Fitchburg State University
EDUCATOR Programs
Comprehensive Syllabus
Summer/Fall 2014
Course Prefix and Number
iPad and Assistive TechnologyInstitute
3 Credit hours
July 8, 9 & 10 and October 17-18
Instructors:
Telephone:
E-mail:
Therese Willkomm, PhD, ATP and Nicole Feeney, M.Ed.
603-491-6555; 860-286-3101
theresew@unh.edu; feeneyn@ciboakhill.org
COURSE DESCRIPTION:
Individuals who experience a vision loss and other disabilities need a variety of assistive technology
solutions and today over 80% of these solutions can be created in five minutes or less using everyday
tools and materials. In addition, the iPad can be a powerful tool to support individuals who are blind,
have low vision, or multiple disabilities. Participants will use an assortment of the tools and materials
described in the book and will fabricate solutions. In addition, participants will explore iPad accessibility
options and accessories that can help a student access the iPad while increasing academic growth.
Participants will also explore the various ways the iPad can be used for literacy instruction by
investigating how this device can facilitate positive and successful reading and writing experiences for all
students.
If you plan on matriculating into a graduate program at Fitchburg State University, please be aware
that twelve semester hours of Fitchburg State University credit taken within a year prior to the
student’s admission may be applied to the degree program with the approval of the program
chairperson. Anything over 12 credits prior to matriculation will NOT be accepted towards the degree.
TEXTS:
Assistive Technology Solutions in Minutes Book 2 – Ordinary Items, Extraordinary Solutions (2013).
Therese Willkomm, PhD, ATP
Fitchburg State University Teacher Preparation Programs. (2012). Conceptual framework. Fitchburg,
MA: Author. [Online] Available: http://www.fitchburgstate.edu/academics/academicdepartments/education-unit/conceptual-framework/
Massachusetts Department of Elementary and Secondary Education. (1999-2011). Curriculum
frameworks. Malden, MA: Author. [Online] Available:
http://www.doe.mass.edu/frameworks/current.html
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Fitchburg State University Teacher Education Conceptual Framework
Knowledgeable
Caring
Ethical
Skillful
LEARNING OUTCOMES / OBJECTIVES:
State precisely what the students will learn by taking this course. In later sections the syllabus should
clearly indicate how course assignments and your assessment of them are linked to these course goals. In
this section highlight both the Professional Association Goals for this course and specific State
Licensure and Professional Standards for Teachers and label with an agreed format., if applicable.
This course will address the dispositions of the Conceptual Framework in the following way(s):
Knowledge: As a result of the learning experiences in the course, you will become more cognizant of:
 How to use ordinary items to create extraordinary assistive technology solutions for
individuals with visual impairments and multiple disabilities.
 How to use an iPad to perform essential activities at home, school, work and play
Skill: As a result of the learning experiences in the course, you will become better able to:
 Fabricate assistive technology solutions in minutes using ordinary items and creative thinking.
 Use an iPad in over 50 creative ways to support an individual who is blind, has low vision or
experiences multiple disabilities.
Caring: As a result of the learning experiences in the course, you will become more competent in your
ability to:
 Create solutions for problems experienced by individuals with visual impairments and
multiple disabilities.
 How to integrate the iPad in all life activities
Ethical: As a result of the learning experiences in the course, you will become more competent in your
ability to:
 Understand the importance of trial and error in problem solving.
 Understand the limitations of tools and materials selected.
 Use materials that save time and money.
 Provide access solutions to overcome functional limitations when using an iPad
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INSTRUCTIONAL STRATEGIES [Place an X for each strategy you use while teaching this
course.]
x
x
x
x
x
Lecture
Discussion/Questioning
Laboratory
Problem Finding/Solving
Discovery
Interviewing
Collaborative Learning Groups
Reflective Responses
Creating Visual Illustrations of Concepts
x
x
x
x
Data Collection and Analysis
Pre-Practicum
Role Playing/Simulation
Independent Learning
Field Trips
Computer Applications
Viewing or Listening to Followed by
Discussing
Other______________
Technology Initiatives:
Users of the Fitchburg State University computer systems are subject to all applicable federal, state, and
international computer laws. Questions regarding regulations may be directed to the office of Information
Technology Systems.
Candidates will utilize technology as:
 A way to access the course.
 A communication method.
 A research method.
 A way to document and share ideas and projects through the use of items such as a cell phone
camera, iPAD, or Web cam to capture still images and videos of solutions fabricated to post
on-line post assignment in order to measure skill acquisition of the post assignment activities
COURSE CONTENT / TOPICAL OUTLINE
Day 1 / July 8– iPad Accessibility: Awesome Apps, Adaptations, and Accessories While the iPad is being promoted as a Universal Design for Learning Tool, many individuals who
experience vision impairments and multiple disabilities need additional adaptations to achieve maximum
use of this tool. In addition, there are hundreds of apps and accessories that can benefit individuals who
experience blindness, low vision or multiple disabilities.


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




Pre-workshop activity due
101 ways to use the iPAD camera
Apps for Reading
Apps for Blind and Low Vision
Apps for Deaf Blindness
Creating Tactile Graphic Overlays
iPADs and Cortical Vision Impairments
Communication apps
Accessibility features of the iPAD
Creating a portable scan and Read station
Accessories for the iPAD
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
Adaptations for the iPAD to support low vision
Creating a QR code Scanner and a tactile Dot Maker
Day 2 / July 9 – Look, Touch, Listen, Learn, Watch
 Show and Tell Assignment Due
 Overview of Using Ordinary Items to Create Extraordinary Assistive Technology Solutions
 Amazing Tapes and Adhesives for Creating Amazing AT solutions

Putty, Adhesives, and Moldable Plastics

101 Solutions You Can Make with Corrugated Plastic
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Unlocking the Mysteries of Loc-Line
Working with Acrylic and PVC
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Foams and Fasteners
Adapting iPADs and Electronic Devices
Day 3 / July 10 – Do it, Make it, Take it, Evaluate it.

Show and Tell Assignment Due:

Fabrication Activities - Create the following:

Battery Interrupter

Momentary Switch

Plate Switch

Flexible Switch Mount
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Twizzel Stick Adaptation
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Universal Cuff
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Adjustable iPAD holder/Card Holder
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3 D object/solutions using insta morph

Spring clip

PVC marshmallow shooter

Adapted Shooter
Day 4 / October 17 “App”tastic Apps for Special Education for Students who are Visually
Impaired or Blind
The iPad has specific features that can support academic development for students with visual
impairments or blindness. In this workshop, participants will explore iPad accessibility options, such as
VoiceOver and Zoom, as well as accessories that can help a student access the iPad while increasing
academic growth. Participants will also explore resources and third party apps that provide access to
education and daily living skills. These apps will be identified because of the important features,
customizable settings and ease of use for parent, teacher and student. The instructor will demonstrate and
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provide resources on how to evaluate an app and determine its potential use for classroom instruction and
independent living.
Day 5 / October 18 - Exploring the Use of the iPad for Literacy Instruction Using the iPad for literacy instruction means investigating how this device can facilitate positive and
successful reading and writing practices for all students. The iPad has specific features that can support
literacy development for students with visual impairments as well as other disabilities. In this workshop,
participants will explore iPad accessibility options and accessories that can be used to increase literacy
growth. Participants will also explore third party apps that provide useful opportunities for building
literacy skills. These apps will be identified because of the important features, customizable settings and
ease of use for both teacher and student
COURSE REQUIREMENTS:
The course will consist of the following activities:
July Pre-workshop activity: Explore the iPad and its full potential as an amazing tool to support
students who experience visual or multiple impairments. The iPad has over 55 built in features that can
be used in creative ways to accommodate for various types of disabilities. This self-study pre activity
will challenge you to explore these features and understand the basics of the iPad. Learn how to zoom,
auto speak, speak selection, creative uses for keyboard shortcut, using voice over, changing voices and
accent, speech recognition, and more. You will view a series of You Tube complete a set of activities to
on the iPAD. You will take a series of screen shots to demonstrate your iPAD literacy.
Class Participation 10 points
 3 Points for attendance
 3 Points for Sharing ideas and resources each day
 9 Point for completing all in class activities on all three days
Fabrication Activities 50 points: There are 10 fabrication activities that will be assigned during the July
8,9,10 workshop. Each fabrication activity is worth 5 points for a total possible score of 50 pts. Each
activity will be scored according to the rubric below.
 1 point for using the correct material
 1 point for using the correct tool
 1 point for fabricating the solutions
 1 point for safety – making sure there are no rough edges
 1 point for demonstrating that it is functional.
Show and Tell Assignments 10 points: There are two Show and Tell assignments each worth 5 pts.
Participants should bring an ordinary item to the workshop that can be used in an extraordinary way to
support someone with a disability. DO NOT bring a picture of something you found on the internet.
Each Show and Tell assignment will be scored according to the rubric below:
 1 point for bringing the object and demonstrating it
 1 point for explaining the functional limitations that the object helps to overcome
 1 point for discussing a con
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1 point for info on cost
1 point for info on where you can get it.
July Final Project 25 points: The final project is worth 25 pts. For the final assignment participants
must develop an assistive technology solution. Challenge yourself and create an assistive technology
solution for yourself or someone you know. Use the information discovered during the week and apply it
to real life situations. The final project will scored according to the rubric below:
 2 points for discussing the functional limitations associated with the individual selected;
 2 points for discussing the specific task that needs to be accomplished;
 2 points for discussing what solutions are currently available;
 2 points for discussing why you decided to fabricate something from scratch;
 2 points for selecting the correct materials to fabricate the solutions;
 2 points for selecting the correct tools;
 2 points for critiquing your work and discussing time and challenges;
 2 points for making suggestions or recommendations for improvement;
 2 points for providing pictures or video that demonstrates that the solution works;
 2 Points for addressing safety considerations of the solution ie – no sharp edges, non-toxic, etc
 2 points for getting a comment from the person who used the solutions; and
 2 points for your paper listing the above information and
 1 point for listing references and resources that you used including websites, cost of materials, and
time spent
October Pre-workshop activity 10 points:
Participants will participate in a pre-workshop discussion to introduce themselves to the class and share
information about what they are currently doing with iPads in their classrooms, and what their successes
and challenges are in this area.
Literacy Assignment 30 points:
Participants will explore the iPad’s use in literacy growth through exploring apps and accessibility
options. Participants will identify an app that would be useful to develop literacy skills for a student in
their classroom. They will then identify customizable settings for increasing literacy skills by creating
individualized content. Participants will present their findings to the group.
Accessibility Assignment 30 points:
Participants will evaluate an app using the criteria provided in the workshop, and provide a review of its
potential for use in classroom instruction and independent living. Participants will present findings to the
group.
October Final Project 35 points:
Participants will write a three-page paper giving a description of how they have implemented the skills
they have gained in the workshop into their own classroom.
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Activity
Fabrication Activities
Show and Tell Assignment #1
Show and Tell Assignment #2
Final July Project Post Activity
Workshop October Pre Activity
Literacy Assignment
Accessibility Assignment
October Final Project
Due Date
7/10/14
7/8/10
7/9/10
7/30/14
10/17/14
10/17/14
10/18/14
10/31/14
# points
50 pts.
5 pts.
5 pts.
25 pts.
10 pts.
30 pts.
30 pts.
35 pts.
Late Assignments: Assignments will be accepted late however one point will be deducted for each day
the assignment is submitted after the due date.
FITCHBURG STATE UNIVERSITY
GRADUATE GRADING SYSTEM
4.0
3.7
3.5
3.3
3.0
2.7
2.5
2.3
2.0
0.0
W
IN
IP
95 - 100
92 - 94
89 - 91
86 - 88
83 - 85
80 - 82
77 - 79
74 - 76
71 - 73
0 - 70
Withdrawn
Incomplete
In-Progress
A
AA-/B+
B+
B
BB-/C+
C+
C
F
Grades that fall between intervals will be rounded to the higher number.
Fitchburg State University encourages all Extended Campus students to take advantage of our online
student services. We have created a “virtual student center” just for you. Here you will find access to
Counseling Services, Career Services, The Student Activity Center, the university bookstore and many
other helpful links. You can access our student center by going to the university homepage at
http://www.fitchburgstate.edu and clicking on Offices and Services. Scroll down and click on Extended
Campus Center. You will find links to Library Services, our Virtual Student Center and other important
information.
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FITCHBURG STATE UNIVERSITY
DISTANCE LEARNING & EXTENDED CAMPUS LIBRARY SERVICES
The Gallucci-Cirio Library at Fitchburg State University provides a full range of library services
including borrowing privileges; document delivery (books and articles mailed to your home); Interlibrary
Loan; reference assistance via: phone, email, IM, Blackboard’s Collaboration and Elluminate tools, Skype
and in-person; library instruction; research help and more. Any questions relating to library services
should be directed to the Linda LeBlanc, Access Services Librarian, at 978-665-3062 or
dllibrary@fitchburgstate.edu. There is also a special section for Distance Learning and Extended Campus
Services at http://fitchburgstate.libguides.com/dlservices outlining the wide range of services available to
you and how to access them.
Students who are currently registered with the university may access any of the library’s subscription
databases, including an increasing number with full-text, by visiting the Gallucci-Cirio Library’s
homepage at http://www.fitchburgstate.edu/academics/library and clicking on the Research Databases
button in the center of the page. Select the resource you want to access from the alphabetical or subject
listing. Once you click on the database title you will be prompted for your Falcon Key logon information;
this is the same logon you will use for your Fitchburg State email account and if you have any online
Blackboard courses. If you do not know your Falcon Key username and password or if you have any
problems logging in, contact the university’s Technology Help Desk at 978-665-4500 or
helpdesk@fitchburgstate.edu. The Library can issue you a temporary guest Falcon Key to use while the
Technology Department is setting up your account: contact us at 978-665-3062 or
dllibrary@fitchburgstate.edu
All registered Fitchburg State University students are eligible for a Fitchburg State University OneCard
ID which also serves as his/her library card. If you have not received your OneCard yet, you can still
access all of our online services as long as you have activated your library account. Activate your library
account online at http://www.fitchburgstate.edu/librarycf/cardrequest.cfm or in person at the Circulation
Desk. After activation by the Gallucci-Cirio Library and receipt of your OneCard, students may also use
any Massachusetts State College/University Library as well as participating libraries in the Academic and
Research Collaborative (ARC) during the current semester. OneCards are available on campus all year
round. Students wanting a OneCard must either complete the online Extended Campus OneCard request
form http://web.fitchburgstate.edu/technology/onecard/photoless/index.cfm or present a course
registration confirmation at the OneCard Office in the Anthony Building, main campus. Please call 978665-3039 for available times or if you have any questions about your OneCard.
UNIVERSITY AND EDUCATION UNIT POLICIES
Policy on Disability
Disability Services is the primary support system for students with disabilities taking classes in the day
and evening divisions. The office is located on the third floor of the Hammond Building and can be
reached at 978-665-4020 (voice/relay). If you need course adaptations or accommodations because of a
disability, if you have emergency medication information, or if you need special arrangements in case the
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building must be evacuated, please make an appointment at the beginning of the course to talk with me. It
is important that the issues relating to disabilities be discussed with me as soon as possible.
Attendance and Participation
1. As an emerging professional, you are expected to attend every class session, to be on time, and to
communicate with the instructor regarding any absences. Absences and tardiness may result in a
permanent grade change. Attendance at all pre-practicum sessions is mandatory.
2. Participation in class discussions and cooperative groups is expected. All candidates are responsible
for meeting required deadlines on projects and assignments; your ability to complete tasks in a timely
fashion demonstrates professional maturity and an ability to organize and manage time. Completion
of assigned reading is imperative to your individual development as a professional.
3. All of these behaviors regarding attendance, preparation, and meeting deadlines are critical for
successful teaching and thus are factored into the final grade.
Education Unit Computer Literacy Requirement
All assignments must be typed, doubled-spaced; follow the Department Writing Guide; and use APA
format when appropriate.
You are expected to use word processing for all assignments (unless otherwise instructed). [If your
course has other requirements list those also, e.g., ‘You are expected to use e-mail for dialogues with
other class members, to examine the use of software in the field, and to use the Internet to obtain
information, ideas and resources.’]
Cellular Telephones and Other Devices
Kindly turn-off cellular telephones during class time and field experiences and place them in book bags or
purses. Please no texting in class. It reflects negatively upon you as a developing professional. Once class
begins and if use of the laptop is not required, all laptops should be closed during class time so that your
full attention can be focused on your colleagues and the discussion or lecture in progress. If you prefer to
take class notes on your laptop, please inform the instructor. You are on your honor to be focused on note
taking and not on e-mail, Facebook or other technological enterprise not germane to the class in progress.
Thank you in advance for your consideration of colleagues and students.
Grade Appeal
If you disagree with the evaluation of your work or believe an improper grade has been assigned, an
appeal may be followed. Please discuss the matter with the instructor and refer to the Fitchburg State
University Grade Appeal Policy in your Student Handbook.
Academic Integrity Policy
The faculty in the Education Unit at Fitchburg State University that work submitted in fulfillment of
course requirements will be solely that of the individual candidate and all other sources will be cited
appropriately. University Academic Integrity Policy, as outlined in the University Catalogue, will be
strictly adhered to.
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Copyright Policy
You are reminded that, in preparing handouts for peers or the instructor, reproduction of copyrighted
material without permission of the copyright owner is illegal. Such unauthorized copying may violate the
rights of the author or publisher. Fitchburg State University adheres to federal laws regarding use of
copyrighted materials. See the Student Handbook for more details.
READING AND RESOURCES
Text: Assistive Technology Solutions in Minutes – Book 2 – Ordinary Items, Extraordinary Solutions
– By Therese Willkomm available at these three locations:
IODBookstore:- http://www.iodbookstore.org/products/Assistive-Technology-Solutions-in-MinutesII%3A-Ordinary-Items%2C-Extraordinary-Solutions.html
Amazon.com: http://www.amazon.com/Assistive-Technology-Solutions-MinutesBook/dp/0989326209
Shop REM.com: http://rem.crotchedmountain.org/Assistive-Technology-Solutions-in-Minutes-BookII-_p_1289.html
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