Technology for Special Needs

Course Description:

Explores the role of he role of assistive technology across the curriculum and focuses on universal design principles that enable equal access to learning for all students. Topics include the role of technology in education reform, the use of built-in accessibility tools such as text-to-speech and speech-to-text programs useful for a range of students, including those with visual and audio disabilities as well as those for whom English is a second language.  This course is required for instructional technology licensure candidates.

Rationale:  

Technology coordinators and teacher leaders need to have a broad understanding of the kinds of assistive technologies available so that they can modify the curriculum to meet the needs of all learners.

Course Objectives: 

--Suggest appropriate assistive technologies to assist students in learning across the curriculum. 

--Design accessible class or course web pages using recommended tools and techniques. 

--Implement universal design principles in a set of content-specific lesson plans.

--Demonstrate the ability to modify the curriculum to accommodate the needs of special needs students. 

--Explain and interpret IDEA and NCLB guidelines for special needs students. Evaluate websites for accessibility. 

Teaching Methods and Course Activities:  

--Discussion of course readings

--Hands-on activities with assistive technologies, including actual use of several assistive technologies such as text-to-speech and voice recognition software

--School visits (designed to demonstrate the use of a variety of assistive technologies)

--Evaluation of assistive technology software and specialized devices

--Design of accessible web pages

--Case study of student(s) who use assistive technology or an analysis of an assistive technology demonstration lab

--Research project on using technology to assist English Language Learners

Basis for Student Evaluation:

Case study of a student who uses assistive technology devices or analysis of an assistive technology demonstration lab. (30%)

Course or class web page using universal design principles. (20%)

Completed assistive technology device checklist and observation form. (10%)

Contributions to online discussion concerning readings, activities, observations, and experiences with assistive technology. (20%)

Exam on regulations related to state and national regulations related to assistive technology. (20%)

Bibliography and Resources

Dolan, R. P., Hall, T. E., Banerjee, M., Chun, E., & Strangman, N. (2005). Applying principles of universal design to test delivery: The effect of computer-based read-aloud on test performance of high school students with learning disabilities. Journal of Technology, Learning, and Assessment, 3(7).

Rose, David H., Meyer, A. and Hitchcock, C.  (2005). The Universally Designed Classroom: Accessible Curriculum and Digital Technologies. Harvard Education Press. (http://gseweb.harvard.edu/hepg/universallydesigned.html)

Rose, D., Hasselbring,T. S., et al. (2005). Assistive Technology and Universal Design for Learning: Two Sides of the Same Coin. In D. Edyburn, et al.   Knowledge by Design, Whitefish Bay.