Course Information

Course Description:

The course works consists of in-depth study of the various technologies utilized in Special Education and Rehabilitation. Theories, goals, and intervention strategies for developing and implementing educational environments with assistive technology (AT) for persons with disabilities will be discussed throughout the semester.

Course Objectives:

Upon completion of the course, students will be:

1. Able to understand the appropriate use of computers and other technology in instructional programming

     A. Difference in multimedia and hypermedia

     B. Definition of Assistive Technology (AT)

     C. Knowledge of Augmentative and Alternative Communication (AAC)

     D. Tech-Act 1988

2. Able to integrate the use of Technology into the ongoing instructional program.

     A. Assistive Technology

     B. Augmentative and Alternative Communication (AAC)

     C. Software, and web-based instruction

3. Able to select and evaluate appropriate computer software

4. Knowledge of various assistive technologies from low-tech to high- tech.

5. Able to develop a long range plan of assistive technology (AT) for individual students to address immediate needs as well as future goals and objectives.

       A. AT and the facilitation of Written Expression

       B. AT and Individuals with Learning Disabilities and Language Impairments

       C. AT and Individuals with Vision and Hearing Impairments

       D. AT and Individuals with Physical Disabilities

       E. AT and IEP

Prerequisites and Co-requisites:

* Admission to the Teachers Education Program

*Admission to the Graduate School

Course Topics:

Technology in Special Education

Specific Course Requirements:

FIELD/CLINICAL EXPERIENCES participation/observation is required. Students will complete 15 contact hours of observation/participation in variety (minimum three) of combining special education resource, life skills and inclusion classroom (schools) settings, from accredited schools, K-12 grades. 

Textbooks, Supplementary Materials, Hardware and Software Requirements

Required Textbooks:

Please visit the Virtual Bookstore to obtain textbook information for this course:
http://rodp.bkstr.com

Supplementary Materials:

Hardware Requirements:

The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm. Specific hardware requirements for this course include...

Software Requirements:

The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm. Specific hardware requirements for this course include...(A list of software the student is required to purchase or download for the course, Real Player, Media Player, Acrobat Reader, Microsoft Office, etc).

Instructor Information 

Sumita Chakraborti-Ghosh, Ph.D. Assistant Professor, Coordinator, Special Education Program, Department of Teaching and Learning. Tennessee State University
Clay Hall, Rm. 209 D, Phone (615)- 963-5476, e-mail: schakraborti@tnstate.edu

Assessment and Grading

Testing Procedures:

The testing procedures for this course will vary greatly.  Students will be tested based on their active participation through Field/clinical participation observation journal, through collaborative discussion and learning; reading the assigned materials, journals & article reading and reviews;  participating in tests and quizzes; writing a research paper; and through their lesson and electronic portfolio presentation. Assessment of web based learning and use of technology will be an integral part of this course in addition.

Grading Procedure:

Each assignment will be graded on a point basis and a letter grade assigned according to the following scale: A = 90-100%, B = 80-89%, C = 70-79%, D = 60-69%, 59-below= F

Grading Scale:

810-900---A
720-809---B
630-719---C

540-629---D

539, below---- F
The grading scale should emphasize assignments, projects, and student participation in the learning community as well as timed quizzes and periodic examinations.

Assignments and Participation

Assignments and Projects:

1.   Fifteen hours of participation/observations are required in variety of settings.                                Observation must include:

·         classroom observation of implementation, integration of technology into the instructional process

·         the benefit to the students

·         one teacher interview

·         typed personal reflection/future recommendation along with the summary of the observation

·         observation log with the name of the institution and cooperating teacher

(100 points)

2. Four journal abstracts from the current journal of special education, and regular education or some accredited journal in the related field. Abstract must be written in American Psychological Association (APA) format (sample will be provided) (50 X 4= 200). The abstract will include a brief summary of the article including introduction, participants, setting, research methods & instruments, result, future recommendation, and personal reflection (No personalization i.e., "I think", or, "In my opinion" etc.) in one paragraph.  

3. Developing a lesson plan as a classroom teacher/facilitator incorporating technology in inclusion setting (100 points).  Lesson must include:

·        description of the theme

·         grade Level (must use multiage or grade level for flexibility purpose)

·        purpose and objective of the lesson

·        research in the topic area (include references)

·        methods of instruction

·        activity

·        materials (be specific how it can be used)

·        collaboration with the community and parents 

·        outcome evaluation (What result and how it will be gathered)

·        multicultural/Diversity needs (How AT can be used for culturally and linguistically diverse population)

·        modification (for Special needs Students in inclusion setting), if any

·        future recommendation

4. Develop an electronic portfolio which must include but not limited to:

·      an electronic binder (website information will be provided) with table of contents, entries from field experiences (any picture or writing sample scanned), interviews, text, lecture, and past and present researches

·       a statement of your personal philosophy of education and special education and the justification of Assistive Technology in special education

·        portfolio pages must be organized in a sequential manner, with cover page and labels (100 points). 

5. Write a research paper conducting several literature reviews and incorporate findings. Paper should include different views, opinions, issues, teaching strategies and methods with assistive technology. Also include personal reflection and future recommendations without any personalization statements i.e., "In my opinion", "I think" etc. Graduate Students only. paper must be written in APA format including cover page, abstract page and reference page(s) (100 points). 

6. Mid-term and final examinations are required. (2X100=200 points)

7. Five weekly assignments (10 X 5=50).

8. Classroom participation, discussion attendance,  creativity, originality and professionalism (50 points)

All assignments (except observation journal) should be written in APA format.

Class Participation:

Students must participate in all interactive aspects of the course. For example, students must communicate with other students in the chat room, students are expected to communicate with the instructor as a learning resource, students must check the course bulletin board and calendar frequently for announcements, and students must actively participate in threaded discussion events.

Punctuality:

All assignment must be submitted by due dates. No late assignment is accepted, unless justified by medical emergency.  Medical excuses can be faxed at (615) 963-5218 to the instructor within 24 hours. Students will be reminded only once for low grade. However, student is solely responsible for their papers and assignments dues n time.

Course Ground Rules

Participation is required. Students are expected to communicate with other students in team projects, learn how to navigate in WebCT, keep the dates of course announcements,use the assigned college or university e-mail address as opposed a personal e-mail address, address technical problems immediately, and observe course netiquette at all times. Students are responsible to submit their assignments on-time, and to communicate with instructor if needed. 

Guidelines for Communications

Email:

• Always include a subject line.
• Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emotions might be helpful in some cases.
• Use standard fonts.
• Do not send large attachments without permission.
• Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
• Respect the privacy of other class members

Discussion Groups:

• Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
• Try to maintain threads by using the "Reply" button rather starting a new topic.
• Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other's ideas.
• Be patient and read the comments of other group members thoroughly before entering your remarks.
• Be cooperative with group leaders in completing assigned tasks.
• Be positive and constructive in group discussions.
• Respond in a thoughtful and timely manner.

Chat:

• Introduce yourself to the other learners in the chat session.
• Be polite. Choose your words carefully. Do not use derogatory statements.
• Be concise in responding to others in the chat session.
• Be prepared to open the chat session at the scheduled time.
• Be constructive in your comments and suggestion

Web Resources:

• http://www.apastyle.org/pubmanual.html; http://webster.commnet.edu/apa/apa_index.htm
• http://curry.edschool.virginia.edu/class/edlf/589-07/sample.html
• Citation Styles Online http://www.bedfordstmartins.com/online/cite6.html

Library 

The Tennessee Virtual Library is available to all students enrolled in the Regents Degree Program. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading must be included in all courses. 

Students With Disabilities 

Students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.

Syllabus Changes 

The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.

Technical Support 

Telephone Support:

If you are having problems logging into your course,
timing out of your course, using your course web site tools, or other technical problems, please contact the AskRODP Help Desk by calling 1-866-550-7637 (toll free) or go to their website at http://help.rodp.org