Students in Group Study courses are advised that this syllabus may vary in key details in each instance of the course. Always refer to the Moodle site for the most up-to-date details on texts, assignment structure, and grading.**
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Overview
Psychology 576: Assistive Technology is a three-credit, graduate-level course introduces teachers and other educational professionals to assistive technology tools, strategies, and support services. Assistive technology (AT) refers to equipment that improves the functional capabilities of individuals with disabilities. It includes hardware such as augmentative communication devices, adaptive tools, and software designed to support the participation of individuals with disabilities in the school or larger community setting.
Outline
Part 1 Benefits of Technology Use
Unit 1 Introduction
Unit 2 Technology to Support Writing
Unit 3 Technology to Support Reading
Unit 4 Technology to Support UDL
Unit 5 Technology for Math
Unit 6 Communication
Unit 7 Supporting Positive Behaviour
Part 2 Access to Computer and Mobile Devices
Unit 8 Accessing Computers and Devices
Part 3 Augmentative Communication
Unit 9 Selecting and Designing a System
Unit 10 Early Communication
Unit 11 Integrating AC into the Environment
Part 4 Putting It All Together
Unit 12 Decision Making
Unit 13 Implementation in Schools
Unit 14 Transition Planning
Objectives
Students in Psychology 576: Assistive Technology for Students with Special Needs will be able to achieve the following course objectives.
Participate in identifying assistive technology needs of students with special needs.
Actively participate in a multi-disciplinary team assessment.
Implement assistive technology in the classroom or other educational setting.
Participate in an evaluation of the effectiveness of assistive technology.
Evaluation
To receive credit for Psychology 576: Assistive Technology for Students with Special Needs, you must complete: three journals, a case study Project, and participate in seven discussion forums. The following table summarizes the evaluation activities and the credit weight associated with each activity.
Activity
Weight
Case Study Project
35%
Participation in Forums
30%
Journal
35%
Total
100%
Materials
Dell, A., Newton, D., & Petroff, J. (2017). Assistive Technology in the Classroom: Enhancing The School Experiences of Students with Disabilities (3rd Ed). Toronto: Pearson Education. (eText)
Athabasca University reserves the right to amend course outlines occasionally and without notice. Courses offered by other delivery methods may vary from their individualized study counterparts.