PHOTOGRAPHY AND VIDEO | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
EDT5018 | Adaptive/Assistive Technology | Spring Fall |
3 | 0 | 3 | 12 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
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. |
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. |
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. |
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 |
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: | - |
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 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Project | 1 | 80 | 80 |
Homework Assignments | 2 | 40 | 80 |
Total Workload | 202 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Knowledge of photographic and video media and ability to use basic, intermediate and advanced techniques of these media. | |
2) | Ability to understand, analyze and evaluate theories, concepts and uses of photography and video. | |
3) | Ability to employ theoretical knowledge in the areas of the use of photography and video. | |
4) | Familiarity with and ability to review the historical literature in theoretical and practical studies in photography and video. | |
5) | Ability in problem solving in relation to projects in photography and video. | |
6) | Ability to generate innovative responses to particular and novel requirements in photography and video. | |
7) | Understanding and appreciation of the roles and potentials of the image across visual culture | |
8) | Ability to communicate distinctively by means of photographic and video images. | |
9) | Experience of image post-production processes and ability to develop creative outcomes through this knowledge. | |
10) | Knowledge of and ability to participate in the processes of production, distribution and use of photography and video in the media. | |
11) | Ability to understand, analyze and evaluate global, regional and local problematics in visual culture. | |
12) | Knowledge of and ability to make a significant contribution to the goals of public communication. | |
13) | Enhancing creativity via interdisciplinary methods to develop skills for realizing projects. | |
14) | Gaining general knowledge about the points of intersection of communication, art and technology. |