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COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
WINTER 1998
SPEC 4040
TECHNOLOGICAL SUPPORT PLANNING FOR
CHILDREN AND YOUTH WITH MILD DISABILITIES
Four Credit Hours

REQUIRED TEXTBOOK(S)

Male, Mary. (1994). Technology for Inclusion: Meeting the Special Needs of all Students. Allyn & Bacon.

COURSE DESCRIPTION

Prerequisite: SPEC 3010.

An introduction to the computer and related hardware and software as they relate to the individualized education program and needs of individuals who require intermittent and/or limited supports.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

Principle 1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle 2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Principle 5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principle 6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle 7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle 8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

Principle 9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle 10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

 

Developing Professionals for Service

EDUCATIONAL OUTCOMES

1. An understanding of central concepts, tools of inquiry, and structures of the fields of special education and the ability to implement intervention strategies that make these aspects meaningful for consumers.

2. An understanding of how persons learn and develop and the ability to provide learning opportunities that support their intellectual, communication, academic, social, motor, vocational and/or adaptive development.

COURSE OBJECTIVES

The student will,

1. Create a vision of his/her exceptional classroom and the role technology can play. (Principle 1; Outcomes 1, 2)

2. Identify special needs of students and develop access to technology. (Principle 8; Outcomes 1, 2)

3. Be able to match technology resources of the school with the types of learning activities required to meet curriculum outcomes for each student. (Principles 6, 8; Outcomes 1, 2)

4. Establish partnerships with parents, and others in the community to expand student access to technology. (Principle 10; Outcomes 1, 2)

5. Formulate a plan, identify specific strategies, and develop activities that use technology to meet specific learning and developmental needs of students. (Principles 4, 7; Outcomes 1, 2)

6. Select software and hardware that can be integrated with IEP/curriculum goals and functional daily activities. (Principle 9; Outcome 1, 2)

7. Design a systematic approach to implementing technology in your classroom. (Principle 4; Outcome 1, 2)

8. Design classroom opportunities for students to be rewarded for use of technology. (Principle 5; Outcomes 1, 2)

9. Develop skills that permit integrating word processing and desktop publishing into the curriculum and that strengthen teacher productivity. (Principle 7; Outcomes 1, 2)

10. Plan the use of and design a system that uses databases and spreadsheets for lessons and increases teacher productivity. (Principle 7; Outcomes 1, 2)

11. Identify curriculum based tools that link students to the Internet and design curriculum units that apply them. (Principle 7; Outcomes 1, 2)

12. Develop a unit of instruction that uses multimedia tools. (Principle 7; Outcomes 1, 2)

13. Write instructional goals that are enhanced by the use of technology. (Principle 7, Outcomes 1 ,2)

14. Adhere to the ethical use of copyrighted materials. (Principle 10, Outcome 1)

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

I. Activities/Assignments (group and individual) :

Each student will be assigned to a group for specific assignments. Activities are used to assess application of skills targeted in course content. Students are required to participate in all group activities. If you are absent when the group receives the assignment or if you are absent during any time that the group works on an assignment you will NOT receive any credit (grade/points) for that assignment. See the Course Schedule for due dates. Activity assignments will NOT BE ACCEPTED LATE. (Objective 8, 9, 12)

Individual Assignments Points Group Assignments Points

Instructional Activity 1 20 Curri. Development Proj. 40

Instructional Activity 2 20

Instructional Activity 3 20 TOTAL 100

Examinations (3): THREE examinations are scheduled to assess knowledge of information from the required readings and class lecture notes. See the Course Schedule for specific dates.

Final Examination: Final examinations are regularly administered for all classes according to an established schedule at the end of each quarter. See Course Schedule for date and time. The final examination is used to assess each student's cumulative acquisition of knowledge and skill application of course content.

II. General Requirements:

1. Each class member is responsible for all readings, lecture notes, handouts, videos, class discussion and class and individual assignments.

2. If a student cannot be present for an examination he/she must notify the instructor beforehand to arrange for rescheduling (final examinations may not be rescheduled). The rescheduled examination will include an additional essay or oral component or different test form altogether. Failure to notify the instructor of an absence prior to a scheduled examination will result in loss of the opportunity to take the examination. Documentation of illness or emergency conditions is required.

3. Each student is responsible for all information on the course syllabus.

4. Each student is responsible for all information on the course schedule.

5. Assignments are NOT accepted late.

COURSE EVALUATION

Three examinations @ 50 points each 150

(Make-up exams allowed only with PRIOR instructor approval)

Group participation Pass/Fail

(Fail will lower the Final Grade by one letter grade)

Group and individual assignments 100

Final Exam 100

TOTAL 350

Final grades will be earned using the following criteria:

Points Grade Points Grade

350-315 = A 244-210 = D

314-280 = B 209-Below = F

279-245 = C

ATTENDANCE POLICY

Attendance is required at all class sessions. Absence does not excuse the student from responsibility for all class work and assignments. The University policy regarding absences states, "absences exceeding 20% of the course will result in a grade of F (p. 79)."

INSTRUCTOR

Office Number: Office Phone: (912) 333-5932

Office Hours:

SPECIAL NEEDS STATEMENT

ADA ADDRESSED: Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the quarter. Students not registered with the Special Services Program should contact the Special Services office in Nevins Hall, Room 1115. The phone number is 245-2498.

DIVERSITY STATEMENT

The Department of Special Education and Communication Disorders maintains a strong and sustained commitment to value the diverse and unique nature of the learner and to include all students in the high expectation for success.

 

DEPARTMENTAL PLAGIARISM POLICY

The Department of Special Education and Communication Disorders has a policy statement on plagiarism and a document identifying the characteristics of plagiarized work and the penalties for such actions. The penalty for plagiarism in undergraduate course work is a zero (0) on the assignment for the first offense, for the second offense the consequence is a letter grade of "F" for the course, for the third offense a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure. For graduate work, a letter grade of "F" for the course will be given for the first offense and a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure will occur for the second offense. The entire Departmental Policy, which includes examples and non-examples of plagiarism, is available on the Departmental Home Page.

APA STYLE

The Department of Special Education and Communication Disorders has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated. Procedures for APA style are found in:

American Psychology Association. (1994). Publication Manual of the American Psychological Association (4th ed.). Washington, DC: Author.

TENTATIVE COURSE SCHEDULE

Date Assignment Topic Chapter

JANUARY

8 Access to Today's Technology 1

13 Technology Through the Life Cycle 2

15 Themes Across the Life Cycle 3

20 Instructional Activity 1 Classroom Implementation 4

22 EXAMINATION EXAMINATION I

27 Integrating Technology with IEPs 11

 

29 Word Processing 6

FEBRUARY 3 Desktop Publishing 6

5 Using Database Management 7

10 Instructional Activity 2 Using Spreadsheets 8

12 MIDTERM EXAMINATION II EXAMINATION II

17 Using the Internet for Instruction

19 Multimedia Tool 10

24 Instructional Activity Multimedia Tools (Cont'd)

26 Integrating Multimedia and Internet tools

MARCH

3 Social Development and Technology 5

5 EXAMINATION III EXAMINATION III

10 Building Community Partnerships 12

12 Dealing with Change 14

17 Group Curriculum Project Presentations

23 FINAL EXAM FINAL EXAM

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