ED 7724 - Adaptive Technologies for the Inclusive Classroom

Part of the IT&DML Program at the University of New Haven. Provides educators with an understanding of how to use technology as a seamless part of the teaching and learning experience for students with disabilities in inclusive settings, using Universal Design for Learning as a guiding framework.

Course Description

This course provides educators with an understanding of how to use technology as a seamless part of the teaching and learning experience for students with disabilities in inclusive settings. Two main facets are emphasized: teachers learn how to provide access to the curriculum for students with disabilities using the principles of Universal Design for Learning (UDL) as a framework for curriculum design, and how to utilize technology to meet the unique needs of students with disabilities in order for them to attain maximum independence and participation in all environments.

Essential Questions:

What are the needs of students who require adaptive technologies, and which products and services best suit these needs?
What procedures are appropriate in assisting individuals with these tools, and what formal and informal assessment procedures ensure successful response?
What information should be included in a detailed clinical prescription of adaptive technologies, or reporting of results to parents, teachers, and administrators?

Learning Objectives

Create and implement appropriate adaptive technologies in the K-12 classroom to support all students.
Select and evaluate adaptive technological tools that can be used to support all learners in the K-12 classroom.
Describe how adaptive technologies can be used to assist and scaffold individuals with learning disabilities.
Construct and utilize ICT tools and computer-based programs to analyze and represent data on student progress.
Design a web page to share information on student progress with parents.
Develop plans for communicating how adaptive technologies support student learning with parents, teachers, and administrators.
Describe how adaptive technologies support students with learning disabilities, developmental delays, emotional/behavioral disorders, visual impairments, hearing impairments, and physical disabilities.
Identify potential funding sources for adaptive and instructional technologies.

Required Readings

Beard, L. A., Carpenter, L. B. & Johnston, L. B. (2011). Assistive Technology: Access for All Students (2nd/3rd ed.). Pearson Education.
Bryant, D. P. & Bryant, B. R. (2012). Assistive Technology for People with Disabilities (2nd ed.). Pearson Education.

Assignments

Attendance and Participation in Online Community Discussions (15%) — Contribute timely and relevant information to online discussions. At least three posts or responses per week: initial post by Wednesday addressing essential questions, subsequent posts by end of session.
Discussion Facilitator (20%) — Each student leads one week's discussion: writes 1–2 prompts, posts them at the start of the week, provides a summary of peers' responses by Thursday, and wraps up by Sunday midnight.
Literature Review (15%) — A comprehensive literature review on a topic relating to assistive technology use. Must include at least three supplemental readings from the syllabus and two additional sources.
Analysis of Adaptive Technological Products and Services (10%) — Identify an adaptive technology product or service and conduct a review informed by research, expert reviews, and novice user reviews. Identify affordances and shortcomings and their implications for classroom and school applications.
Grant Funding Opportunities (20%) — Research grant opportunities to obtain funding and write a grant proposal. Include specific details about products and services intended for purchase and assessment tools ensuring successful use.
AT Consideration Projects (20%) — Two assistive technology consideration case study applications. Use a problem-solving process to determine: (a) student abilities and needs, (b) activity and task demands in typical learning environments, (c) discrepancy analysis to identify potential AT tool features, and (d) tools matching student abilities. Completed in pairs.

Grading

Grade	Percentage
A	95–100
A-	90–94
B+	87–89
B	84–86
B-	80–83
C+	77–79
C	74–76
C-	70–73
F	Below 70