Brigham Young University
Department of Counseling Psychology and Special Education
Fall Semester, 2010
Course & Title:
CPSE 463: Assistive Technology for Students with Disabilities
Course Credit:
3 Semester hours
Room & Time:
Wednesdays 4:00 - 6:50 p.m., 341 MCKB
Instructor:
Dr. Tina Taylor Dyches
340-F MCKB, BYU, Provo, UT 84602
tina_dyches@byu.edu
422-5045 w.
367-3580 m.
Office Hours:
Wednesdays 2:00-3:45 pm; and by appointment. Open door policy.
Course Catalog Description: Using assistive technology to improve communication skills and
education of students with disabilities.
Prerequisites:
Admission to special education program or instructor’s consent.
Learning Outcomes: This course is designed to prepare special educators to use assistive
technology for students with disabilities. Specifically, students will be taught to develop,
implement, and evaluate augmentative and alternative communication systems for students with
severe communication impairments. Content will cover the following areas: foundations,
assessment, selection and design, intervention, and evaluation. This class relates directly to the
BYU Special Education Program Learning Outcome on Teaching. Please see
http://learningoutcomes.byu.edu for details regarding these learning outcomes.
Guiding Framework: As a department, we embrace the Interstate New Teacher Assessment and
Support Consortium (INTASC) Standards as our guiding framework for preparing teacher
candidates.
The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards: The
INTASC standards center on five major propositions: (1) Teachers are committed to students and
their learning. (2) Teachers know the subjects they teach and how to teach those subjects to diverse
learners. (3) Teachers are responsible for managing and monitoring student learning. (4) Teachers
think systematically about their practice and learn from experience. (5) Teachers are members of
learning communities.
Course Objectives: This course is designed to meet the requirements needed for a state of Utah
teaching license in Special Education and also meets the standards of the Council for Exceptional
Children (noted in bold italics – CC = Common Core; IC = Independence Curriculum). You will
also meet Interstate New Teacher Assessment and Support Consortium (INTASC) standards in this
1
course as listed below.
(Knowledge-Based Objectives)
Students will demonstrate knowledge of:
Objective
CC6K1 Effects of cultural and linguistic
differences on growth and development.
CC6K2 Characteristics of one’s own culture
and use of language and the ways in which
these can differ from other cultures and uses
of languages.
CC6K3 Ways of behaving and
communicating among cultures that can lead
to misinterpretation and misunderstanding.
CC6K4 Augmentative and assistive
communication strategies.
IC6K1 Impact of language development and
listening comprehension on academic and
non-academic learning of individuals with
disabilities.
IC6K2 Communication and social interaction
alternatives for individuals who are
nonspeaking.
(Skill-Based Objectives)
Students will:
Objective
CC6S1 Use strategies to support and enhance
communication skills of individuals with
exceptional learning needs.
CC6S2 Use communication strategies and
resources to facilitate understanding of
subject matter for students whose primary
language is not the dominant language.
CC7S9 Incorporate and implement
instructional and assistive technology into
the educational program.
IC4S2 Use appropriate adaptations and
assistive technology for all individuals with
disabilities.
IC5S2 Use and maintain assistive
technologies.
IC6S1 Teach individuals with disabilities to
monitor for errors in oral and written
language.
INTASC Standard
Assessment
6. Communication
Unit 2 Activity
6. Communication
Unit 1 Activity
6. Communication
Unit 2 Activity;
6. Communication
Unit 4 Activity;
Case Studies
Unit 2 Activity;
Comprehensive
Case Study
6. Communication
6. Communication
Unit 3 Activity;
Comprehensive
Case Study
INTASC Standard
Assessment
6. Communication
Unit 4 Activity;
Comprehensive
Case Study
6. Communication
Unit 4 Activity;
Comprehensive
Case Study
7. Instructional
Planning
4. Instructional
Strategies
5. Learning
Environments and
Social Interactions
6. Communication
Unit 4 Activity;
Comprehensive
Case Study
Unit 4 Activity;
Case Studies
Unit 4 Activity;
Case Studies
Unit 4 Activity;
Comprehensive
Case Study
2
IC6S3 Plan instruction on the use of
alternative and augmentative communication
systems.
IC8S5 Develop and use a technology plan
based on adaptive technology assessment.
6. Communication
7. Assessment
Unit 4 Activity;
Comprehensive
Case Study
Unit 2 Activity;
Comprehensive
Case Study
Course Expectations:
1.
Honor Code: Students are expected to adhere to the BYU Honor Code and dress/grooming
standards.
2.
Preparation: Students are expected to be prepared for each class by completing all
assignments and readings prior to class.
3.
Participation: Students are expected to attend each class period and to actively participate
in classroom presentations, collaborative learning groups, and classroom discussions.
Students who are absent from class will miss the opportunity for learning and collaborating
with classmates; likewise, they will not earn points for assignments or participation.
4.
Written Work: Written reports are expected to be professional: proof-read your report at
least once prior to submitting it. Reports should be free of spelling, grammatical, and
typographical errors. Type-written reports should be written in American Psychological
Association 5th Edition style. Handwritten reports should be legible (D’Nealian or ZanerBloser style).
5.
Assignments: All assignments are due at or before the beginning of class on the day
assigned. Late assignments will be accepted, but will lose 10% of the total points per day
late. It is expected that all written work reflect the efforts of the individual student (except
for cooperative learning group projects). Identical work submitted by two or more students
will be regarded as plagiarism. Furthermore, attributing another author’s work for one’s
own (e.g., not citing references accurately, not providing sources for clip art) is also
considered plagiarism, and warrants disciplinary action. It is each student’s responsibility
to know what is and is not considered to be plagiarism (see APA Publication Manual 6th
Edition for guidelines).
6.
Personal Responsibility: Students are expected to check the online course information or
course syllabus for clarification regarding assignments prior to contacting the professor.
7.
Out of Class Work: Students are expected to spend approximately 6-9 hours per week
studying and preparing for each class session (2-3 hours out-of-class work per semester
hour).
8.
Exams: The final exam will be administered during the scheduled time and date indicated
by the university, unless otherwise noted. Exceptions to this will be permitted only for
extreme cases (e.g., documented illness, family emergency).
9.
Competency: It is expected that all students will achieve a minimum level of competency
for all objectives (80% of total allotted points for each assignment). Therefore, students
must take the initiative to increase their level of competency by revising their assignments
until at least a minimum level of competency is reached. Only half of the additional points
earned through revision will be included in the final grade for the assignment. Assigned
revisions are due five working days after the assignment has been returned to the student.
No revisions may be made to increase grades earned on exams or quizzes. At least a Cmust be earned in this course in order to continue in the special education program. No
3
grades lower than C- can be applied toward licensure through the McKay School of
Education. Any final grade below a B- warrants the student being placed on probation.
Methodologies/Teaching Strategies: The course content will be learned primarily through
lecture/discussion and practical implementation of concepts learned while working with students
with severe disabilities.
Evaluation: The overall grading scale for this course will be as follows:
% Range
Grade
% Range
Grade
95 - 100%
A
73 - 76%
C
90 - 94%
A70 - 72%
C87 - 89%
B+
67 - 69%
D+
83 - 86%
B
63 - 66%
D
80 - 82%
B60 - 62%
D77 - 79%
C+
below 60%
E
Assignments:
Professionalism Self-Evaluation (11 x 5 pts. each)
55 pts.
Learning Activities (Units 1-4) @ 50 pts. each
200 pts.
Sibshops/Respite Care Case Study Assignment
50
Eagle Eyes Case Study Assignment
25
Comprehensive Case Study Assignment
125 pts.
____
Total Points Possible
455 pts.
Bibliography:
Required Text:
Beukelman, D., & Mirenda, P. (2005). Augmentative and alternative communication:
Supporting children and adults with complex communication needs (3rd Ed.).
Baltimore: Brookes.
Supplementary Materials:
American Psychological Association. (2009). Publication manual of the American
Psychological Association (Sixth Ed.). Washington, DC: American Psychological
Association.
Goosens’, C., & Crain, S. S. (1992). Utilizing switch interfaces with children who are
severely physically challenged: An emphasis on communication strategies. Austin,
TX: Pro-Ed.
Edyburn, D., L. (2003). What every teacher should know about assistive technology.
Boston, Allyn & Bacon.
Hough, S. D., Lubetsky, M., Taylor, K., & Tarquinio, T. (1994). Interactive augmentative
communication program. Solana Beach, CA: Mayer-Johnson.
Light, J., & Binger, C. (1998). Building communicative competence with individuals who
use augmentative and alternative communication. Baltimore: Brookes.
The Assistive Technology Consideration Quick Wheel (AT Quick Wheel). A variety of AT
tools can help students with disabilities—many of which are inexpensive and
readily available. This Quick Wheel is a fun, hands-on resource that offers quick
and easy access to a generic list of AT tools for a variety of tasks. On one side are
federal definitions of AT devices and services. The other side provides information
4
about a variety of resources including books, journals, newsletters, and Internet
sites. Both sides include a generic list of the AT tools to consider in a number of
content areas.
Preventing Sexual Harassment: Title IX of the Education Amendments of 1972 prohibits sex
discrimination against any participant in an educational program or activity that receives federal
funds. The act is intended to eliminate sex discrimination in education. Title IX covers
discrimination in programs, admissions, activities, and student-to-student sexual harassment.
BYU’s policy against sexual harassment extends not only to employees of the university but to
students as well. If you encounter unlawful sexual harassment or gender based discrimination,
please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24
hours); or contact the Honor Code Office at 422-2847.
Students With Disabilities: Brigham Young University is committed to providing a working and
learning atmosphere which reasonably accommodates qualified persons with disabilities. If you
have any disability which may impair your ability to complete this course successfully, please
contact the University Accessibility Center (422-2767). Reasonable academic accommodations
are reviewed for all students who have qualified documented disabilities. Services are coordinated
with the student and instructor by the University Accessibility Center. If you need assistance or if
you feel you have been unlawfully discriminated against on the basis of disability, you may seek
resolution through established grievance policy and procedures. You should contact the Equal
Employment Office at 422- 5895, D-282 ASB.
BYU Special Education Program Mission Statement: We maximize the potential of diverse
learners with individualized educational needs to elevate their quality of life. We accomplish this
by supporting the mission and aims of a BYU education as we integrate teaching, research, and
service. We specifically:
 Prepare competent and moral educators who select, implement, and evaluate researchbased effective teaching practices and appropriate curriculum for learners with special
needs.
 Prepare master special educators who provide leadership in problem solving and
collaborative relationships with professionals and families.
 Add to the knowledge base of special education and related disciplines through research.
 Serve and advocate for learners with individualized educational needs and others who
support them.
McKay School of Education Statement on Diversity: The McKay School of Education and
Brigham Young University are committed to preparing students to serve effectively in a diverse
society. In this course you will learn methods and material that may be adapted to various settings
and contexts. You are expected to demonstrate the knowledge, skills, and dispositions to
effectively apply the course content when working with individuals and groups with varying
abilities and backgrounds.
5
Guiding Questions: This course is designed to assist special education teacher candidates to
obtain entry-level knowledge and skills for service delivery. This will be accomplished by
increasing students’ ability to comprehensively answer the following questions:
Unit 1: Foundations of AAC:
1. What is Augmentative and Alternative Communication?
2. What are the central goals of AAC?
3. What is it like to rely on AAC strategies?
4. What are five purposes of communication interactions?
5. What should be regarded as necessary for a person to be “communicatively competent”?
6. What should be considered when selecting vocabulary for an AAC user?
7. Describe and provide examples of aided and unaided communication systems.
8. What are four techniques for enhancing communication rates of AAC users?
Unit 2: Assessment for Augmentative and Alternative Communication
1. How can teams work collaboratively to meet the needs of AAC users in spite of structural
and relational barriers?
2. Explain Beukelman & Mirenda’s Participation Model of Assessment for AAC.
3. What should be considered when assessing a student in a wheelchair for positioning and
seating?
4. What should be considered when assessing a student’s motor skills?
5. What should be considered when assessing a student’s language skills?
6. What should be considered when assessing a student’s literacy skills?
7. What should be considered when assessing a student’s sensory/perceptual skills?
Unit 3: AAC Selection and Design
1. What are the components of the selection set for AAC?
2. What physical characteristics of selection set displays should be considered in selecting an
AAC system?
3. What selection techniques should be considered in selecting an AAC system?
4. What feedback components should be considered in selecting an AAC system?
5. What are three message input/output techniques?
Unit 4: AAC Intervention & Evaluation
1. What are the essential components of a comprehensive plan for AAC intervention?
2. What AAC intervention outcomes should be measured?
3. What instructional strategies can be used to teach AAC users effectively?
4. How can you support an AAC user in gaining and/or improving literacy skills?
5. How can you facilitate the educational inclusion of AAC users?
6. How can you accurately assess the results of AAC intervention?
7. How can you adjust your intervention based upon your results?
6
Course Calendar – CPSE 463 (tentative)
Topic
Activities
Assignments
Due
Class
Date
1
9/1
Course Overview
Assistive Tech
Unit 1:
Foundations
2
9/8
BYU Accessibility
Center – John Call;
AAC Communication
Processes
Unit 1:
Read Chap.
Foundations; 1-2
Field Trip
3
9/15
Message Management ;
Symbols & Rate
Enhancement
Unit 1:
Foundations
Read Chap. 3 &
4
4
9/22
Unit 2:
Assessment
for AAC
Read Chap. 5 &
6
5
9/29
Team Building;
Principles of Assessment;
Assessment of Specific
Capabilities
Computer Center for
Citizens with Disabilities
Unit 2:
Assessment
for AAC
Field Trip
Unit 1 Activity
6
10/6
7
10/13
No evening class – attend Saturday
Saturday practicum
10/9
9:45-12:45
AAC
practicum
Alternative Access
Unit 2:
Principles of Decision
Assessment
Making, Intervention, and for AAC
Evaluation;
IEP Development:
Communication Goals
Unit 1 Activity
Presentations
Read Chap. 7, 8
7
and Objectives
Strategies for Beginning
Communicators: NonSymbolic
Communication
8
10/20
9
10/27
Eagle Eyes Training
10
11/3
No class – Eagle Eyes
practicum (Oakridge)
11
11/10
Strategies for Beginning
Communicators:
Symbolic Approaches;
Unit 4:
Unit 3 Activity
Intervention Read Chap. 11
& Evaluation
12
11/17
Language Learning and
Development;
Picture Exchange
Communication System
(PECS)
Unit 4:
Read Chap. 12
Intervention
& Evaluation
13
11/24
No Class – Thanksgiving
14
12/1
Picture Exchange
Communication System
Unit 4:
Unit 4 Activity
Intervention
& Evaluation
15
12/8
Literacy Development
Educational Inclusion
Unit 4:
Case Study
Intervention Read Chap. 13& Evaluation 14
Comprehensive
Case Study
16
12/17
5:45 7:45
p.m.
Unit 3:
Selection &
Design for
AAC
Unit 2 Activity
Read Chap. 10
Unit 3:
Selection &
Design
Read Eagle Eyes
User’s Manual;
Chap. 9
Updated 9/9/2010
8