Sample Syllabus -- Intro. to Technology
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.
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.
Schedule of Course Content:
|Date |Topic |Assignments |
|January 22 |Introduction: What Is Technology? | |
| |Principles for Thinking about Technology. | |
|29 |A Framework for Evaluating Technology |IB: Chapters 1, 2 |
|February 5 |Learning Disabilities: Principles of Technology Integration |IB: Chapter 3 |
| | |Course Forum A |
|12 |Developmental Delays: Technology for Life and Social Skills |IB: Chapter 4 |
| | |Course Forum 1 |
|19 |Emotional and Behavioral Disorders: Ritalin and Other Medical Advances |IB: Chapter 5 |
| | |Course Forum 2 |
|26 |Communication Disorders: Alternative and Augmentative Communication |IB: Chapter 6 |
| | |Course Forum 3 |
|March 5 |Hearing Impairments: Internet-based Communication |IB: Chapter 7 |
| | |First Draft of Resource |
| | |Handbook |
|March 12–18 |SPRING BREAK |Enjoy! |
| 19 |Blindness and Low Vision: Text-to-Speech Technology |IB: Chapter 8 |
| | |Course Forum 4 |
|26 |Physical and Health Impairments: Mobility Supports |IB: Chapter 9 |
| | |Course Forum 5 |
|April 2 |Giftedness and Talents: Online Learning, Advanced Technology-based Study |IB: Chapter 10 |
| | |Course Forum 6 |
|9 |Other Disabilities: Autism, Deaf-Blindness, Multiple Disabilities: Technology|IB: Chapter 11 |
| |to Support Behavior Management and Communication |Course Forum 7 |
|16 |Early Childhood Special Education: How Young Is Too Young (for Technology)? |IB: Chapter 12 |
| | |Course Forum 8 |
|23 |Technology to Support Communication and Assessment in Special Education |IB: Chapter 13 |
| | |Course Forum 9 |
|30 |Course Summary |IB: Chapter 14 |
| |Special Education Technology: The Future |Course Forum 10 |
|May 7 |Final Exam |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.
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 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% A- |81–78% B- |70–67% D |
|89–87% B+ |77–75% C+ |66% and below F |
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