UNIVERSITY CURRICULUM COMMITTEE

Add a Course Form

Instructions: Clearly mark all changes using Track Change or strikethroughs for deletions and underlines for additions. Following the approval of the appropriate college curriculum committee, a single representative for the college will e-mail the completed form to the Academic Publications Editor in the Registrar’s Office, for review by the University Curriculum Committee (UCC).

Deadline: This form must be submitted to the Academic Publications Editor by October 15th for inclusion in the next available General Catalog and to be available for scheduling beginning with the next summer semester.

Submission Information

College: / Education
Department/Unit: / Special Education
Dept/Unit Approval Date:
College Approval Date:

Course Information

Note: Final course numbers are the decision of the Office of the Registrar. Please list your desired course number and the Academic Publications Editor will attempt to locate the closest available number if the number suggested isn’t available.

Course Subject Prefix: / EDSP
Course Number: / 544
Course Title: / Assistive Technology and Universal Design for Learning for Pre-K12

Short Course Title (If the course title is longer than 30 characters):

A / S / S / I / S / T / I / V / E / T / E / C / H / A / N / D / U / D / L / I / N / P / K / 1 / 2
Course Credits: / 2
Course Description: / This course is designed to introduce students to assistive technology and universal design for learning as they are woven into the PreK12 community to support all students including those with disabilities access and interact with the general education curriculum. This course will increase participants’ understanding of the continuum of assistive technologies to universal design and expose them optimal systematic formats for successful implementation. Focus will move from an IEP team-based process, of student evaluations, reporting, training, and follow-up, to a general education classroom instructional design model with an understanding of the impact on school improvement.
Course Prerequisites: / None
Course Co-requisites: / None

Cross- and Joint-List Status

Cross-listed course are offered between two or more academic units on campus, such as a course offered in both Conservation Social Science and Political Science. Joint-listed courses are offered between two or more levels, such as undergraduate and graduate. A course may be both cross-listed and joint-listed. Clearly mark all changes using Track Change or strikethroughs for deletions and underlines for additions.

Add, Drop, or Change of Status:
Cross-Listed Course(s):
Joint-Listed Course(s):
Date the affected Units approved of this change:

Cooperative Course Approval (If Applicable)

Cooperatively offered courses are open to students from an approved participating institution. These students are not required to pay the UI’s tuition, but the students are responsible for any other course fees. Students participating in these courses must be degree-seeking students at their home institution.

Statement of Purpose

Co-operative programs are based on one or more of the following criteria:

  • Strengthen the academic program -- by providing access to complementary or unique program components (faculty, facilities, or other program related information or materials).
  • Support partnerships -- funded research/grants.
  • Provideefficiencies -- resource and/or fiscal efficienciesthat would not otherwise be available.

Add, Drop, or Change of Status:
Cooperative Institution:
Rationale for request:

Rationale and Assessment Information

Rationale for approval of this request; include an explanation of how the department will manage the added workload of this new course and any relevant assessment information that applies to this course:

This course is part of a new doctoral program being designed and implemented by the UI Center on Disabilities and Human Development and the Special Education program in the UI College of Education. This course will be taught by CDHD faculty/staff who have expertise in the area of AT/UDL and who are funded by various AT grants administered through the CDHD.

Office of the Registrar Information

Date Received by UCC Secretary:
UCC Item Number:
UCC Approval Date:
General Curriculum Report Number:

University of Idaho

College of Education

Fall 2013

2 Credits

EDSP 544.Assistive Technology and

Universal Design for Learning forPreK-12

“I often say that design is really how you treat people.”

Yves Behar

College Vision

The College of Education envisions being a leading, diverse, nationally recognized educational community. Our caring faculty members and innovative curriculum are:

•Preparing professionals through integrated programs grounded in research

•Generating and evaluating knowledge through disciplinary and interdisciplinary scholarship

•Informing professional practice and community life through the exchange and utilization of knowledge

Together, our college community is achieving this vision through a culture of openness, innovation, and collaboration.

College Mission

The College of Education enriches lives by advancing excellence in research and practice in education, leadership, and applied human arts and sciences (adopted January 27, 2005).

Conceptual Framework

University of Idaho educators CARE. Together we develop as scholar practitioners who value and professionally apply and advance:

Cultural Proficiency;

Assessment, Teaching, and Learning;

Reflective Practice; and,

Engaging in Community Building & Partnerships.

Instructor Information

Name:Janice Carson, M.Ed.

Office Hours: M 11 am-12 pm or by appointment

Office Location:Center on Disabilities and Human Development, Rm. 125

121 West Sweet Avenue

Telephone: (208) 885-6104

Email address:

Course Meeting Information

Meeting Dates: August 26- December 20, 2013

Day and Time:Th (4:00 to 6:00)

Location: Online Elluminate

Course Texts and Materials

You are responsible for obtaining your own copy of the required text.

Our primary text will be:

  • Bugaj, C. R. and Norton-Darr, S. (2010). The Practical and (fun guide) to Assistive Technology in Public Schools: Building or Improving Your District’s AT Team. Washington DC: International Society of Technology in Education.

Other readings will be made available through an electronic format by the instructor through the course BbLearn site. This book is available online through many resources. Contact me if you cannot find it.

Course Description

This course is designed to introduce students to assistive technology and universal design for learning as they are woven into the PreK12 community to support all students including those with disabilities access and interact with the general education curriculum. This course will increase participants’ understanding of the continuum of assistive technologies to universal design and expose them optimal systematic formats for successful implementation. Focus will move from an IEP team-based process, of student evaluations, reporting, training, and follow-up, to a general education classroom instructional design model with an understanding of the impact on school improvement.

Course Objectives: Upon completion of the course students will be able to:

  1. Analyze and summarize primary research or a problem based educational scenario in order to evaluate evidence-based practices for students.
  2. Demonstrate knowledge of AT as required in IDEA and how to apply it in the educational setting through the mechanism of the IEP.
  3. Demonstrate knowledge of how to build local capacity by developing an assistive technology team.
  4. Demonstrate knowledge of the different methods that can be used for considering, assessing and implementing technology in the education setting.
  5. Demonstrate knowledge of a) assistive technology devices and instructional technonlogy, b) how they can be used to increase, maintain, or improve the functional capabilities and learning of students, and c) online resources.
  6. Demonstrate a variety of technology for lesson instruction following UDL principles.
  7. Apply the knowledge and skills above by using informal assessment data to determine appropriately individualized assistive technology for students to increase, maintain, or improve the functional capabilities.
  8. Apply the knowledge and skills above by using informal assessment data to accessible classroom curriculum following the Principles of Universal Design for Learning.

General Course Requirements

The following guidelines should help you structure your learning and plan your time:

  • As a rule-of-thumb, you will be expected to spend a minimum of 2-3 hours of preparation and study for each credit hour. This means that you should be spending approximately 4-6 hours per week reading the course material and working on course-related assignments.
  • Read all assigned class materials prior to class and before completing the assignments.
  • Be reflexive! You should always be asking yourself: "What do I think about this?"and “How can this inform my work?

Respect and Dignity of All Persons

People with disabilities (especially those with severe and multiple disabilities) have historically been subjected to segregation and discrimination in all aspects of community life (e.g. education, housing, work, recreation). Many stereotypes and assumptions exist about individuals with disabilities that are reflected in our language and serve to perpetuate those unwarranted assumptions and stereotypes and to further limited opportunities for those individuals. Students are expected to use “person-first” language (e.g. young man with cerebral palsy, girl with autism).

Please read the Writing Guidelines regarding writing and speaking about people with disabilities. I will be holding you to these guidelines throughout the course, so it is in your best interest to read, be familiar with, and adhere to these requirements.

Course Attendance Guidelines

By taking this class you are agreeing to attend. All students are allowed one unexcused absence; after that, 3% is deducted from your overall grade for each unexcused absence. Absences are only excused for medical reasons, emergencies, or official university activities; you must provide appropriate, dated documentation upon returning to class.

If you miss a class, you are responsible for knowing before the next class what you missed and what work is due the day you return. Please ask another student what you have missed, prior to asking your instructor. I will help you where and when I can, but your absences are your responsibility. I take roll at the beginning of each class.These policies will not change. Please read this memo: University of Idaho Attendance and Excused Absence Policy

Assignments

As an education professional, you have the opportunity, to consider each of these assignments through the lens of your area of interest within special education such as autism, secondary transition, or early childhood, etc.

1. Blog Responses (30 PtsWkly):

Each week you have required reading. You will need to respond to the reading in a blog format. This is due by class time on Thursday (5 pts). Then you will have until Friday at 5:00, of the same week, to respond to your peers (5 pts).

2. AT & IT Retooled (20 points):

During the semester you have heard about several types of assistive and instructional technology. You need to look back on that information with the new lens of UDL. You will choose 2 types of devices (hardware, software, app) and explain how it can be used as another means of expression such as a class assignment or informal assessment that capitalizes on the student’s strengths, while supporting their needs. Do not limit yourself on this activity; try to think “outside the box” such as a communication device for a speech, etc.

3. AT & UDL Content Management System (CMS) (35 points):

As an educational leader, having resources at your fingertips to share with your peers is important in your professional community. Thus, you will develop a website, which will include categorized AT and UDL hardware and software, as well as professional resources.

4. Cloud-based technology (35 points):

A big piece of UDL is engagement. Use a cloud-based technology to develop an activity that will engage elementary/middle school students in a subject of your choice. For example,

5. Concept Map (35 points):

You will be building a website to house AT & UDL technology and resources. Prior to building your website, you will organize your web design thought a concept mapping tool such as Kidspiration. A rubric will be provided and a personal reflection is required.

6. Digital story (35 Points):

Digital stories can be a powerful way to convey a point or engage an audience around an important topic. Digital stories can include voice, music, and digital images. You need to create a digital story that can be used in your classroom to highlight a curricular element. A rubric will be provided and a personal reflection is required.

7. AT/IT Hardware Devices (35 Points): During the semester you will have the opportunity to become familiar with many types of AT/IT hardware devices. Identify technology you could use in a lesson plan on how you would use the technology for instruction on the subject of your choice. Further, you will need to access, either physically or by web, one of the four AT Lending Libraries and borrow or analyze, some devices that could be used by the student as AT to support active participation within the lesson, such as AAC. Technologies you might use for instruction include: Smartboards, mobile devices such as, iPods, iPads, Vernierprobeware, etc. A rubric will be provided and a personal reflection is required.

8. AT Assessment and Recommendations Scenario (35 points):

You will be given a scenario in which you need to analyze the background/assessment information and then develop a written report with AT recommendation(s), for the IEP team. A report format will be provided. You will use iMovie, Windows Movie Maker, or an equivalent program in which you will produce a 2-5 minute video that might be used by the IEP team, as a means of reporting out your results. Since this is a short video, focus on only on one area of your report. It is important to note, that this assignment is being used for case management purposes; however, the technology can be used for instruction as well. A rubric will be provided and a personal reflection is required.

9. AT Assessment and Recommendations Scenario UDL Redesign (40 points): (Signature Assignment)

Your final assignment will be to reanalyze the information from your AT Assessment and Recommendations Scenario and redesign it from the assumption the classroom learning environment is universally accessible. This is to be done following the Nine Principles of Universal Design for Learning; thus, moving from AT to IT which incorporates the technology as a natural part of the instructional process. Please note, some technology will not translate from AT to IT; however, it will provide a means personal access for the student to the general education curriculum. A report format will be provided, as will a rubric, and a personal reflection is required.

Late Assignment Policy

Normally, all late assignments are penalized 10% for each day late (20% for any paper due on a Friday and turned in on the following Monday). After three days late assignments will receive a grade of no higher than "C". Assignments will not be accepted more than one week late, and a grade of 0 will be recorded for that assignment.

Grading Scale and Grading Policies

Your final grade will be based upon the percentage of total points earned by you over the semester:

  • A = 90% - 100%
  • B = 80% - 89%
  • C = 70% - 79%
  • D = 60% - 69%
  • F = Less than 60%

I do give A's, and I do give F's. Both require work and are earned; neither should be a surprise. If you are concerned about the quality of your work, or do not understand a grade please contact me. Here is what grades in my class mean:

  • A = Exceptional work that goes beyond the expectations of the assignment/course.
  • B = Very good work that meets all expectations.
  • C = Good work that just demonstrates a basic understanding of course material.
  • D = Less than satisfactory work that demonstrates little understanding or effort. D’s are also earned by a failure to attend class regularly
  • F = Failure. Students most regularly fail courses in three ways: failing to completeassignments, failing to complete assignments on time, and failing to attend class. Plagiarism is also a good way to earn an automatic F.

The final grade students receive is based entirely on points earned and lost through assignments, homework, and attendance. A grading rubric will be available for all assignments.

Academic Honesty Policy

In general, those caught cheating and/or plagiarizing in my class will be failed. If you don't know what cheating and plagiarizing are, it is worth your time and it is your responsibility to find out. For information on plagiarism see the Plagiarism Policy of the UI English Department: . This policy also applies to this class.

The following is more specific information on Academic Honesty from Article II of the UI Student Code of Conduct:

  1. Cheating on classroom or outside assignments, examinations, or tests is a violation of this code. Plagiarism, falsification of academic records, and the acquisition or use of test materials without faculty authorization are considered forms of academic dishonesty and, as such, are violations of this code. Because academic honesty and integrity are core values at a university, the faculty finds that even one incident of academic dishonesty seriously and critically endangers the essential operation of the university and may merit expulsion. [rev. 7-98]
  2. The operation of UI requires the accuracy and protection of its records and documents. To use, make, forge, print, reproduce, copy, alter, remove, or destroy any record, document, or identification used or maintained by UI violates this code when done with intent to defraud or misinform. All data acquired through participation in UI research programs is the property of the university and must be provided to the principal investigator. In addition, collaboration with the University Research Office for the assignment of rights, title, and interest in patentable inventions resulting from the research is also required [see 5400 A through E]. Entrance without proper authority into any private office or space of a member of the faculty, staff, or student body is a violation of this code. It is also a violation to hack or make unauthorized use of any computer or information system maintained by the university or a member of the faculty, staff, or student body. [rev.7-05]
  3. Instructors and students are responsible for maintaining academic standards and integrity in their classes. Consequences for academic dishonesty may be imposed by the course instructor. Such consequences may include but cannot exceed a grade of “F” in the course. The instructor should attempt to notify the student of the suspected academic dishonesty and give the student an opportunity to respond. The notice and the opportunity may be informal and need not be in writing. Penalties for any disciplinary infraction must be judicially imposed. [See 1640.02 C-5] [rev. 7-98]
  4. Instructors may report incidents of academic dishonesty to the dean of students. Upon receiving such a report, the dean of students shall provide the student with written notice that a report has been made and an opportunity to meet with the dean to discuss the report. The dean of students shall maintain the report and any record of the meeting for a period of time deemed appropriate by the dean. The dean of students may file a complaint against the student after the meeting has taken place or the student has elected, either affirmatively or through inaction, not to meet with the dean. [add. 7-98]

ADA Policy