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There is no formal textbook. An online Course Reader and Activity Schedule is provided to registered students on the campus Learning Management System, Moodle.
This course will provide an overview of specialized computer-based technologies as they relate to the teaching and learning of all students, as well as the use of assistive technology to facilitate the successful integration of individuals with disabilities. This course does not cover basic software in Microsoft Office. Selection, modification, and classroom use of technology to improve or bypass physical, sensory, communicative, learning, and social limitation will be explored as the technology is used. May be used to satisfy technology requirement for Level II SPED Credentials.
General ability to use a computer in a Windows or Mac environment.
COMP 100, SPED400 or 508 or equivalent
Students will be:
able to identify common technological resources available to improve a student’s access to learning and facilitate class inclusion.
knowledgeable about the unique needs individuals with different abilities may have in the areas of learning, hearing, vision, physical limitations, and psychological variances.
able to consider the skills needed for a student to learn and operate various Assistive Technologies.
knowledgeable about the different types, or categories, of Assistive Technology (AT).
able to demonstrate a fundamental ability to match an individual’s needs to a particular technology in order to meet educational goals.
able to incorporate A.T. into lesson plans for students with or without limitations in an inclusive manner.
aware of state and federal legislation related to Assistive Technology.
able to consider A.T. related needs for inclusion in an Individual Educational Plan (IEP)
knowledgeable about their own learning styles and how they best learn new technologies.
60.0 - 61.5
59.5 and below
Each student will conduct an Internet search to find a web resource related to AT which has not been covered in class to date, or previously submitted by a classmate. The website URL (address) and a brief description explaining why it is a useful resource will be emailed to the Instructor. An online social bookmarking system will be used to share online resources. On online social bookmarking system.)
Each student, or team of students, will be assigned an Alternative Input Device to research. A student, or team, may request a particular device, that is of interest to them, be assigned by the Instructor. This request must be made in writing to the Instructor at least one week before the first presentation is due. The type of devices or software in this category are for individuals that cannot utilize a typical keyboard to operate a computer or device. Each student, or team, will present to the class a brief explanation of how the device works and what limitations are typically assisted by the use of the device. The oral presentation should be approximately 5 minutes in length. An Information Reference Sheet must be provided to the class at the time of the presentation and posted to the Class Forum.
The Information Reference Sheet should include:
the name of the device or software.
how you may obtain the device or software.
a description of what types of physical limitations may be assisted by using the device or software.
a description of what skills are needed to learn and use the device or software.
These projects will involve in-class work on assigned software products. Students will demonstrate a basic level of mastery of the software to the Instructor by completing Software Experience Projects. These will include short essays regarding the application of the software for educators. Past Software Experience Projects have included: Outlining a lesson plan using Inspiration Software. Include the use of Notes, Hyperlinks, etc., and Incorporate the use of the Kurzweil Reading System into a lesson plan.
Many teachers are asked to recommend software or equipment for their classrooms or resource labs. An Evaluation Check List will be provided to each student and modified to help them organize an evaluation of software. Key factors for evaluation will be formulated into the checklist to help organize and record the findings. For example, if auditory information is critical for the learning environment, than evaluating the auditory functionality of a product is a key factor in the evaluation. The class will be given a Technology Evaluation Form and throughout the semester the class will discuss categories found on it and the utility of the form as well as how it may be improved. This project will culminate with the use of the form in the evaluation of software in the classroom.
Teams of students will be given a profile of a child or adult who is experiencing learning difficulties in school. The team will be asked to chose software(s) which is expected to help mitigate the person’s weaknesses in a particular area of curriculum. The team will choose the software products they believe will best assist the individual and explain how the individual’s strengths can be leveraged, and their weakness best mitigated to enhance learning and facilitate class inclusion. Each team will submit a paper which outlines: the elements of difficulty for the student why a particular type of technology, or device, is appropriate based on the curriculum and communication goals given the individual’s strengths. describes how the device and/or software may be incorporated into teaching the entire class. how an inclusive classroom setting may be affected, both positively and negatively, by the introduction of the Assistive Technology. barriers an individual may encounter as he or she progresses in an educational setting.
If class is cancelled, this information will be posted to this web site.
If you have a disability and need accommodations, please register with Disability Resource and Educational Services OR the National Center on Deafness and complete a Services Agreement each semester. Staff within the centers will verify the existence of a disability based on the documentation provided and approve appropriate accommodations. Students who are approved for test taking accommodations must provide an Alternative Testing Form to their faculty member prior to making testing arrangements.