SPEECH AND LANGUAGE THERAPY
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 use theoretic and methodological approach, evidence-based principles and scientific literature in Speech and Language Therapy field systematically for practice.
2)	To have theoretic and practical knowledge for individual's, family's and the community's health promotion and protection.
3)	To use information and health technologies in practice and research in the field of Speech and Language Therapy.
4)	To communicate effectively with advisee, colleagues for effective professional relationships.
5)	To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level.
6)	To use life-long learning, problem-solving and critical thinking skills.
7)	To act in accordance with ethical principles and values in professional practice.
8)	To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach.
9)	To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively.
10)	To take responsibility and participate in the processes actively for training of other therapist, education of health professionals and individuals about speech and languege therapy.
11)	To carry out speech and languge therapy practices considering cultural differences and different health needs of different groups in the community.