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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 apply theoretical concepts related to mass communication, consumer behavior, psychology, persuasion,sociology, marketing, and other related fields to understand how advertising and brand communication works in a free-market economy.	2
2)	To be able to critically discuss and interpret theories, concepts, methods, tools and ideas in the field of advertising.	2
3)	To be able to research, create, design, write, and present an advertising campaign and brand strategies of their own creation and compete for an account as they would at an advertising agency.	2
4)	To be able to analyze primary and secondary research data for a variety of products and services.	2
5)	To be able to develop an understanding of the history of advertising as it relates to the emergence of mass media outlets and the importance of advertising in the marketplace.	2
6)	To be able to follow developments, techniques, methods, as well as research in advertising field; and to be able to communicate with international colleagues in a foreign language. (“European Language Portfolio Global Scale”, Level B1)	2
7)	To be able to take responsibility in an individual capacity or as a team in generating solutions to unexpected problems that arise during implementation process in the Advertising field.	3
8)	To be able to understand how advertising works in a global economy, taking into account cultural, societal, political, and economic differences that exist across countries and cultures.	2
9)	To be able to approach the dynamics of the field with an integrated perspective, with creative and critical thinking, develop original and creative strategies.	2
10)	To be able to to create strategic advertisements for print, broadcast, online and other media, as well as how to integrate a campaign idea across several media categories in a culturally diverse marketplace.	2
11)	To be able to use computer software required by the discipline and to possess advanced-level computing and IT skills. (“European Computer Driving Licence”, Advanced Level)	2
12)	To be able to identify and meet the demands of learning requirements.	2
13)	To be able to develop an understanding and appreciation of the core ethical principles of the advertising profession.	2