Ext Campus: Education Syllabus Template



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: Therese Willkomm, PhD, ATP and Nicole Feeney, M.Ed.

Telephone: 603-491-6555; 860-286-3101

E-mail: theresew@unh.edu; feeneyn@

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:

Massachusetts Department of Elementary and Secondary Education. (1999-2011). Curriculum frameworks. Malden, MA: Author. [Online] Available:

Fitchburg State University Teacher Education Conceptual Framework

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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

INSTRUCTIONAL STRATEGIES [Place an X for each strategy you use while teaching this course.]

x Lecture Data Collection and Analysis

x Discussion/Questioning Pre-Practicum

x Laboratory Role Playing/Simulation

x Problem Finding/Solving x Independent Learning

x Discovery Field Trips

Interviewing Computer Applications

x Collaborative Learning Groups x Viewing or Listening to Followed by

Reflective Responses Discussing

x Creating Visual Illustrations of Concepts 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.

• 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

• 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

• Unlocking the Mysteries of Loc-Line

• Working with Acrylic and PVC

• 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

• Twizzel Stick Adaptation

• Universal Cuff

• Adjustable iPAD holder/Card Holder

• 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 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

• 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.

|Activity |Due Date |# points |

|Fabrication Activities |7/10/14 |50 pts. |

|Show and Tell Assignment #1 |7/8/10 |5 pts. |

|Show and Tell Assignment #2 |7/9/10 |5 pts. |

|Final July Project Post Activity |7/30/14 |25 pts. |

|Workshop October Pre Activity |10/17/14 |10 pts. |

|Literacy Assignment |10/17/14 |30 pts. |

|Accessibility Assignment |10/18/14 |30 pts. |

|October Final Project |10/31/14 |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 95 - 100 A

3.7 92 - 94 A-

3.5 89 - 91 A-/B+

3.3 86 - 88 B+

3.0 83 - 85 B

2.7 80 - 82 B-

2.5 77 - 79 B-/C+

2.3 74 - 76 C+

2.0 71 - 73 C

0.0 0 - 70 F

W Withdrawn

IN Incomplete

IP In-Progress

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 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.

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 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 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 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 or present a course registration confirmation at the OneCard Office in the Anthony Building, main campus. Please call 978-665-3039 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 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.

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:-

:

Shop :

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