EDT5018 Adaptive/Assistive TechnologyBahçeşehir UniversityDegree Programs SOCIOLOGYGeneral Information For StudentsDiploma SupplementErasmus Policy StatementNational QualificationsBologna Commission
SOCIOLOGY
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 Fall 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 learn and compare major sociology perspectives, both classical and contemporary, and apply all of them to analysis of social conditions.
2) To be able to identify the basic methodological approaches in building sociological and anthropological knowledge at local and global levels
3) To be able to use theoretical and applied knowledge acquired in the fields of statistics in social sciences.
4) To have a basic knowledge of other disciplines (including psychology, history, political science, communication studies and literature) that can contribute to sociology and to be able to make use of this knowledge in analyzing sociological processes
5) To have a knowledge and practice of scientific and ethical principles in collecting, interpreting and publishing sociological data also develop ability how to share this data with experts and lay people, using effective communication skills
6) To develop competence in analyzing and publishing sociological knowledge by using computer software for quantitative and qualitative analysis; and develop an attitute for learning new techniques in these fields.
7) To identify and to have a knowledge of the theories related to urban and rural sociology and demography, and political sociology, sociology of gender, sociology of body, visual sociology, sociology of work, sociology of religion, sociology of knowledge and sociology of crime.
8) To have knowledge of how sociology is positioned as a scientific discipline from a philosophical and historical perspective
9) To have the awareness of social issues in Turkish society, to develop critical perspective in analysing these issues and to have a knowledge of the works of Turkish sociologists and to be able to transfer this knowledge
10) To have the awareness of social issues and global societal processes and to apply sociological analysis to development and social responsibility projects
11) To have the ability to define a research question, design a research project and complete a written report for various fields of sociology, either as an individual or as a team member.
12) To be able to transfer the knowledge gained in the areas of sociology to the level of secondary school.