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Sample Syllabus for
Introduction to Technology in Special Education
Your University
College of Education
Syllabus for EDU XXX
Semester Year
Course Title and Credit:
EDU XXX: Introduction to Technology in Special Education
Instructor:
Office:
Office Hours:
Phone:
E-mail:
Course Blackboard Site:
Catalog Description:
An introductory course to expose students to a variety of technologies used by and with persons with
exceptionalities. Students will gain hands-on skills in designing technology-based instructional materials for students
with a wide range of exceptionalities. A focus on Universal Design for Learning is at the core of this course—with a
goal of providing students with the ability to adapt technology, instruction, and assessment to meet a range of student
needs. Exposure to adaptive and assistive technologies, as well as state-of-the-art software and hardware, will take
place during the course. 3 credit hours
Required Book:
Irvine Belson, S. (2003). Technology for Exceptional Learners. Boston: Houghton Mifflin. ISBN: 0-618-07359-0
Course Objectives (related CEC/NCATE Performance-Based Standards):
Students enrolled in Introduction to Technology in Special Education will master the following objectives:
1. Foundations: Concepts and issues related to the use of technology in education and other aspects of our society.
a) Articulate a personal philosophy and goals for using technology in special education.
b) Use technology-related terminology in written and oral communication.
c) Describe legislative mandates and governmental regulations and their implications for technology in special
education.
2. Individual learning differences: Issues in diversity and in the use of technology.
a) Identify and operate instructional and assistive hardware, software, and peripherals.
b) Provide technology support to individuals with exceptional learning needs who are receiving instruction in
general education settings.
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c) Arrange for demonstrations and trial periods with potential assistive or instructional technologies prior to
making purchase decisions.
3. Learning environments/ social interactions: Procedures for the organization, management, and security of
technology and ergonomic principles to facilitate the use of technology.
a) Evaluate features of technology systems.
b) Use technology to foster social acceptance in inclusive settings.
c) Identify the demands of technology on the individual with exceptional learning needs.
4. Instructional planning: Procedures for evaluation of computer software and other technology materials for their
potential application in special education.
a) Assist the individual with exceptional learning needs in clarifying and prioritizing functional intervention goals
to which technology can contribute.
b) Identify elements of the curriculum for which technology applications are appropriate and ways they can be
implemented.
c) Identify and operate software that meets educational objectives for individuals with exceptional learning
needs in a variety of educational environments.
5. Assessment: Use of technology in the assessment, diagnosis, and evaluation of individuals with exceptional
learning needs.
a) Match characteristics of individuals with exceptional learning needs with technology product or software
features.
b) Use technology to collect, analyze, summarize, and report student performance data to aid instructional
decision-making.
c) Identify functional needs, screen for functional limitations, and determine whether the need for a
comprehensive assistive or instructional technology evaluation exists.
d) Monitor outcomes of technology-based interventions and reevaluate and adjust the system as needed.
e) Work with team members to identify assistive and instructional technologies that can help individuals meet
the demands placed upon them in their environments.
f) Identify placement of devices and positioning of the individual to optimize the use of assistive or instructional
technology.
g) Examine alternative solutions prior to making assistive or instructional technology decisions.
h) Make technology decisions based on a continuum of options ranging from no technology to high technology.
6. Professional and ethical practice: Equity, ethical, legal, and human issues related to technology use in special
education and organizations and publications relevant to the field of technology.
a) Adhere to copyright laws about duplication and distribution of software and other copyrighted technology
materials.
b) Participate in activities of professional organizations relevant to the field of technology.
7. Collaboration: Roles that related services personnel fulfill in providing technology services and guidelines for
referring individuals with exceptional learning needs to another professional.
a) Collaborate with other team members in planning and implementing the use of assistive and adaptive
devices.
b) Instruct others in the operation of technology, maintenance, warranties, and troubleshooting techniques.
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Schedule of Course Content:
Date
January 22
29
February 5
Topic
Introduction: What Is Technology?
Principles for Thinking about Technology.
A Framework for Evaluating Technology
Learning Disabilities: Principles of Technology Integration
12
Developmental Delays: Technology for Life and Social Skills
19
Emotional and Behavioral Disorders: Ritalin and Other
Medical Advances
Communication Disorders: Alternative and Augmentative
Communication
Hearing Impairments: Internet-based Communication
26
March 5
March 12–18
19
26
April 2
9
16
SPRING BREAK
Blindness and Low Vision: Text-to-Speech Technology
Physical and Health Impairments: Mobility Supports
Giftedness and Talents: Online Learning, Advanced
Technology-based Study
Other Disabilities: Autism, Deaf-Blindness, Multiple
Disabilities: Technology to Support Behavior Management
and Communication
Early Childhood Special Education: How Young Is Too Young
(for Technology)?
Technology to Support Communication and Assessment in
Special Education
Course Summary
Special Education Technology: The Future
Final Exam
Assignments
IB: Chapters 1, 2
IB: Chapter 3
Course Forum A
IB: Chapter 4
Course Forum 1
IB: Chapter 5
Course Forum 2
IB: Chapter 6
Course Forum 3
IB: Chapter 7
First Draft of
Resource Handbook
Enjoy!
IB: Chapter 8
Course Forum 4
IB: Chapter 9
Course Forum 5
IB: Chapter 10
Course Forum 6
IB: Chapter 11
Course Forum 7
IB: Chapter 12
Course Forum 8
23
IB: Chapter 13
Course Forum 9
30
IB: Chapter 14
Course Forum 10
May 7
RESOURCE HANDBOOK
DUE
IB = Irvine Belson, S. (2003). Technology for Exceptional Learners. Boston: Houghton Mifflin. ISBN: 0-618-07359-0
COURSE REQUIREMENTS
Attendance
Students are expected to attend all class sessions. Students who miss more than 2 sessions will receive a “one letter
grade” deduction from the final grade in the course. Students who miss more than 4 class session will receive a “two
letter grade” deduction from the final grade in the course. Students who miss more than 8 class sessions will receive
an “F” in the course.
Applied Projects
Several applied projects and activities will be assigned throughout the course. Projects will be objectively assessed
with regard to the criteria detailed below. All projects and activities must be completed to receive a final grade for the
course.
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Electronic Forum (100 points)
Each student will participate in electronic discussion via the class area on Blackboard. Participation in this forum is
critical to attaining goals and objectives for the course. Students are expected to monitor and respond to each of the
weekly discussions, participate actively in those discussions, and provide meaningful input into the topic. Each
posting will be worth a total of 4 participation points, distributed as follows:
1 point = post a comment to the discussion group
2 points = post a comment and provide your opinion
3 points = post a comment, provide your opinion, and build on the comments or opinions of your colleagues
4 points = post a comment, provide your opinion, build on the comments or opinions of your colleagues, and provide
meaningful basis for further discussion
You are expected to subscribe to a technology and/or education journal (or do ongoing research on the topics as
they come up) and comment on how the week’s discussion relates to your readings. You postings should reflect
some aspect of the ideas that are present in your reading EACH time you post.
Resource Handbook (300 points)
For this project, students will design a resource handbook of technology tools that have been collected over the
course of the semester. At least ten different applications or pieces of hardware should be identified. The handbook
will include descriptions of the software applications, information about obtaining the software, and an example of
how the software could be used by at least three different types of students (having three different conditions). For
example, you might select a text-to-speech application, describe it in detail, and discuss how it could be used with
students with visual impairments, learning disabilities, and speech impairments. You should obtain demonstration
copies of each piece of software or, ideally, find an organization or school that is using the application and observe
how students use the tool. Your resource handbook should be available in print form as well as via an accessible
website.
Service Learning Experience (50 points)
Students are required to observe at least three different settings where technology is being used with students with
exceptionalities. More information will be provided in class on local agencies or schools that can be visited.
Learning Lab Design Project (100 points)
This project requires students to design a “learning laboratory” with a technological and curricular focus of their
choice, designed to meet the needs of a variety of students with exceptionalities. Students will submit a complete
description of the technology and related tools needed to complete the project, including personnel, hardware,
software, video editing/ sound editing equipment, furniture, and maintenance requirements. More information will be
distributed in class regarding this project.
Points are distributed as follows:
Electronic Forum: 100 points (4 points x 15 weeks for weekly postings, + 40 points for one week facilitation)
Resource Handbook: 300 points
Service Learning Experience: 50 points
Learning Lab Design Project: 100 points
Total Points Available: 550 points
Late Assignments
All assignments are due on the dates listed in the course schedule. Any assignments turned in after the assigned due
date will receive an automatic 10% deduction from the total amount available for the assignment (additional points may
also be deducted for incomplete or substandard work). Please attempt to turn in all assignments on time. It is the
student’s responsibility to contact the course instructor if an assignment will be late. Please note that there is no penalty
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for assignments turned in early.
Assessment of Performance
Achievement of course objectives will be measured through the instructor’s evaluation of student participation in class
discussion, in-class assignments, written assignments, and projects. Specific requirements and evaluation procedures
are detailed above.
Evaluation
Percentage of total points available (550) will be used to determine the class grade as follows:
100–94%
A
86–82%
B
74–71%
C
93–90%
89–87%
AB+
81–78%
77–75%
BC+
70–67%
D
66% and below F