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
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: -

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 10 % 20
Homework Assignments 2 % 40
Project 1 % 40
Total % 100
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 critically interpret and discuss the theories, the concepts, the traditions, and the developments in the history of thought which are fundamental for the field of new media, journalism and communication.
2) To be able to attain written, oral and visual knowledge about technical equipment and software used in the process of news and the content production in new media, and to be able to acquire effective abilities to use them on a professional level.
3) To be able to get information about the institutional agents and generally about the sector operating in the field of new media, journalism and communication, and to be able to critically evaluate them.
4) To be able to comprehend the reactions of the readers, the listeners, the audiences and the users to the changing roles of media environments, and to be able to provide and circulate an original contents for them and to predict future trends.
5) To be able to apprehend the basic theories, the concepts and the thoughts related to neighbouring fields of new media and journalism in a critical manner.
6) To be able to grasp global and technological changes in the field of communication, and the relations due to with their effects on the local agents.
7) To be able to develop skills on gathering necessary data by using scientific methods, analyzing and circulating them in order to produce content.
8) To be able to develop acquired knowledge, skills and competence upon social aims by being legally and ethically responsible for a lifetime, and to be able to use them in order to provide social benefit.
9) To be able to operate collaborative projects with national/international colleagues in the field of new media, journalism and communication.
10) To be able to improve skills on creating works in various formats and which are qualified to be published on the prestigious national and international channels.