PRE-SCHOOL TEACHING
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
CET4052 Special Topics in Instructional Technologies II Fall 3 0 2 6
The course opens with the approval of the Department at the beginning of each semester

Basic information

Language of instruction: En
Type of course: Departmental Elective
Course Level: Bachelor
Mode of Delivery: Face to face
Course Coordinator : Dr. Öğr. Üyesi YAVUZ SAMUR
Course Lecturer(s): Instructor BARIŞ ERDOĞAN
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 Outputs

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: • 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: None

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 10 % 20
Laboratory % 0
Application % 0
Field Work % 0
Special Course Internship (Work Placement) % 0
Quizzes % 0
Homework Assignments 2 % 40
Presentation % 0
Project 1 % 40
Seminar % 0
Midterms % 0
Preliminary Jury % 0
Final % 0
Paper Submission % 0
Jury % 0
Bütünleme % 0
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
Laboratory 0 0 0
Application 0 0 0
Special Course Internship (Work Placement) 0 0 0
Field Work 0 0 0
Study Hours Out of Class 0 0 0
Presentations / Seminar 0 0 0
Project 1 60 60
Homework Assignments 2 20 40
Quizzes 0 0 0
Preliminary Jury 0
Midterms 0 0 0
Paper Submission 0
Jury 0
Final 0 0 0
Total Workload 142

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