Graduate Course Proposal Form Submission Detail - EEX6210
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- Department and Contact Information
Tracking Number Date & Time Submitted 1561 2008-09-02 Department College Budget Account Number Special Education ED 172800 Contact Person Phone Phyllis Jones 9413594628 firstname.lastname@example.org
- Course Information
Prefix Number Full Title EEX 6210 Assistive Technology for Students w/ Low Incidence Is the course title variable? N Is a permit required for registration? Y Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 O - Other R - Regular Abbreviated Title (30 characters maximum) Assistive Tech Low Disab SpEdu Course Online? Percentage Online -
This course is an introduction to educational and assistive technology used for instruction of students w/ low incidence disabilities with emphasis on students w/ ASD. Strategies for AT devices include augmentative/alternative communication systems.
A. Please briefly explain why it is necessary and/or desirable to add this course.
It offers USF students access to course content that meets the criteria for endorsements in Autism Spectrum Disorder (ASD) in accordance with the requirements of NCLB highly qualified status. The course also contributes to the breadth of teaching and lear
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
The course supports the Autism Spectrum Disorder (ASD) endorsement and also as an elective in the MA program. Future plans to develop Masters in Special Education with concentrations in ASD and Low Incidence Disabilities. Master in Special Education.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes, 1 time in Fall 2007
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
PhD in Special Education Experience with Assistive Technology
- Other Course Information
1. Understand, analyze and communicate key concepts related to AT.
2. Analyze the legal educational mandates and ethical implications related to the purposes, functions, and provisions of AT and AT services.
3. Evaluate federal, state, and local resources regarding AT, including databases and manufacturers of devices, specialized materials, and information on funding of devices.
4. Demonstrate ability to identify and use technology, including assistive devices
5. Critically explore how AT supports positive engagement and can pose challenges to successful curriculum access
6. Evaluate the role of transdisciplinary teaming related to the application of AT including the use of a shared vocabulary related to technology necessary to communicate and collaborate with team members, parents, and students.
7. Integrate and evaluate the integration of AT into daily classroom life to ensure students’ meaningful access in least restrictive environments, including the integration of AT in the IEP process where appropriate.
8. Evaluate models and tools available for identifying and matching student needs with appropriate AT technology that are culturally appropriate and involve the family as partners in the planning, implementation, and evaluation of their child’s use of technology.
9. Understand the iterative process of the use of assistive devices, which requires adaptability and change over time as students and learning contexts change.
10. Assist students in the use of basic augmentative/alternative communication modes and systems, especially for individuals with autism spectrum disorders.
11. Evaluate and apply evidence based strategies for implementing the selection and use of AT and AT services.
B. Learning Outcomes
1.To explain to a parent,
1.1 the definition of AT,
1.2 the ethical standards of practice that relate to provision of assistive technology and services
1.3 the legal educational mandates related to the purpose, function and provision of assistive technology and services; what it is and is not.
2.To identify and describe federal, state, and local resources regarding AT.
2.1 funding of AT devices and services
2.2 databases of AT devices and manufacturers of devices and specialized materials
3.To identify and describe (at a basic level) technology used for instruction and the continuum of AT .
3.1 Consideration of AT ranges from use of no tech to low tech to high tech assistive devices,
3.2 AT includes devices and software for
a.Seating, positioning, mobility
b.Independent living (activities of daily living, environmental control)
e.developing social competence,
f.accessing information & computers,
g.for augmenting sensory and/or communication abilities
4.To foster a shared vocabulary related to technology that is necessary to communicate and collaborate with team members.
4.1 To understand the role of the teacher, speech language pathologist, LAT (local augmentative team) occupational therapist, physical therapist in AT and parent in evaluation and services
5.To identify and describe models and tools available to perform AT evaluations which are culturally appropriate and involve the family as partners in the planning, implementation, and evaluation of their child’s use of technology.
6.To identify possible barriers to curriculum access and to create a supportive environment which promotes learning and inclusion of students who use assistive technology.
7.To complete a basic needs assessment of a student and to research possible solutions to educational problem, given a case study.
7.1 identification of features needed by the student,
7.2 evaluation of products currently available,
7.3 analysis of their appropriateness and applicability,
7.4 and the determination of alternative technologies or modifications necessary.
8.To match student needs with appropriate instructive and assistive technology and services, given students with varying exceptionalities including those with autism spectrum disorders.
9.To assume the role of advocate for appropriate use of instructional and assistive technology at IEP meetings.
10.To understand the iterative process of the use of assistive devices which requires adaptability and change over time as the student changes.
11.To understand practical issues surrounding use of assistive devices in the classroom; such as maintenance, security, use of multiple modes of communication, optimal vs appropriate, AT discontinuance, and need for evidence to support use of assistive technology.
12.To demonstrate basic ability to use technology including assistive devices
13. To assist students in the use of basic augmentative/alternative communication modes and systems, especially individuals with autism spectrum disorders.
14.To describe evidence based strategies for implementing the selection and use of assistive technology and services.
C. Major Topics
A.Assistive and Instructional Technology Overview
1. Terms and Definitions
2. Legal Mandates that apply – IDEIA, NCLB, ADA (Title IV), Section 508 of the
Rehabilitation Act, Assistive Technology Act of 1998
3. Continuum from use of no tech to low and high technology
4. Funding for Technology
5. Accessing General Education Curriculum
6. Universal Design for Learning
B. Evaluating for Classroom Use
1. Multidisciplinary collaborative nature of AT evaluation and service provision
2. Roles and responsibilities of team members (teacher, SLP, OT, PT, parent)
3. Models for assessment, selection, and training on AT
a. SETT framework (Student, Environment, Tasks, Tools)
b. QIAT model (Quality Indicators for Assistive Technology)
c. Assessing a reliable, consistent method of response
4. Analysis of an iterative evaluation process and AT discontinuance/abandonment
a. As student grows and changes, assistive and instructional technology needs to be re- evaluated and adapted or changed over time.
b. Issues related to prevention of AT discontinuance
C. Assistive Technology for the Young Child
1. Family, Assistive Technology, Timeliness, Environment Model (FATTE)
2. AT and play, adapted toys, communication, literacy, mobility, developmental domains
D. Assistive Technology for Students with an Autism Spectrum Disorder
1. Current developments and challenges of Assistive Technology in the education of students with labels of autism.
2. Evaluation of a range of strategies including visual schedules (paper and handheld devices such as Palm devices), symbols/Drawings, social stories augmentative/alternative communication systems, tangible symbol schedules, video modeling, self modeling (social skills) and computer software.
3. Analysis of role of AT in assessment for the continuous teaching cycle of learning for students with labels of autism.
E. Assistive Technology for Students with Low Incidence Disabilities
1. Current developments and challenges of Assistive Technology in the education of students with labels of low incidence disabilities.
2. Analysis of AT in the areas of Physical, Communication, Sensory, Academic, Social
skills, Behavior, Recreation, Independent living, and Transitions.
3. Evaluation of the role of AT in accessing information (computers, etc.) for students with labels of low incidence disabilities. – stages of use.
4. Analysis of role of AT in assessment for the continuous teaching cycle of learning for students with labels of low incidence disabilities.
F. Assistive Technology and Ethical Standards of Practice., Equity and Efficacy
1. Ethical Standards of CEC, NASDSE and National Board Standards
2. Professional Development related to AT
3. Confidentiality and Privacy issues
4. Efficacy of use of AT
5. Analysis of cultural views on use of technology
Edyburn, D. (2003). What Every Teacher Should Know About Assistive Technology. Boston, MA: Allyn & Bacon. Can be packaged with certain Allyn & Bacon textbooks.
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
G. Assignments, Exams and Tests
H. Attendance Policy
I. Policy on Make-up Work
J. Program This Course Supports
- Course Concurrence Information