Syllabus

**Rutherford Campus**
 * Felician** **College**

**SPED 410 - Survey of Assistive Technology – 3 Credits**

**Course Syllabus**

Office Hours: 9-5 Monday-Friday
 * Semester: Spring 2011 Professor: Mike Marotta**
 * Day/Time/Room #: Thursdays 5:45 PM Office Phone #: 609-882-4182  begin_of_the_skype_highlighting   609-882-4182  end_of_the_skype_highlighting    begin_of_the_skype_highlighting 609-647-0071    **
 * Office #, Building: Sammartino Hall Email: sped410@gmail.com**

This course is designed to provide undergraduate teacher candidates in the areas of developmental and acquired disabilities with a broad background into the use of Assistive Technology. The course will address the role of Assistive Technology in enabling and enhancing the independence, communication and cognitive potential of the student with disabilities, across his or her lifespan. It will address the impact of Assistive Technology on program selection, curriculum design, IEP planning and instructional modifications. Teacher candidates will review and practice low-tech and high-tech communication systems, software and adaptive computer devices. They will become familiar with assessment, agencies, and funding sources, relevant legislation, and the link between home and school.
 * Course Description:**


 * College Mission**: Felician College is an independent co-educational Catholic/Franciscan College founded and sponsored by the Felician Sisters to educate a diverse population of students within the framework of a liberal arts tradition. Its mission is to provide a full complement of learning experiences, reinforced with strong academic and student development programs designed to bring students to their highest potential and prepare them to meet the challenges of the new century with informed minds and understanding hearts. The enduring purpose of Felician College is to promote a love for learning, a desire for God, self knowledge, service to others, and respect for all creation.

The Division of Teacher Education, in light of the Franciscan mission, seeks to foster competent, caring, and compassionate educators to serve a diverse population by promoting a collaborative sprit, encouraging self-reflection, and emphasizing life-long learning.
 * Division of Teacher Education Mission**:

The Division of Education strives to prepare teachers who: · Know and understand the New Jersey Professional Teaching Standards; · Value and are committed to the tenets of these standards; and · Actively engage in applying the intent of these standards within their learning communities.


 * Course Justification**: Major advances have taken place in the utilization of Assistive Technology in the lives of children and adults with disabilities. These advances have potential to enhance and improve the cognitive and communicative functioning of children with disabilities as well as their overall independence, and are assuming a role of significant importance in instructional programs for Pre-K to 21. Thus, it is critical to include instruction in assessment and use of Assistive Technology in college preparatory programs for teachers of students with developmental or acquired disabilities.

At the completion of this course students will be able to:
 * Course Objectives:**

1. Define assistive technology. (//NJPTS// 3,6 //INTASC// 1) 2. Delineate the characteristics of assistive technologies. (//NJPTS// 3,6 //INTASC// 1) 3. Locate and synthesize information relative to the Individuals with Disabilities Education Act, IDEA 1997 and 2004. (//NJPTS// 5,6,7 //INTASC// 1) 4. Describe the role of assessment and intervention in assistive technology service delivery. (//NJPTS// 5,6 //INTASC// 4,8) 5. Match device characteristics and technology resources to student needs, skills and activities. (//NJPTS// 1,3,4,5,6,7 //INTASC// 2,3,4) 6. Identify the benefits of technology for the individual with a disability. (//NJPTS// 1,3,4,5,6,7 //INTASC// 2,3,4,5,7) 7. Identify ways of expanding opportunities for participation within settings that can accommodate wide ranges of differences in abilities and interests. (//NJPTS// 1,3,4,5,6,7 //INTASC// 2,3) 8. Formulate a plan for integrating technology to meet the specific learning and/or developmental needs of an individual with a disability. (//NJPTS// 1,3,4,5,6,7 //INTASC// 3,4,5,7) 9. Exploration of major issues related to instructional and assistive technology and its role in the classroom. (//NJPTS// 6,7 //INTASC// 1,3,7) 10. Apply the instructional and assistive technology classroom instruction to the NJPTS. INTASC (//NJPTS// 1,4,6 //INTASC// 2,3,4,5) 11. Discuss the issues related to integrating technology into the curriculum, the use of technology as a supportive tool for inclusion, and the importance of the family in technology decision-making. (//NJPTS// 1,4,6,7,8,9 //INTASC// 1,3,4,5,6) 12. Exploration of the characteristics and operation of various adaptive and assistive devices. (//NJPTS// 4, 5,6 //INTASC// 5,6,7) 13. Define and describe high and low tech devices. (//NJPTS// 4,5,6 //INTASC// 6,7) 14. Gain an awareness of the resources available in the field of adaptive and assistive technology for persons with disabilities. (//NJPTS// 1,6,7 //INTASC// 1,4,5) 15. Describe terms and trends in the use of technology for people with disabilities. (//NJPTS// 1,2,4,6,7,9 //INTASC// 3,4,5)

Teacher Candidate Learning Outcomes
1. The teacher candidate will develop an understanding of the legalistic, humanistic and pedagogical responsibilities which underscore the importance of utilizing Assistive Technology for persons with varying disabilities, as demonstrated through reflective topical writings, internet research, participation in discussions based upon readings, and development of professional resources.

2. The teacher candidate will develop knowledge of the organizations, agencies and resources available to support the teacher and the student with disabilities, as demonstrated through reflective topical writing, participation in discussions based upon readings, and development of a portfolio of resources.

3. Teacher candidate will develop a resource library of Assistive Technology devices and services for self and collaborative utilization, as demonstrated by the development of a professional resource portfolio.

4. The teacher candidate will develop critical skills at evaluating Assistive Technology, as demonstrated by an evaluation project including a cost/benefit analysis, usability across domains training requirements, and payment source for one low tech and high tech device.


 * Basic Computer Skills Required:** Open an existing file, Save a document to the hard drive, folder, and desktop, Create a folder, Highlight text, Copy, Cut, and Paste text, Print a file, Navigate the Internet, Access e-mail, Attach a file to an e-mail, Change the file type of a document, Burn a file onto a CD, Toggle between several open programs.


 * Course Requirements:**

//Teacher candidates who take a proactive approach to class have a better understanding of the content presented**.**//
 * 1) **__Class Participation -__** Preparation and involvement in all discussions and instructional activities.


 * 1) **__Device/Software Trials & Evaluations-__** Teacher candidates will be asked to try out and give their opinions and report on various assistive devices and trial version software in class. All items will be supplied by the instructor.


 * 1) **__Current Article__****__/Issue Summary__** - Read and write a short (1 to 2 pages) summary of an article from professional journals (from either the library or online) or a current Magazine / Newspaper that relates to Assistive Technology. Please use APA format for the citation. Also please be prepared to verbally share these in class. **Due Date: February 17, 2011**


 * 1) **__Individual Case Study Assessment__** - Each Student will individually assess and evaluate a case study for use of assistive technology. This assignment will include the report, and an evaluation and recommendation for the IEP, documenting the assistive technology. Using this case study, teacher candidates will write a prescriptive remediation, using both high and low-tech solutions. Include a resource page that includes costs of materials as well as information on the availability and assembly of the materials. Discussions regarding this paper will occur during class. **Due Date: March 17, 2011**


 * 1) **__Group Case Studies:__** Students will work in groups to write a prescriptive remediation for 4 different case studies. Class time will be made available to work with group members on this project. Students will be responsible for a written assessment plan and be prepared to present findings to the class. **Due Date: April 28, 2011**


 * 1) **__Final__** **__Project__** - **Construct 2 low-end assistive devices.** The devices can be for computer accessibility, general communication, mobility, academic task modification, or leisure recreation, for use in a classroom, home or community setting. Each teacher candidate will present their device in class. The devices should be constructed from low-cost or no-cost materials. A written description of the device and its anticipated classroom use/integration should be submitted to the instructor at the time of presentation. Colleagues will be required to act as active participants and ask questions after the presentation. **Due Date: May 12, 2011**


 * 1) There will be a **__Mid-Term__** **(March 24, 2011)** that will cover the lectures and readings.


 * 1) Submit all required assignments typed and on time. One grade point will be deducted from the grade for each day that you are late.

Participation, preparation, involvement in all discussions and activities and homework/e-companion assignments 20% Final Project and Presentation 30% Group Case Studies 15% Individual Assessment 15% Current Article/Issue Summary 10% Mid-term Exam 10%
 * Final Grade Tabulations:**

A variety of techniques and strategies will be used to evaluate teacher candidate learning and mastery of relevant concepts. Reading assignments will form the basis for classroom discussion. Active participation will be used as a means to assess completion of this task. In addition to active participation, teacher candidates will also have various assignments. The lectures focus on selected concepts from the readings. Although we do not discuss all of the components of each chapter in class, each teacher candidate is responsible for understanding all of the major concepts in each chapter. Therefore, test items can be derived from readings and lectures.
 * Evaluation Criteria:**

Evaluation Criteria for Active Participation Professor’s assessment will be based on the following: ü You will be asked to respond to questions ü You will participate in large and small group discussions ü You will share professional experiences that are germane to class topic discussions ü You will initiate questions and concerns about mastery of class assignments and discussions ü You will engage in dialogues with other students as part of class project presentations ü You will be expected to submit all required assignments on time ü Grades will be affected by late submissions ü All written materials needs to be word-processed or submitted in typed format


 * Required Text:**
 * 1) Bryant, D., and Bryant, B., __Assistive__, __Technology,__ __For__ __People__ __with__ __Disabilities__. Needham Heights, MA: Allyn & Bacon, 2003.

We will be using the following educational legal codes. (All information will be provided via handouts.) a. New Jersey Administrative Code Title 6A Chapter 14 Special Education Effective July 6, 1998 Amended November 2, 1998


 * 1) New Jersey Core Curriculum Content Standards

Teacher candidates will meet for a variety of experiences including discussion, lecture, and active participation. Varied issues will be covered as indicating by the attached calendar of events. Teacher candidates will be expected to prepare themselves for class so that they can actively participate and thereby benefit fully from the experience.
 * Course Format:**

Teacher candidates are expected to attend all classes regularly and to be on time as an indication of professionalism and commitment to the field of education. Teacher candidates who expect to be absent are expected to notify the instructor in advance and must make up the work and assignments missed. It is your responsibility to find out what occurred in class and to make up any assignments. Exchange phone numbers with someone in class so you can obtain missed assignments. Excessive absence will result in a lowered grade for the course. (Exceptions may be made at the instructor’s discretion.)
 * Attendance:**

Teacher candidates are expected to comply with the tenets of the Felician College Honor Code and the college policies described in the Felician College Student Handbook and Catalogue. All members of Felician College are charged with the responsibility of upholding academic integrity. This is of particular importance to education majors, as you will be holding the same expectations of your students in the near future.
 * //Honor Code://**

Please note that plagiarism will not be tolerated. Any teacher candidate who violates this policy will be notified in writing and immediately referred to the Honors Council.
 * Plagiarism:**

No cell phones, pagers or any other electronic communication devices are permitted to ring during class time. Put these devices on”mute” and respond when class is over. (Exceptions may be made at the instructor’s discretion.)
 * Electronic Communication Devices:**


 * Grade Appeals:** Please refer to the Felician College Handbook for grade appeal procedures.