Week |
Subject |
Related Preparation |
1) |
Orientation |
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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 |
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|
Program Outcomes |
Level of Contribution |
1) |
Analyze and demonstrate knowledge of concepts, ideas, applications in early childhood education and to be able to evaluate them critically. |
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2) |
To understand and know the developmental and learning capacities of 0-66 month old children and to reflect these to their education process. |
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3) |
Implementation of the subject matter, pedagogical and professional knowledge necessary for early childhood education. |
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4) |
Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life. |
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5) |
To know how to develop, apply and evaluate learning mediums
with sıitable education programs, teaching approach and methods and techniques which is flexible for each individual child .
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6) |
To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton. |
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7) |
To develop and apply projects that supports children, families and individuals in the community and contributing positively to their developmental process. |
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8) |
To integrate the knowledge and experience of working together with different programs and different age groups. |
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9) |
To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth. |
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10) |
To cooperate and collaborate with other individuals and community to bring awareness about early childhood education to society. |
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11) |
To be able to recognize problems in early childhood education, to bring scientifically acceptable solutions to these problems and participate effectively in projects leading to such solutions. |
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12) |
Demonstrate knowledge of the laws, regulations and policies related to early childhood education and act accordingly. |
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13) |
To demonstrate commitment to societial,scientific and professional values. |
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14) |
To recognize and respect different cultures and to be sensitive to individual and cultural differences. |
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15) |
To demonstrate competence and ethical approach in information and communication technologies. |
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16) |
To demonstrate English profiency in communicating, knowledge sharing and professional development areas of early childhood education. |
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