EUROPEAN UNION RELATIONS
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
EDT5018 Adaptive/Assistive Technology Spring 3 0 3 12
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction: English
Type of course: Non-Departmental Elective
Course Level: Bachelor’s Degree (First Cycle)
Mode of Delivery: Face to face
Course Coordinator : Prof. Dr. TUFAN ADIGÜZEL
Recommended Optional Program Components: None
Course Objectives: This course is designed to be an overview of the principles, techniques and applications used in assistive and adaptive technology (AT) for people with special needs. The basic concept of the course material is to learn about and use technologies (low to high) to overcome handicaps, improve functionality and identify features to meet the educational needs of this population. Strategies for integrating AT into the classroom in both self-contained and inclusive settings will be discussed. The course will be focusing mostly on integrating technology/computer based applications and adaptations.

Learning Outcomes

The students who have succeeded in this course;
1. Explain the principles of UD;
2. Distinguish the differences between AT and universal design for learning (UDL);
3. Demonstrate an understanding of IEP and its goals;
4. Identify the legislative policies connected with AT;
5. Review and discuss equity, ethical and legal issues in using technology in schools;
6. Identify national and local organizations and services associated with AT;
7. Demonstrate an understanding of the process of developing AT and the roles of the professionals involved in developing and using AT;
8. Match disability types to specific AT;
9. Discuss the process of AT evaluation and assessment;
10. Test web pages for compliance with accessibility guidelines and laws.

Course Content

Topics include IEP (Individualized Education Program) and Universal Design (UD)/Access, Specialized Adaptive Devices and Strategies, Windows & Mac built-in Accessibility tools, Text to Speech & Speech to Text, Web accessibility, and basic programming techniques.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Orientation
2) AT Overview: Laws and Continuum Role of AT in the Classroom Definition of AT, areas of application identified, overview of the AT Act of 2004 Ch. 1 pp.2-20 (Beard, Carpenter & Johnston)
3) Universal Design (UD) Accessibility Universal Design for Learning (UDL) Ch. 1 pp. xi-11 (CEC)
4) Content Area AT & UDL UD & UDL Relationship Ch. 3 pp.21-40 (CEC) Ch. 4 pp.41-50 (CEC)
5) AT Evaluation Exploration of major tools and frameworks used in AT assessments Ch. 3 pp. 32-51 (Beard, Carpenter & Johnston)
6) IEP Present Levels of Academic Achievement & Functional Performance; Goals & Objectives Standards-Based IEPs Goal Development http://ilearning.esc20.net
7) AT & Autism The Horse Boy: Film & Discussion
8) AT for the Young Child Discuss and demonstrate “low tech” assistive technology solutions Using Microsoft Office in Inclusion Computer Output Considerations Identification of screen and speech output methods Options and positioning considerations for the computer screen Ch. 4 pp. 52-69 (Beard, Carpenter & Johnston)
9) AT for High Incidence Disabilities Authoring Tools for Writing Authoring Tools for Keyboard Alternatives Authoring Tools for Mouse Alternatives Explore visual learning to organize information Explore picture communication symbols Explore text to voice software Ch. 5 pp. 70-85 (Beard, Carpenter & Johnston)
10) AT: Positioning & Mobility AT Device Exhibition – Guest Speaker Ch. 6 pp. 86-101 (Beard, Carpenter & Johnston)
11) AT for Communication Introduction to Augmentative Communication Switches, battery interrupters and toys Talking photo albums and frames Ch. 7 pp. 102-122 (Beard, Carpenter & Johnston)
12) AT: Sensory Impairments Assistive Technology for Communication Technology for alternative and augmentative communication Low/High-tech solutions for children with disabilities Ch. 8 pp. 124-149 (Beard, Carpenter & Johnston)
13) AT for Distance Learning Web Accessibility Ch. 10 pp. 172-186 (Beard, Carpenter & Johnston)
14) AT Observation Presentations

Sources

Course Notes / Textbooks: • Johnston, L., Beard, L. A., & Carpenter, L. B. (2011). Assistive technology: Access for all students (2nd ed.). Pearson Merrill/Prentice Hall: Upper Saddle River, NJ. (ISBN: 0-13-705641-9)

• Council for Exceptional Children (2005). Universal design for learning: A guide for teachers and education professionals. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall. (ISBN: 0-13-1701606 9780131701601)
References: -

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 10 % 20
Homework Assignments 2 % 40
Project 1 % 40
Total % 100
PERCENTAGE OF SEMESTER WORK % 60
PERCENTAGE OF FINAL WORK % 40
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Project 1 80 80
Homework Assignments 2 40 80
Total Workload 202

Contribution of Learning Outcomes to Programme Outcomes

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Program Outcomes Level of Contribution
1) To be able to examine, interpret data and assess ideas with the scientific methods in the area of EU studies. 2
2) To be able to inform authorities and institutions in the area of EU studies, to be able to transfer ideas and proposals supported by quantitative and qualitative data about the problems. 2
3) To be introduced to and to get involved in other disciplines that EU studies are strongly related with (political science, international relations, law, economics, sociology, etc.) and to be able to conduct multi-disciplinary research and analysis on European politics. 3
4) To be able to evaluate current news on European Union and Turkey-EU relations and identify, analyze current issues relating to the EU’s politics and policies. 2
5) To be able to use English in written and oral communication in general and in the field of EU studies in particular. 1
6) To have ethical, social and scientific values throughout the processes of collecting, interpreting, disseminating and implementing data related to EU studies. 1
7) To be able to assess the historical development, functioning of the institutions and decision-making system and common policies of the European Union throughout its economic and political integration in a supranational framework. 2
8) To be able to evaluate the current legal, financial and institutional changes that the EU is going through. 2
9) To explain the dynamics of enlargement processes of the EU by identifying the main actors and institutions involved and compare previous enlargement processes and accession process of Turkey. 2
10) To be able to analyze the influence of the EU on political, social and economic system of Turkey. 2
11) To acquire insight in EU project culture and to build up project preparation skills in line with EU format and develop the ability to work in groups and cooperate with peers. 2
12) To be able to recognize theories and concepts used by the discipline of international relations and relate them to the historical development of the EU as a unique post-War political project. 3