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Dr. Cheryl Wissick
Office 235 D
College of Education
803-777-8859
email: cwissick@sc.edu
Office of Instructional Support
Wardlaw 274, Columbia
Hours: 8:30-5:00 M-F
Open Lab Saturdays from 9am-12noon:
274 Wardlaw USC - C
Jan 26,
Feb 23,
April 12
USCA: TBA
This document and the links describe the major aspects of EDET/AEET 735. Additional information can be located on Blackboard.
A. Course Number/Title: EDET / AEET 735 Technological Applications for Diverse
Populations
B. Catalog Description:
The application of Universal Design, assistive devices and other technologies
to assure access to information and productivity tools by persons with
disabilities, English language learners, students at-risk, and the elderly.
C. Course Credit: 3 Graduate Hours
D. Prerequisites: None (suggested EDET 603 & 703)
E. Intended Audience:
Graduate students enrolled in the Educational Technology, Special Education,
Educational Administration, Leadership or Community degree programs. Classroom
teachers and administrators interested in learning about access to technology
and technology accommodations.
F. Instructors: Cheryl A. Wissick (EDET)
The goal of this course is to gain experiences with assistive technology and Universal Design for Learning (UDL). Students will use intellectual spirit to evaluate software, productivity tools, and Web pages for accessibility issues and explore the concept of universal design. Students will demonstrate justice by identifying characteristics of diverse populations. Students will demonstrate integrity by understanding legal issues regarding accessibility. The ability to integrate UDL into all teaching and learning activities demonstrates the disposition of stewardship.
• Identify characteristics of diverse populations
• Explain the legal issues regarding accessibility
• Consider specific technological adaptations for persons with diverse
needs
• Discuss and apply the concept of universal design to the development
of a presentation, productivity tools, web page, and software materials.
• Evaluate options for adapted input and output.
• Apply the ADDIE (Analysis, Design, Development, Implementation, and
Evaluation) process to the development of a project.
• Develop awareness of Web sites that support efforts in Universal Design.
• Analyze & evaluate one article on research of the implementation
or use technology for persons with disabilities. Article must contain
statistical data.
• Analyze and evaluate 2 software/productivity programs for aspects of
Universal Design applied to individuals with diverse needs. Consider aspects
for modifications needed for training, teaching or implementation. Develop
Camtasia training for one software program.
• Analyze & evaluate 5 Web sites for aspects of Universal Design applied
to individuals with diverse needs. Consider aspects for modifications
needed for training, teaching or implementation.
• Design, develop, & disseminate a web page(s) on a type of technology,
product, or teaching methods that discuss and incorporate research on
best practices and policies for ethical use, safety, and assistive technology
for all populations, includes a “toolbox” of web sites and/or software
for Universal Design, assistive technology resources, units and considers
UDL. Web sites must be designed with CSS, meet consider diversity and
USE 508 standards and adhere to copyright laws.
• Complete online activities as assigned. Major activities include readings
in Belson and TES; comparison of Web Validators, participation in simulations,
viewing of videos, and testing of software for UDL aspects.
AECT Standard 1: Application of Theory & Diverse Learners
Design. Candidates demonstrate the knowledge, skills, and dispositions
to design conditions for learning by applying principles of instructional
systems design, message design, instructional strategies, and learner
characteristics.
AECT Standard #2 Web development
Development. Candidates demonstrate the knowledge, skills, and dispositions
to develop instructional materials and experiences using print, audiovisual,
computer-based, and integrated technologies.
AECT Standard #3 Application & use of skills
Utilization. Candidates demonstrate the knowledge, skills, and dispositions
to use resources for learning by applying principles and theories of media
utilization, diffusion, implementation, and policy-making.
20% Online work, Reading Reflections, Case studies, quizzes on assignments
readings and web page review
10% Technology and Diverse Population research article review
10% Review of 2 related software programs.
10% Review of 5 interactive Web sites
15% Video tutorial related to project
25% Multimedia web page(s) that incorporates CSS.
Universal Design , 508, safety, ethics, copyright, includes “toolbox”
of web sites & software
10% Final Web page: Reflections on UDL and out of class activities
Grading Scale
A 91-100
B 81-90
C 71-80
The course will consist of 12 self-paced modules that will include readings, web sites reviews, case studies, discussions, activities and quizzes. Students are expected to participate in one to two outside class activities related to technology and diverse populations. Students can attend an activity for at least three hours options includes the SC AT Expo, SCATP workshop, EASI Webinars, Do-IT Webinars, CITed Webinars or other approved activity. Modules will be posted in Blackboard in January.
Universal Design for Learning: A key premise of Universal Design for Learning is that curriculum or a program should include alternatives to make it accessible and appropriate for students with different backgrounds, learning styles and abilities in widely varied learning contexts. The "universal" in Universal Design for Learning does not imply one optimal solution for everyone. Instead it reflects an awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress.
Each module will incorporate four aspects related to UDL and Diverse
Learners:
• Discussion of case studies of clients and needs for Universal Design
• Demonstration of software and hardware for Universal Design and access
• Instructional integration and theoretical basis for applications.
• Individual skills to develop skills in the aspects of Universal Design
and accessibility.
Books
The Alliance for Technology Access, (2000). Computer and Web resources
for people with disabilities: A guide to exploring today’s assistive technology,
3rd edition, : Salt Lake City, Utah: Publishers Press.
Lindsey, J. D., (2000). Technology and exceptional individuals.
Austin, TX: Pro-Ed.
Web Sites
Alliance for Technology
Access
National Consortium on Universal Design
for Learning
Resources
for Web Accessibility
Primer on Universal Design
Trace Research and Development
Center
Additional Journals and Articles
WebNet Journal
Educational Technology Review
Journal of Interactive Learning Research
Journal of Special Education Technology
Special Education Technology Practice
Technology and Disability
T.H.E. Journal