
student
2) Participants will demonstrate knowledge on the use of technology to enhance the
learning environment and accommodate for individual differences of students with
mild to moderate disabilities
3) Participants will demonstrate an understanding of the legal and ethical issues
involved in the use of technology in the classroom
4) Participants will demonstrate the ability to assess the need for low and high
technology in the educational program for individual students with mild to
moderate disabilities
5) Participants will demonstrate the ability to document assistive technology needs in
the individual education plan (IEP) for students with mild to moderate disabilities
6) Participants will demonstrate knowledge of how to access information and obtain
consultation from other professionals when needed
Description: This certificate program will provide mild to moderate special education
teachers and other special education staff currently working in the field and TESE special
education teacher candidates the knowledge and skills required to plan for and implement
assistive technology applications for students with mild to moderate disabilities.
Specifically, this course meets the requirements of California Ed Code
Participants will explore the use of assistive technologies in schools, including their access,
use and control in a democratic society; their use for development of problem solving,
Revised 10-17-15
critical thinking, and creativity; and their integration into the school curriculum for students
with mild to moderate disabilities.
Special educator course participants will specifically learn to use technology to facilitate
the teaching and learning process for students with disabilities. They will learn about the
terms, trends, history and current information based on applications of technology and
assistive and adaptive devices for working with students in an educational setting.
Emphasis will be placed on course participants learning the various low tech and high tech
technology tools that are available to assist students with mild to moderate disabilities in an
educational setting.
Required Readings and Class Resources:
Edyburn, D. L. (2006) Assistive Technology and Mild Disabilities
http://www.comp.dit.ie/dgordon/Courses/ResearchMethods/Exercises/E4/ATMildDisabiliti
es.pdf
The required reading for this course is: Gierach, J. (2009) Assessing Students’ Needs for
Technology: A Resource Manual for School District Teams (5th Edition). Milton, WI:
Wisconsin Assistive Technology Initiative (WATI). Retrieved from www.wati.org
Melonis, M. (2012). COOL “APP” TIVITIES IN EDUCATION. Assistive Technology
Partners Assistive Technology Partners
Retrieved from:
http://www.ucdenver.edu/academics/colleges/medicalschool/programs/atp/Resources/ATH
andouts/Documents/WayCoolApptivitiesforEducationalSettings%20March2012.pdf
Eric Sailors Apps in Education: http://www.scribd.com/doc/24470331/iPhone-iPad-andiPod-touch-Apps-for-Special-Education
Assignments
Reading Reaction/Response Paper
Write a 1-2 page paper on the Edyburn article.
Due Date: Due electronically or hard copy to Jarice Butterfield by 10-27-15
jariceb@sbceo.org
AT Integrated Lesson Plan & Presentation
Participants shall utilize the lesson plan template provided or other lesson plan format
approved by SELPA to develop and implement a lesson incorporating use of assistive
technology. This lesson can be implemented with an individual in the context of a SPED
or general education class or with a class of students with disabilities as a whole. A final
presentation of up to 10-15 minutes shall be shared in class at the last class (Power Point,
Presi, Google, etc.)
Due Date: Turn in after presentation on 12-15-15 (Last class)
Revised 10-17-15
AT Mild to Moderate Student Assessments with Reports
Participants shall use the WATI assessment as a guide or the SELPA to conduct two AT
assessments for a student with disabilities. A summative report shall be generated for each
assessment. It is recommended that a tool such as the SETT tool be used to gather data in
order to complete at least one of the assessments.
11-20-15 Assessment #1 due to Mr. Marfilius electronically
12-15-15 Assessment #2 due to Mr. Marfilius electronically
Send all assessment assignments to Scott Marfilius electronically at: marfilius@mac.com
AT Certificate Course Outline:
Class/Seminar
1) Saturday 10-17-15
9:00am – 3:30pm
Goleta Union School
District Board Room
401 No. Fairview Ave.
Goleta, CA
Stacy Tolkin,
Jarice Butterfield
Meghan Dewey SLP
AAC
Ashley Jimenez, SPED
Teacher Consortium
2) Tuesday 10-27-15
8:30am – 3:00pm
SELPA Buellton
Conference Room
240 E. Hwy. 246
Buellton, CA
Stacy Tolkin
Scott Marfilius
3) Wednesday 10-28-15
8:30am – 3:00pm
SELPA Buellton
Conference Room
240 E. Hwy. 246
Buellton, CA
Stacy Tolkin
Scott Marfilius
Revised 10-17-15
Content / Class Activities
9:00 AM - 12:00 PM – Jarice B.
 Overview of AT SPED
Regulations and Documentation
of AT in the IEP Power Point
 Activity AT documentation in
IEP
 Intro to use of WATI Guide pp.
6-12 Considering need for AT
 Iris Modules (if time allows)
12:00 PM - 12:30 PM
Lunch
12:30 PM - 1:30 PM – Meghan
Dewey AAC
1:30 PM – 3:30PM
Ashley Jimenez use of tablets and
apps for AT
8:30 AM – 12:00 PM
 AT Assessment Process
 AT Trials
12:00 PM - 12:30 PM
Lunch
12:30 PM – 3:00 PM
 Data Collection
 AT Implementation
8:30 AM – 12:00 PM
 Universal Design for Learning
(UDL) and AT
 Differentiating Instruction
12:00 PM – 12:30 PM
Lunch
12:30 PM – 3:00 PM
 Built in accessibility
Computers and Devices
Reading Assignment
(read by next class)
• SBCSELPA AT
Guidelines (available at
SBCSELPA.org)
Assignments
Due at Class
•Edyburn Article
(available at
SBCSELPA.org or at link
provided)
Write a one page
reflection paper on
Edyburn due by
10-27-15 class
• W.A.T.I.
Assessment Package
pp. 1-12
• W.A.T.I
Assessment Package
pp 13-47
 Response
/Reaction to the
Edyburn Article
4) Wednesday11-4-15
8:30am – 3:00pm
SBCEO Technology
Lab and MTC
4400 Cathedral Oaks
Santa Barbara, CA
Stacy Tolkin
Debbie Grant, SLP, AAC
8:30 AM – 12:00 PM
 AT and the core curriculum
 Inspiration
 Solo Suite w/ Beth Kalish
12:00 PM – 12:30 PM
Lunch
12:30 PM – 3:00 PM
 Bookshare, Learning Ally
 Use of iPad and apps
5) Tuesday 12-15-15
SELPA – Room 12 or
GUSD Board Room
401 N. Fairview Ave.
Goleta, CA
8:30am -3:00pm
Jarice Butterfield
Stacy Tolkin
8:30 AM – 10:30 AM
 Info Grip hands on
10:30 AM – 12:00 PM
 Divide into groups presentations
12:00 PM – 12:30 PM
Lunch
12:30 PM – 3:00 PM
 Presentations continued
 Presentation of
Integrated AT
Lesson Plan
• Hard or
electronic copy
of AT
Integrated
Lesson Plan
Due
 AT Mild to
Moderate
Student
Assessment #1
due
 AT Mild to
Moderate
Student
Assessment #2
due
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