MEDICINE
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)	Integrates the knowledge, skills and attitudes acquired from basic and clinical medical sciences, behavioral sciences and social sciences, and uses them in health service delivery.
2)	In patient management, shows a biopsychosocial approach that takes into account the socio-demographic and sociocultural background of the individual, regardless of language, religion, race and gender.
3)	In the provision of health services, prioritizes the protection and development of the health of individuals and society.
4)	Taking into account the individual, societal, social and environmental factors affecting health; does the necessary work to maintain and improve the state of health.
5)	By recognizing the characteristics, needs and expectations of the target audience, provides health education to healthy/sick individuals and their relatives and other healthcare professionals.
6)	Shows a safe, rational and effective approach in health service delivery, prevention, diagnosis, treatment, follow-up and rehabilitation processes.
7)	Performs invasive and/or non-invasive procedures in diagnosis, treatment, follow-up and rehabilitation processes in a safe and effective way for the patient.
8)	Provides health services by considering patient and employee health and safety.
9)	In the provision of health services, takes into account the changes in the physical and socioeconomic environment on a regional and global scale, as well as the changes in the individual characteristics and behaviors of the people who apply to it.
10)	Takes good medical practice into account while carrying out his/her profession.
11)	Fulfills its duties and obligations within the framework of ethical principles, rights and legal responsibilities required by its profession.
12)	Demonstrates decisive behavior in providing high-quality health care, taking into account the integrity of the patient.
13)	Evaluates his/her performance in his/her professional practice by considering his/her emotions and cognitive characteristics.
14)	Advocates improving the provision of health services by considering the concepts of social reliability and social responsibility for the protection and development of public health.
15)	Can plan and carry out service delivery, training and consultancy processes related to individual and community health in cooperation with all components for the protection and development of health.
16)	Evaluates the impact of health policies and practices on individual and community health indicators and advocates increasing the quality of health services.
17)	The physician attaches importance to the protection of his/her own physical, mental and social health, and does what is necessary for this
18)	Shows exemplary behavior and leads the healthcare team during service delivery.
19)	Uses resources cost-effectively, for the benefit of society and in accordance with the legislation, in the planning, implementation and evaluation processes of health services in the health institution he/she is the manager of.
20)	Establishes positive communication within the health team it serves and assumes different team roles when necessary.
21)	Is aware of the duties and responsibilities of the health workers in the health team and acts accordingly.
22)	In the professional practices, works in harmony and effectively with the colleagues and other professional groups.
23)	Communicates effectively with patients, their relatives, healthcare professionals, other professional groups, institutions and organizations.
24)	Communicates effectively with individuals and groups that require a special approach and have different socio-cultural characteristics.
25)	In the diagnosis, treatment, follow-up and rehabilitation processes, shows a patient-centered approach that associates the patient with the decision-making mechanisms.
26)	Plans and implements scientific research, when necessary, for the population it serves, and uses the results and/or the results of other research for the benefit of the society.
27)	Reaches and critically evaluates current literature knowledge about his/her profession.
28)	Applies the principles of evidence-based medicine in clinical decision making.
29)	Uses information technologies to increase the effectiveness of its work on health care, research and education.
30)	Effectively manages individual work processes and career development.
31)	Demonstrates skills in acquiring and evaluating new knowledge, integrating it with existing knowledge, applying it to professional situations and adapting to changing conditions throughout professional life.
32)	Selects the right learning resources to improve the quality of the health service it offers, organizes its own learning process