ENERGY SYSTEMS ENGINEERING
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)	Build up a body of knowledge in mathematics, science and Energy Systems Engineering subjects; use theoretical and applied information in these areas to model and solve complex engineering problems.
2)	Ability to identify, formulate, and solve complex Energy Systems Engineering problems; select and apply proper modeling and analysis methods for this purpose.
3)	Ability to design complex Energy systems, processes, devices or products under realistic constraints and conditions, in such a way as to meet the desired result; apply modern design methods for this purpose.
4)	Ability to devise, select, and use modern techniques and tools needed for solving complex problems in Energy Systems Engineering practice; employ information technologies effectively.
5)	Ability to design and conduct numerical or pysical experiments, collect data, analyze and interpret results for investigating the complex problems specific to Energy Systems Engineering.
6)	Ability to cooperate efficiently in intra-disciplinary and multi-disciplinary teams; and show self-reliance when working on Energy Systems-related problems
7)	Ability to communicate effectively in English and Turkish (if he/she is a Turkish citizen), both orally and in writing. Write and understand reports, prepare design and production reports, deliver effective presentations, give and receive clear and understandable instructions.
8)	Recognize the need for life-long learning; show ability to access information, to follow developments in science and technology, and to continuously educate oneself.
9)	Develop an awareness of professional and ethical responsibility, and behave accordingly. Be informed about the standards used in Energy Systems Engineering applications.
10)	Learn about business life practices such as project management, risk management, and change management; develop an awareness of entrepreneurship, innovation, and sustainable development.
11)	Acquire knowledge about the effects of practices of Energys Systems Engineering on health, environment, security in universal and social scope, and the contemporary problems of Energys Systems engineering; is aware of the legal consequences of Energys Systems engineering solutions.