SPE 201: Adaptive Technology in the Classroom

Fall
Spring
Summer
Year: 2016

Class
Meetings:
Tuesdays
6:30-9:30

Instructor:
Email:
Phone:
Office
Hours:

Sha Mauch M.S. CCC-SLP

SMauch@csm.edu
402-669-6469
By appointment

EDU and SPE Director

ECE Director

Dee Acklie
402-399-2606
dacklie@csm.edu

Melanie Felton
402-399-2625
mfelton@csm.edu

Required Textbooks/Materials
none

Description of the Course

This course is designed to introduce students to the assistive technology supports
available for students with disabilities and develop their understanding of how
these technologies support Universal Design for Learning and give all students
equal opportunities to learn. Students will be provided hands on experience with a
variety of assistive technologies from simple low tech supports to high tech
supports. Methods of assessing, adapting, and implementing assistive technology
into the classroom to support access and adaptations to the curriculum will be
explored. Students will demonstrate knowledge of assistive technology integration
through the development of electronic portfolios, discussion groups, resource
compilations, and lesson creations using a variety of multimedia tools.

Course Outcomes

Upon successful completion of the course, students should be able to

INTASC
Standard 1
Learner Development
Standard 2
Learning Differences

Standard 3
Learning Environments

CSM TE Outcomes
The Learner and Learning
1.1 Know characteristics of all learners
1.2 Identify developmental levels of all learners
2.1 Adapt instruction to all learners.
2.2 Use appropriate instructional strategies to meet the needs of diverse
learners.
3.1 Affirm and support students in positive social interactions, active
engagement in learning and self-motivation.
3.2 Organize and manage learning environments to optimize engaged
time.
3.3 Respond productively to student behaviors.
3.4 Organize and manage collaborative learning groups
3.5 Integrate principles of Universal Design for Learning (UDL) in designing
instruction.
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Content Knowledge
Standard 4
Content Knowledge

Standard 5
Application of Content

Standard 6
Assessment

Standard 7
Planning for Instruction

Standard 8
Instructional Strategies

Standard 9
Professional Learning and
Ethical Practice

Standard 10
Leadership and
Collaboration

4.1 Demonstrate mastery of the disciplines that s/he teaches.

4.2 Use appropriate instructional strategies to meet the needs of diverse
learners.
5.1 Communicate structure of knowledge and purposes for learning to
students.
5.2 Create learning opportunities that engage learners in critical thinking.
5.3 Create learning opportunities that promote creativity and collaborative
problem solving.
Instructional Practice
6.1 Communicate structure of knowledge and purposes for learning to
students.
6.2 Use multiple methods of assessment to collect and analyze student
data.
6.3 Design formative and /or summative measures that link accurately to
learning objectives.
6.4 Utilize state standards to select and adapt curricula based on the
needs of all learners.
6.5 Design developmentally appropriate learning activities.
6.6 Create effective lesson plans that address student learning objectives
in daily lesson plans, unit plans, long-range plans and goal-setting.
1.1 Know characteristics of all learners
2.1 Adapt instruction to all learners.
3.5 Integrate principles of Universal Design for Learning (UDL) in designing
instruction.
5.2 Create learning opportunities that engage learners in critical thinking
6.4 Utilize state standards to select and adapt curricula based on the
needs of all learners.
6.5 Design developmentally appropriate learning activities.
6.6 Create effective lesson plans that address student learning objectives
in daily lesson plans, unit plans, long-range plans and goal-setting.
2.2 Use appropriate instructional strategies to meet the needs of diverse
learners.
7.1 Use and integrate appropriate technologies
Professional Responsibility
9.1 Attend professional meetings and participate in professional
opportunities
9.2 Demonstrate commitment to ethical practices of the teaching
profession.
9.3 Demonstrate professional responsibility in accordance with the the CSM
Teacher Education Professional Dispositions.
9.4 Develop a philosophy of teaching based on existing educational
philosophies.
10.1 Provide effective feedback to inform stakeholders of learner progress
10.2 Use professional written and oral language in communication with
peers, learners, parents, administrators and the community.

Student Learning Objectives

1.

Students will develop an understanding of assistive technology, and the legislative

Created August

2015

mandates and government regulations related to technology in special education.

2. Students will gain an understanding of assistive technology assessment and integration
in the learning environment to support Universal Design for Learning for students with
disabilities.
3.

Students will learn, evaluate, and apply effective assistive technology supports across
curricular content areas for students with disabilities.

4. Students will identify, select, and adapt curriculum materials to support the cognitive,
physical, linguistic, cultural and emotional characteristics for students with disabilities.
5. Students will develop an awareness of augmentative and alternative communication
systems and identify strategies to support communication and learning.

Course Requirements / Calendar

Topics (subject to change)
Date
Topic
January 19
Course Overview -ePortfolio
What is Assistive Technology? AT and UDL?
January 26
Assistive Technology and the IEP
AT mandates and regulations Evaluating, selecting, and implementing AT
February 2
AT toolbox-how do I use it?
February 9
Picture Supports and AT Boardmaker
February 16
Augmentative and Alternative Communication
February 23
Reading and AT
March 1
Writing and AT
March 8
Spring Break
March 15
Tablets, Apps and AT
March 22
Online class-CAST UDL website
March 29
Google tools and AT
April 5
Adapting curriculum/Behavior supports
April 12
AT team approach/ Accessibility and Mobility/Sensory
April 19
NETA April 23/24
April 26
AT Barriers and Issues/AT and IEP case examples
May 3
EPortfolio Presentations
May 10
Final Exam
Class Assignments 20pts each
Class Attendance and Participation 10 pts each class session
ePortfolio 200pts
Final 100 points

Personal and Professional Fitness Statement

Students must read, complete and sign a Personal and Professional Fitness Statement when
they begin education courses at College of Saint Mary. These statements are kept on file in the
Teacher Education Department and must be updated if there is a change in status.
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2015

Attendance
Students are expected to attend all scheduled sessions on time and stay for the entire
duration. If a student misses any information due to an absence or in-class problems such as
involuntary or voluntary inattention, she or he is responsible for obtaining information (e.g.,
handouts, lecture notes, and other information) from a classmate and not the instructor.
Absences and tardies will adversely affect the final grade.

Grading Scale
For final grades, the College of Saint Marys standard grading scale will be used. Course
requirements are not negotiable. For every assignment or requirement not completed, the
final grade will be dropped by one full letter grade (e.g., if a student is missing 1 assignment,
the highest possible grade that may be earned is a B).

A
B
C
D
F

93 - 100 percent
84 - 92 percent
70 - 83 percent
60 - 69 percent
< 60 percent

Participation
Active participation is expected and required for all course activities. Participation includes
coming to class having read the assigned readings and being prepared to discuss with the
class. Failure to actively participate in course activities will result in a loss of points to the
final grade.

Technology Requirements and Expectations

Students are expected to check their e-mail accounts on a daily basis to stay informed for this
and other classes. In lieu of handouts, the instructor will periodically send announcements,
assignments, and updates to the class. The instructor will communicate other technology
requirements to students.
All students who bring laptops to class are expected to use them for course-related purposes
only. Please use your laptop ethically and for educational purposes and activities permitted by
the instructor. Unacceptable uses include: instant messaging, e-mailing, unassigned Internet
browsing, game-playing and completing homework for other classes. Violations of this request
will result in withdrawal of permission to use the laptop in this class and may affect your grade
in the course.

Responsibility/Late Work
All course requirements must be completed by the due dates printed on the course calendar.
For equity purposes, late work is docked by 10% each day past the deadline, including
weekends. Late assignments will not be accepted after 3 days past the due date and will
receive an automatic grade of an F.

Oral and Written Competencies

Professionals must be able to express themselves adequately in oral and written form. All
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2015

written work will be evaluated for quality of content and appropriate syntactical structures.
Written work that evidences limitations in these areas will be returned for editing and
resubmission. Oral expression will also be evaluated and addressed within individual
conferences. All written work is to be word processed, follows APA formatting, and submitted
to ANGEL drop boxes unless otherwise specified by the instructor.

ADA Accommodations
If you have a certifiable learning or physical disability and require special accommodations,
please email ADA Accommodations Specialist (ADA@csm.edu) or call the Achievement
Center's office for ADA Student Accommodations at 402/399-2485 to make an appointment for
more information about available services on campus. Considerable lead-time is required for
accommodations, so it is important that your request is received in the Achievement Center
ADA office as early in the semester as possible. PLEASE NOTE: YOUR REQUEST WILL BE
HANDLED CONFIDENTIALLY

Policy for Academic Dishonesty

Academic dishonesty is a serious offense. It is a form of theft and will be treated as such. In
keeping with its mission, College of Saint Mary seeks to prepare its students to be
knowledgeable, forthright and honest. It expects academic honesty from all its members.
Academic honesty includes adherence to guidelines established by the instructor in a given
course and prohibits, among other things, plagiarism, cheating, tampering with the work of
other students or knowingly furnishing false information.
Plagiarism is the representation of another persons words or ideas as if they were ones own.
Examples of plagiarism include submitting a paper in ones own name that was written by
someone else, including in a paper sentences or ideas taken from a source without giving
credit to that source. Cheating is giving or receiving information or using materials in exams,
assignments, and project which it is not allowed. Examples of cheating include copying from
another person during an exam, and submitting a laboratory or practicum report based on
data not obtained by the student in the manner indicated by the instructor. Collusion is
working together with another person in the preparation of work that the instructor expects to
be accomplished by the student alone.
The following procedure will be followed upon discovery of academic dishonesty:
1. Penalties for academic dishonesty will be imposed by the instructor and may include a
grade of F on the work in question or for the entire course.
2. The instructor will fill out the Academic Dishonesty form and send a copy to the student and
to the students advisor and the Registrar for inclusion in the students file.
3. Upon receipt of one or more Academic Dishonesty forms for the same student, the Registrar
shall report the violation(s) to the Vice President for Academic Affairs. The Vice President for
Academic Affairs may expel a student for repeated instances of academic dishonesty or upon
the recommendation of the students program director.
A student penalized for academic dishonesty has the right to appeal a judgment the student
believes to be in error. In making this appeal, the student should follow the steps outlined in
the Academic Appeals Board procedure. A copy of this procedure may be obtained from the
Office of the Vice President for Academic Affairs.

Conduct
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2015

Since educators are held to high professional standards of conduct, the Teacher Education
Department has established a set of policies and dispositions that all students are expected to
abide by at all times both inside and outside of the classroom. Each student in this class must
be familiar with all departmental policies, which are available in the Undergraduate Teacher
Education handbook on MyCSM. The instructor will document and report all disruptive and
unprofessional behaviors. Examples of unacceptable behaviors include but are not limited to:
academic dishonesty, habitual absences/tardies, and inattention in class, insubordination,
intimidation/threats, and use of inappropriate language in verbal/written communication.
Be advised that inappropriate and unprofessional behaviors may result in deductions to the
final grade. The instructor is obliged to create a respectful and safe classroom climate. In this
course, we will engage in lively debates on controversial topics to challenge the limitations of
our existing frames of knowledge.
The ideal classroom is best served when participants allow multiple experiences, perspectives,
and viewpoints to be considered for discussion. Therefore, all course participants must
conduct themselves in ways that are courteous, professional, and respectful. Below is the
College of Saint Marys Declaration of Open Discourse statement that all participants will
abide by in this class:

Declaration of Open Discourse

In the spirit of intellectual inquiry, College of Saint Mary is committed to the exchange of
diverse ideas and viewpoints. In this environment, honest discourse is valued; demeaning
remarks are not tolerated.

Each member of the campus community is encouraged to:

Recognize the basis of her or his own assumptions and perspectives.
Acknowledge the assumptions and perspectives of others.
Promote understanding and respectful dissent.

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2015