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Joe Wheaton, Ph.D.
wheaton.3@osu.edu
Phone: 614-292-8313 (OSU office)
614-267-2484 (Home office)
614-893-6219 (Mobile)
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The purpose of this course is to help students gain the skills needed to assist persons with disabilities in the selection and use of adaptive and assistive technology (AT). The key words here are "to assist persons with disabilities"; the selection and use of the technology should be the responsibility of the consumer, to the greatest extent possible. This course is part of the Special Education curriculum and teaches current and future special educators in the selection and application of assistive technology.
Note that this syllabus may change to meet the needs of the class.
Students will learn where to find information on technology, to evaluate a person's technology needs, and to identify how and where to procure AT. Students will analyze factors needed to integrate technology into the lives of persons with disabilities and identify variables related to successful application. Legal, ethical, and funding issues will be addressed. Assistive technology in the following functional areas will be emphasized: (a) communication, (b) learning (e.g., math, reading, and writing), (c) mobility, and (d) computer applications.
Although this course is a U/G course, there is no difference in evaluation criteria. Grades will assigned according to the following distribution:
Quizzes: 60%
Assistive Technology Portfolio: 35%
Attendance and participation: 5%
| Grade | Percent |
|---|---|
| A | 93–100% |
| A- | 90–92% |
| B+ | 87–89% |
| B | 83–86% |
| B- | 80–82% |
| C+ | 77–79% |
| C | 73–76% |
| C- | 70–72% |
| D+ | 67–69% |
| D | 60–66% |
| E | 59% and below or work inconsistent with study at The Ohio State University |
A quiz will be given each class on the material from the previous class. For example, the quiz given in the second class will be on the material covered (both readings and lecture) from the first class.
Students will create an "Assistive Technology Portfolio." The portfolio shall include information from each AT discussed in class and the book, although students may also include additional topics of interest to them, if they so choose.
See the Project Guidelines for detailed information.
Students are expected to attend all classes, unless excused, and to participate in all class activities and discussions.
Dell, A. G., Newton, D. A., & Petroff, J. G. (2008). Assistive Technology in the classroom. Upper Saddle River, NJ: Pearson Education. ISBN: 978-0-13-119164-8.
Additional readings, as assigned.
Cook, A. M., & Hussey, S. M. (2002). Assistive Technologies: Principles and practice (2nd ed.). St. Louis: Mosby.
Male, M. (2002). Technology for inclusion: Meeting the special needs of all students. Boston: Allyn & Bacon.
Olson, D. A., & DeRuyter (Eds.). (2002). Clinician's guide to assistive technology. St. Louis: Mosby.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: ASCD.
Scherer, M. J., (2005). Living in the state of stuck (4th ed.). Cambridge, MA: Brookline Books. ISBN: 1571290796.
Scherer, M. J. (Ed.). (2002). Assistive technology: Matching device and consumer for successful rehabilitation. Washington, DC: American Psychological Association.
Alliance for Technology Access (2000). Computer and web resources for people with disabilities: A guide to exploring today's assistive technology (3rd ed.). Berkeley, CA: Hunter House. ISBN: 0897933001.
Other sources are listed on the course Web page.
This course is part of the existing Special Education curriculum, and specifically addresses the assistive technology knowledge needs of special educators. A similar course is taught in Allied Medicine, but it focuses on the needs of occupational and physical therapists.
None.
The School of PAES is committed to maintaining a community that recognizes and values the inherent worth and dignity of every person; fosters sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the School seeks to develop and nurture diversity, believing that it strengthens the organization, stimulates creativity, promotes the exchange of ideas, and enriches campus life. The School of PAES prohibits discrimination against any member of the school's community on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, gender identity, sexual orientation, ability status, health status, or veteran status.
The course draws extensively on technology and uses Carmen as the course management tool.
If you have a disability that affects your learning ability, you need to inform me as early in the quarter as possible. Together we will work with Office of Disabilities Services to determine the interventions and accommodations needed. The Office for Disability Services is in 150 Pomerene, 1760 Neil Avenue and can be reached at 614-292-3307(v), 614-292-0901(TDD). This syllabus is available in alternative formats.
Faculty rule 3335-23-04(A)ff requires that "Each instructor shall report to the committee on academic misconduct all instances of what he/she believes may be academic misconduct."
Graduating students must complete the requirements for this course by the deadline of the University to allow me time to submit your grade.
According to University Policies, available from the Division of Student Affairs, if you have a problem with this class, “You should seek to resolve a grievance concerning a grade or academic practice by speaking first with the instructor or professor: Then, if necessary, with the department chairperson, college dean, and provost, in that order. Specific procedures are outlined in Faculty Rule 3335-7-23, which is available from the Office of Student Life, 208 Ohio Union.” “Grievances against graduate, research, and teaching assistants should be submitted first to the supervising instructor, then to the chairperson of the assistant’s department. “
The College of Education and Human Ecology affirms the importance and value of diversity in the student body. Our programs and curricula reflect our multicultural society and global economy and seek to provide opportunities for students to learn more about persons who are different from them. Discrimination against any individual based upon protected status, which is defined as age, color, disability, gender identity or expression, national origin, race, religion, sex, sexual orientation, or veteran status, is prohibited.
If you have trouble accessing this page, contact Joe Wheaton at 614-292-8313 or through e-mail at wheaton.3@osu.edu
This syllabus is available in alternative formats.
Last June 15, 2008 6:10 PM