(EDS 621) Syllabus of Record: Assistive Technology in Education
Course Description: This course provides participants with a comprehensive overview of
assistive and augmentative technology solutions for students with low incidence disabilities.
Includes current law and Individualized Educational Programming (IEP) considerations, use of
high and low tech assistive and augmentative devices, internet-based and software solutions,
curriculum integration and inclusion strategies.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and Learning
in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our interactions,
liberal education to guide our perspectives, and social responsibility to guide our commitment to
democratic education. We value these ideals in our preparation of candidates, our development
of faculty, and our relationships with the larger community we serve.
Standards and Assessments
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Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Standards for Advanced Programs Preparing Teachers: National Board for Professional
Teaching Standards (NBPTS); Council for the Social Foundations of Education (CSFE);
College of Education Research Standards.
Specialty Program Standards: Council for Exceptional Children
2. Development and Characteristics of Learners
3. Individual Learning Differences
4. Instructional Strategies
5. Learning Environments and Social Interactions
7. Instructional Planning
8. Assessment
9. Professional and Ethical Practice
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Course Standards: National Board for Professional Teaching Standards
1. Teachers are Committed to Students and Their Learning
A. Teachers Recognize Individual Differences in Their Students and Adjust Their Practice
C. Teachers Treat Students Equitably
3. Teachers are Responsible for Managing Student Learning
C. Teachers Place a Premium on Student Engagement
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Common Course Assessment: Technology Project
Major Topics
Legislation and assistive / augmentative technology
-Individuals with disabilities Act (IDE-IA)
- American with Disabilities Act (ADA)
- Section 504 of the Rehabilitation Act
Legal issues and the Individualized Educational Program (IEP)
Technology and transition into the role of adulthood
Grants and other funding sources for technology
Evaluation, selection and planning considerations for technology implementation
Issues and trends in assistive and augmentative technology use
Adapted computer access: built in accessibility, alternate keyboards, switch access, voice
recognition, speech output
Augmentative communication devices
Internet resources
Software resources
Organizations and agency resources
Low-tech aides
Course Knowledge Base
Books:
Bitner, G. B., & Pierson, G. (1998). Using technology in the classroom. Vaicom
Blackstone, S. W., & Hunt-Berg, M. (2003). Social networks: A communication inventory for
individuals with complex communication needs and their communication partners.
Monterey, CA: Augmentative Communications.
Bowser, G., & Reed, P. (1998). Education tech points: A framework for assistive technology
planning. Winchester: Coalition for Technology in Oregon.
Burkhart, L. J., (1980). Homemade battery powered toys and educational devices for severely
handicapped children. College Park, MD: Author.
Burkhart, L. J., (1982). More homemade battery powered toys and educational devices for
severely handicapped children. College Park, MD: Author.
Cook, A. M., & Hussey, S. M., (2002). Assistive technologies: Principles and practices (2nd Ed).
St
Louis, MO: Mosby.
Jonassen, D. H., (2000). Computers as mindtools for schools: Engaging critical thinking. Upper
Saddle
River, NJ: Merrill.
Osborne, A. G., & Russo, C. J., (2003). Special education and the law. Thousand Oaks, CA:
Corwin
Press.
Reed, P., Bowser, G., & Korsten, J., (2002). How do you know it? How do you show it? Making
assistive technology decisions. Oshkosh: Wisconsin Assistive Technology Initiative
Reed, P., & Lamb, E., (2004). Assessing students’ need for assistive technology: A resource
manual for school district teams. Oshkosh: Wisconsin Assistive Technology Initiative.
Roblyer, M. D., & Edwards, J., (2000). Integrating educational technology into teaching. Upper
Saddle
River, NJ: Merrill.Woodward, J., & Cuban, L., (2001). Technology, curriculum, and profound
development: Adapting schools to meet needs of students with disabilities. Thousand
Oaks, CA: Corwin Press.
Internet Resources:
Abledata http://abledata.com
Adaptive Design Associations, Inc. http://adaptivedesign.org
Alliance for Technology Access hhttp://www.ataccess.org
Closing the Gap http://www.closingthegap.com
DisAbility Information and Resources http://www.makoa.org
Switch in Time http://switchintime.com
Journals:
Augmentative and Alternative Communication
Byte
Education and Training in Mental Retardation and Developmental Disabilities
Journal of the Association for Severe Handicaps
Journal of Special Education Technology
Mental Retardation and Developmental Disabilities
T.H.E. Journal