Special Education 4434/5434

Assistive Computer Technology for Teaching Special Education

University of Minnesota Duluth

Department of Education

Special Education Program

Spring 2005 2 semester credits

Instructor: Dr. Trudie Hughes

Class meeting time:	Thursdays 5:00 – 6:50pm
Class location:	Montague 239
Office:	Montague 138
Office phone:	726-7174
Office hours:	By appointment
E-mail:	thughes@d.umn.edu
Instructor homepage	http://www.d.umn.edu/~thughes/
Class alias:	sped4434-1- s2006

Course Description:

Introduction for educators to the legal guidelines and required technology practices governing the use of technology devices and accommodations for individuals with disabilities in school settings.

Course Overview:

This course will familiarize teacher candidates with (a) current legislation, governing uses of technology for students with disabilities (b) practices in the use of computer and multimedia devices in the classroom, (c) implications of technology use for students with various disabilities, (d) assessment of student needs for technology use in the classroom, and (e) methods for conducting internet, commercial, and classroom uses of electronic and non-electronic technology including materials on assistive technology.

Required Readings :

Assistive Technology Consideration Quick Wheel

Standards of Effective Practice & INTASC Standards

Conceptual Framework

(Themes)

Council for Exceptional Children Standards

ISTE/NET Standards for Teachers

Standard 1: Subject Matter

Standard 2: Student Learning

Standard 3: Diverse Learners

Standard 4: Instructional Strategies

Standard 5: Learning Environment

Standard 6: Communication

Standard 7: Planning Instruction

Standard 8: Assessment

Standard 9: Reflection and Professional Development

Standard 10: Collaboration, Ethics, and Relationships

Diversity (D)

Reflection (R)

Empowerment (E)

Collaboration (C)

Technology (T)

Standard 1: Philosophical, Historical, and Legal Foundations of Special Education

Standard 2: Characteristics of Learners

Standard 3: Assessment, Diagnosis, and Evaluation

Standard 4: Instructional Content and Practice

Standard 5: Planning and Managing the Teaching and Learning Environment

Standard 6: Managing Student Behavior and Social Interaction Skills

Standard 7: Communication and Collaborative Partnerships

Standard 8: Professional and Ethical Practices

Standard 1: Technology Operations and Concepts

Standard 2: Planning and Designing Learning Environments and Experiences

Standard 3: Teaching, Learning and the Curriculum

Standard 4: Assessment and Evaluation

Standard 5: Productivity and Professional Practice

Standard 6: Social, Ethical, Legal, and Human Issues

Course Outcomes:

Outcome	INTASC	Standards of Effective Practice	Themes	CEC	ISTE/NET
Knowledge and skill associated with beginning teacher technology competencies.					I, A
Use the Internet to examine federal and state legislation on technology support for students with disabilities. Knowledge of the provisions of P.L. 103-218 and technology provisions of current legislation governing education of individuals with disabilities.		8710.5000 2.B.3	T, D		I, B
Examine computer applications and specialized software to support reading, writing, and research inquiry activities for individuals with disabilities, (a) evaluate supports needed for integration into various program placements, & (b) use technology applicable to students with EBD.			T, E	CC2: S1 CC4:K1 EBD4:S3 LD4:S1
Examine computer-based management software for IEP development and discuss implications for ethics and team accountability for writing IEPs.			T, C
Conduct assessment procedures for determining assistive technology needs of students with disabilities. Review data-gathering techniques for assessment and instruction of students with disabilities. Develop materials for use in teaching, assessment, and maintaining records.			T, D		IV, A-C
Examine issues in bridging technology accessibility to learners from culturally and linguistically diverse communities.			T, D		III, B VI, A-E
Examine high and low-tech solutions for academic activity in the classroom, (a) select, adapt, and use instructional strategies and materials according to characteristics of learner, & (b) designing a learning environment that encourages active participation by learners in a variety of individual and group learning activities.	4.13 4.36 6.14 6.32 6.35	4D 4L 6D 6I 6K 8710.5000 2.B.10 2.C.2	T, E	CC4:K5 CC4:S3-4 CC5:K3 CC5:S2 EBD4:S4-5 LD4:K6-7	II, A, C, D, E III, A III, C III, D
Visit (view a classroom demonstration of) services currently available to all teachers for assistive technology enhancement and assessment for students with disabilities.	8.12	8E 8710.5000 2.C.2 2.B.D.2	T, R		IV, A-C
Discuss research findings on technology use in the classroom.		8710.5000 2.B.D.6	T, R	CC5: K2 LD4:S11	II, B IV, C
Conduct individual technology use and competency assessments in their own practices.			T, R		V, A-D
Understand social, legal, ethical, and human issues surrounding the use of technology in P-12 schools and apply that understanding in practice.					VI, A-E

Dispositions :

The following definition of disposition has been adopted by the Special Education Program. The dispositions have been selected from the Standards of Effective Practice for Teachers (INTASC) and are aligned with the dispositions encouraged throughout our curriculum.

Disposition: A habitual tendency or inclination. Disposition includes temperament, character, personality, nature, demeanor – these nouns refer to the sum of traits that identify a person which include frame of mind, emotional characteristics, moral and ethical qualities, distinctive traits that give him/her individuality, especially in his/her relationships with others, exhibited behaviors towards others. The American Heritage Dictionary, 2 nd College Edition.

The candidate appeared to exhibit the following through their observable demeanor, and behavior:

Commitment to lifelong learning and appreciation of multiple perspectives.
Appreciation of individual variation and diverse talents of all learners.
Sensitivity to community and cultural norms.
Values educational technology and flexibility in the teaching and learning process.
Belief in establishing a safe and positive learning environment.
Understanding of the power of effective and thoughtful communication.
Values the planning process.
Belief that ongoing assessment is essential to the learning process.
Commitment to reflection, feedback and assistance in order to develop professionally.
Appreciation of collaboration, collegiality, and ethical considerations within the profession.

Instructional Strategies:

Lecture/class discussion format with outside filed experience component integrated into the curriculum, small and large group activities.

Diversity:

Our candidates are prepared to be culturally and linguistically sensitive, and guided to address all aspects of diversity including ethnicity, gender, sexual orientation, and disability. We do this by incorporating research, projects, and practical experiences with exposure to children, families, cultures and settings of diverse populations in our program.

Course Requirements/Expectations:

Teacher candidates are to attend all scheduled classes and are responsible for all material covered in class and in the required readings.
Teacher candidates are to be prepared for each class.
Assignments are due at assigned dates and times.

Professional Conduct and Academic Dishonesty:

It is expected that teacher candidates seeking special education certification will demonstrate specific skills in professional conduct for operating in educational settings. Therefore, your dispositions and conduct in class will be observed and evaluated (see disposition statement above).

Professional conduct is defined as skills required for successful future teaching and/or appropriate interpersonal interactions in education al settings. In addition to fulfilling class assignments, you are expected to participate fully in class activities and to demonstrate a positive, cooperative attitude toward other course participants and course activities. Up to one full letter grade (10%) can be added or deducted to your final score based on the instructor's evaluation and documentation. Extreme or sustained acts demonstrating lack of professional conduct, including academic dishonesty, will warrant a grade of “F” for the course.

Academic Dishonest in any form (such as plagiarism or cheating on tests and assignments) will not be tolerated. Teacher candidates who misrepresent their work or commit other acts of dishonesty will receive a failing grade for the course and will be recommended for removal from teacher education.

Assessment :

Teacher candidate products include: objective and performance-based evaluations to determine teacher candidate competency in using technology to teach, assess, and assist p-12 students with disabilities. Required visit to institution where assistive technology is being used by professionals to equip students with disabilities.

Grading:

Semester grades will be based on overall performance including course assignments, class participation, attendance, and professional conduct.

100-93% A 92-90% A-

89-87% B+ 86-83% B 82-80% B-

79-77% C+ 76-73% C 72-70% C-

69-67% D+ 66-60% D

Disability Statement:

If you have a disability, either permanent or temporary, that may impact your ability to perform in this course; you are encouraged to inform me. I will work with you confidentially and make every effort to appropriately adapt methods, materials, and evaluations as needed to provide for equitable participation. If you have a disability and have not registered with the UMD ACCESS Center – I recommend that you do so.

Course Requirements

Attendance Points

Due to the nature of this course, daily attendance is essential to understanding course content. The majority of course learning depends on hands on activities and interaction with assistive technology software and devices. Therefore, students will receive 5 points for each class session that they attend (total: 10 days x 5 points = 50 points possible) *Note, students must attend the entire class time to receive a total of 5 points.

Course Assignments

Participants in this class are to complete the following three assignments: (1) A Powerpoint or Inspiration group presentation, (2) a reaction paper on the fieldtrip to the Lighthouse for the Blind; and (3) an Individual Choice Project (4) Software Review. Each of the assignments is described in detail below.

Assignment I. Powerpoint and/or Inspiration Group Presentation

With a partner, candidates will prepare a 15-20 minute presentation using powerpoint or inspriation saftware. the candidates will select a particular disability (e.g.,physical, communication, visual, hearing, etc.) and identify specific assistive devices that benefit the population. The presentation should include information addressing needs in the following areas: home/family, daily living skills, leisure, employment, and education. Specific information should be provided for each assisive device including: name of product, manufacturer, descript of device, how to obtain device, visual representation if possible. The goal of this presentation is to elicit critical thought and discussion among class participants about current issues and strategies in assistive technology for individuals with disabilities. Information for your presentation can be gathered through a variety of sources such as library research, the internet and interviews with relevant professionals or family members of an individual with a disability. You are invited to check out the digital cameras to take photographs to embed in your presentation. A 1-2 page handout related to your topic that summarizes the presentation is to be shared with all class participants . The course instructors will pass out a sign up sheet for group presentations, and grading criteria at a later date. Please share your presentation topic with the course instructors by Tuesday, Feb. 10th. Time will be made available in class to work on group presentations. ( 50 points )

Assignment II. Reaction to Lighthouse for the Blind

Our class will visit the Lighthouse for the Blind to view adaptive and assistive technology that enhances the lives of individuals with visual impairments in their daily routine. Following our visit, class participants will be asked to write a brief reaction paper (no more than two pages) that describes what you learned through the experience and possible application to your personal or professional life. ( 25 points )

Assignment III. Individual Choice Project

Students are to choose from one of the following two options. Individual Choice Projects are due on Tues. May 5th ( 75 points ) and will present to the entire class.

Option 1: Create an assistive technology “kit”

Put together a device or a series of devices that will assist a student who faces learning challenges in an educational, community or home-based environment. See the course instructor for a list of possible resources to help you with this project. Attach a brief protocol with your project that includes the following:

a) Name of the item/s

b) The source that inspired the creation of your device/kit.

c) List cost, materials and time spent on the project.

d) Describe how it will be used (with who? how-what procedures?, etc.).

e) What areas of academics or development does your device/kit address? Explain.

f) What did you learn from completing this project?

Option 2: Creation of a Picture Database

Use of Picture symbols is an effective strategy used in classrooms, community-based settings and the home to support learners who face challenges processing, and expressing information, and functioning within the daily routine. For this class, you are asked to complete the foundation of a picture symbol database. It is likely that you will be able to use and expand this database to use in your future teaching. As we progress through the course, you will be exposed to several picture symbol generating software programs (I.e. Boardmaker, Writing with Symbols). You may also wish to use Low-Tech sources for picture symbols (pictures in magazines, if you're an artist hand drawn). There's always the digital or non-digital camera too! You may use any of these sources to complete your picture database. Use the following to select the picture symbols you use in your database: (a) Who will use the database, will it be used with one student, or with a group of students: What skills do the users of the picture data base have in place, what skills are they working towards; (b) What environments will the picture database be used in (think in detail, i.e. daily schedule, different social situations); (c) What are the demands of that environment (i.e. student is expected to participate in small group activities or student is expected to follow a cooking recipe).

Once you've figured out (a) through (c), decide how you will organize your database of pictures. It is recommended that all pictures be protected with a water resistant coat (i.e. lamination, contact paper), and that they are stored in a user-friendly manner (binder, Tupperware box with sections). It will be important for you to justify the content of your picture database. Make sure that the pictures that you select match with items (a) through(c).

Assignment IV: Software Review

Each student will independently review assistive technology-based software or other high to low tech devices that address students in need of supports. Include three devices or services that include three of the following areas: (a) assistive technology for writing; (b) augmentative and alternative communication; (c) assistive technology for reading, studying and math; (d) assistive technology for recreation, leisure, and activities of daily living; (e) assistive technology for positioning and seating; and/or (f) assistive technology for vision and hearing. In your review you may wish to include digital or scanned photos of the device (if appropriate). Your review should include the following: (a) A brief description of the device or service. For example, where are the device available, what the cost is, and what is the primary purpose of the device. (b) What learners or individuals would benefit from implementation of the device or service.; (c) A description of how to use the device (a step by step procedure if appropriate, what resources might you need as a classroom teacher to implement the device, what activities/events would be appropriate to incorporate the device or service into; (d) How would you monitor whether or not the device/service is beneficial to the student/individual. The write-up should be approximately 6-8 pages. The course instructor will hand out grading criteria at a later date.

Date	Topic	Readings	Assignment
1/19/06	Introduction Review Syllabus Assessment
1/26/06	Legislation AT Assessment Wheel Considerations Universal Design	Day & Huefner, (2003) http://jset.unlv.edu/18.2/issuemenu.html Stahl, (2003). Universal design for learning http://jset.unlv.edu/18.2/issuemenu.html Hitchcock, Meyer, Rose, Jackson, (2002). Providing new access to the general curriculum universal design for learning (I will provide this article)
2/2/06	AT Assessment SETT Process	http://www.ldonline.org/article.php?max=$max&id=505&loc=26 Pisano (ldonline) How to support stuents with learning differences – http://www.ldonline.org/ld_indepth/technology/assistive_technology_howto.html Houircade, Parette, & Huer(1997) Family and cultural alert! Considerations in assistive technology assessment	Module
2/9/06	Guest Speaker	Scott Nair @ Assistive Technology, Inc (mini merc)
2/16/06	PowerPoint Basics Internet accessibility	Opitz, Savenye, & Rowland (2003). Accessibility of State Department of Education home pages and special education pages http://jset.unlv.edu/18.1/issuemenu.html Homepage reader	Case Studies

2/23/06	Guest Speaker	Lighthouse for the Blind with Peggy Swanson
3/2/06	Visual Strategies Power point group project presentations	Griffin , Williams, Davis , & Engleman, (2002) Using technology to enhance cues for children with low vision	Assignment 2:Reaction paper
3/9/06	Inspiration Low tech Lottie Kit Access: Switches	Johnston (2003). Making the most of single switch technology: A primer http://jset.unlv.edu/18.2/issuemenu.html
3/16/06	AT & Math	Miller, Brown, & Robinson (2002) Widgets on the Web Using Computer-based learning tools Excel
3/23/06		SPRING BREAK
3/30/06	Communication AT	MacArthur (1998) From illegible to understandable: How word prediction and speech synthesis can help
4/6/06	Communication AT Boardmaker	Mayer-johnson (online) Boardmaker http://www.mayer-johnson.com/software/Boardmkr.html
4/13/06	AT & Reading	Bottge, Chan, Mehta, & Watson, (2003) http://jset.unlv.edu/18.2/issuemenu.html Lewis (ldonline) Reading software for students with learning disabilities: Hypermedia-based children's literature http://www.ldonline.org/ld_indepth/technology/lewis_rdgsoftware.html
4/20/06	Guest Speaker	Linda Fink from Kirk software	Assignment 1: Powerpt/Inspiration evidence
4/27/06	AT & Writing Writing Mechanics Computer Access Composing Written Material	Edyburn, (2003) Measuring assistive technology outcomes in writing http://jset.unlv.edu/18.2/issuemenu.html Englert, (2004) http://jset.unlv.edu/19.1/englert/two.html Ashton (ldonline) Making technology work in the inclusive classroom: A spell CHECKing strategy for students with learning disabilities http://www.ldonline.org/ld_indepth/technology/ashton_spellcheck.html Quenneville (2001) Tech tools for students with learning disabilities: Infusion into inclusive classrooms http://www.ldonline.org/ld_indepth/technology/tech_tools.html MacArthur (1996) Using technology to enhance the writing processes of students with learning disabilities http://www.ldonline.org/ld_indepth/technology/tech_writing.html
5/4/06	Student Presentations
5/11/06	Student Presentations	Finals Week

Software/Device	Features	Learners who Benefit	Miscellaneous
Co-Writer
Write Outloud
IntelliKeys/Overlay Maker
Adaptive Keyboards
WYNN Reader
Leap Pad
Start to Finish Books
Laureate Demos
Coin-u-lator
Intellimath
Boardmaker
Inspiration
Dynavox

Software/Device	Features	Learners who Benefit	Miscellaneous
Intellitalk
Cheap Talk
Step By Step
Big Mack
Big Red
Plate Switch
Power Link

Conceptual Framework

Council for Exceptional Children Standards

ISTE/NET Standards for Teachers

CEC