Saint Josephs University

Department of Education
SPE 601: Technology and Instructional Design for Differentiated Instruction
Course Description
This course will provide comprehensive coverage of what is involved in the consideration,
assessment and implementation of assistive technology for students with special needs
including those with specific learning disabilities found most commonly in regular and
special education classrooms today. Course content will include identifying the legal basis
and requirements for providing assistive technology to students with disabilities;
identifying the assessment process and methodology for implementation of technology
into the curriculum; exploring the specific features of assistive technology devices in the
areas of writing and computer access; previewing various therapeutic interventions and
software programs specific to students with special learning needs, particularly those with
specific learning disabilities; and implementing a Universal Design for Learning model in
the general education curriculum. Additional topics will include current and emerging
technologies used to enhance instruction for both regular and special learners; school
practices related to technology integration and effective uses of technology in the general
and special education classroom.
Course Objectives/Learning Outcomes
1. The student will develop an understanding of what is involved in consideration
for and assessment of students needs for assistive technology accommodations
in school settings.
2. The student will identify the legal requirements for Assistive Technology,
resources to access information about current technology and methodology for
implementation of technology into the students program.
3. The student will be able to identify and implement primary considerations
involved in selecting and designing an AAC system
4. The student will be able to identify low-tech strategies and solutions to
enhancing communication
5. The student will be able to identify the necessary components of seating and
positioning for optimal AAC use
6. The student will be able to identify and implement strategies to integrate AAC
into the students daily routines
7. The student will identify and use features of operating systems that provide
accessibility to learners
8. The student will identify and describe the components of the assistive
technology continuum for computer access
9. The student will identify the decision making process for the selection of
remedial and/or compensatory tools to support students with reading disabilities
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10. The student will identify the principles of the UDL Framework
11. The student will be able to apply UDL principals to classroom goals
Required Texts
A. Required Text: Assistive Technology in the Classroom ( Dell, Newton & Petroff)
B. Teaching Every Student in the Digital Age (David Rose) Can be viewed online at
www.cast.org You do not need to purchase the text if you want to read it online.
C. Online resource: TechMatrix - http://www.techmatrix.org/

Supplemental Readings
Online source documents available as downloads from the Blackboard course space with
frequent updates and additions.
Course Requirements
Rubrics are included for threaded discussions and projects.
Reflections Threaded Discussions
Every week, there will be threaded discussions posted on our class discussion board. You
will be responsible for posting original responses and responses to your professor or peers
throughout the semester on Blackboard.
You will be expected to participate in reflective analysis with your peers through threaded
discussions that will primarily consist of original contributions and responses to
comments, questions, or to provided case studies. These electronic dialogues should
consist of personal reflections backed up by references to material in the text or outside
reading. These discussions may be based on the sharing of ideas and/or experiences
related to the textbook, professional education journal article readings, videos, web site
searches, online class discussions, or personal experiences (Opinion must be backed up by
a reference). A good reflection does not require a reference from the text or other sources,
however, to achieve an outstanding level, you may choose to include these outside sources
to support your assertions. Citations and references must always be in correct APA
format (6th Edition).
Please remember that the intent of the threaded discussion is to provide class members an
opportunity to engage in an active discussion with the professor and other members of the
section concerning the course content, the readings, and the activities assigned for each
module. Think of this as a way to interact with members of your section as you would in a
small group discussion in a class that would meet face-to-face. You are encouraged to ask
questions about the readings and tell us about your interesting or challenging experiences
in the classroom. This is to be an interactive written discussion and an opportunity to
share your knowledge and experiences.
The students discussion postings will be read each week by myself, but evaluated midsemester (week seven) and at the end of the semester. Therefore you will have two grades

for your discussion postings per course per semester. Please refer to the discussion rubric
that is posted in this syllabus immediately following the assignment descriptions. The
highest marks will be awarded to candidates whose entries are pertinent, clear, and
resourceful and who demonstrate a familiarity with assigned readings. Responses should
further the discussion by supporting or challenging the original post. ** Students must
remain current in posting to the discussion. They will need to submit an original posting
for each learning unit between Monday at 9 AM and Thursday at 9 AM and at least 2
more postings in response to your professor or your classmates comments between
Thursday at 9 AM and Sunday at 12 AM, Midnight. To clarify, for each discussion
question required for a particular Learning Unit, each candidate should post at least 3
responses; an original post for each and at least 2 responses to peers or professors
comments for each. Less than full compliance with these guidelines will result in reduced
points for your grade. Please carefully read the Online Attendance Policy.
Grading Policy (as stated in the Graduate Program catalog)
A = 95 -100 distinguished, exceptional performance in all aspects of the course
A- = 94 - 90 exceptional performance, but somewhat less than that rated as A
B+ = 86- 89 very good, meritorious work; exceptional performance in several aspects of the
course; notably above average expected of students
B = 80 -85 good; sound performance in all aspects of a course; completely fulfilling and
satisfying requirements of the course
C = 70 -79 passing; marginal work, acceptable, sound performance in some aspects of the
course, but below the level of expected competence in other areas
F = >70
failure; not evidencing significant grasp of subject matter or techniques

Course Participation and Assignment Expectations

1. Students are expected to participate in a professional, punctual, and equitable manner in all
collaborations.
2. Since group work is an important part of the class, all students are expected to share their
ideas with their classmates in small groups as well as to actively participate in the group
discussions. Also, individuals are expected to take responsibility for the leadership of the
group including sharing the product of the groups discussions with the rest of the class.
3. Students are expected to complete all readings and activities assigned for each class, and to
contribute in a knowledgeable and professional manner on each assignment.
4. Students are expected to produce well-written assignments; including threaded discussions.
Therefore, please carefully proofread all submissions for grammar, punctuation, and spelling.
5. All written work must be submitted electronically in MSWord, using size 12 font, double
spaced, paginated, and use standard margins: 1 on top and bottom and on both sides.
6. All assignments must be written in APA format. It is required that all students acquire a copy
of the most recent edition of the APA handbook.
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7. All assignments are due as stated in the Due Dates list. Late assignments. Any assignments
not submitted on their due date will be considered late and automatically receive a 20 percent
grade reduction. Assignments that are more than one week late may not receive credit.
Course Evaluation
Assignment

Percent of Grade

WEEKLY QUIZZES
ON LINE DISCUSSION
PROJECTS

25%
25%
25% each

Due Dates
weekly
weekly
see due dates page

Online Attendance Policy

Online courses are intended to be highly interactive and collaborative, as authentic learning takes
place within a social context. To help ensure an effective online learning experience, all students
in online courses are expected to participate on a regular basis (as stated in the course schedule).
Participation is defined as being an active contributor and responder, in a timely basis, to fellow
students and instructor as set forth by online discussion guidelines in each course. Individual
circumstances may prevent a student from entering the course site for a period of time. It is the
candidates responsibility to contact the instructor. As in all in-class courses, absence from
weekly discussions will result in a reduction of the grade and, for two or more missed sessions,
possible course failure. The candidate must participate in the weekly small group discussions
within the time parameters established; a late submission will not earn credit. Candidates need
to submit in a timely manner a late posting will not be read by or responded to by other group
members who have gone onto the next discussion. If circumstances require the candidate will be
unable to post in a timely manner, it is suggested that consideration be made to withdrawing from
the course within the guidelines identified in the Saint Josephs University graduate catalog.
Academic Honesty Policy
All students are responsible for completing their own work. All work must be completed
specifically for this class, and not be work previously submitted for other classes or by other
people. Academic misconduct is a code violation according to the Saint Josephs University
Student Code of Conduct. Academic misconduct refers to dishonesty in examinations (cheating),
presenting ideas or writing of someone elses as ones own (plagiarism), or knowingly furnishing
false information to the university. Some plagiarism is extreme and willful (i.e., buying or using
the work of another). Other forms of plagiarism may arise from carelessness or ignorance (i.e., is
using quotation marks or citations). Plagiarism of any kind is not acceptable and will not be
tolerated. If a student is found to be involved with academic misconduct, the student will receive
an F grade on the assignment or the class and/or a referral to the Director of the Universitys
judiciaries with possible sanctions for suspension or expulsion. For more information on
plagiarism and how to avoid it visit http://www.sju.edu/libraries/drexel/plagiarism/index.htm at
our local library.

Accommodations
Students with Disabilities: For those who have or think that you may have a disability
(learning, physical or psychological), are encouraged to contact Services for Students
with Disabilities, Room 113, Science Center, 610-660-1774 or 610-660-1620 as early as
possible in the semester. Accommodations can only be provided to students with current
(within 3 years) documentation. Students are encouraged to discuss their instructional
(reasonable academic adjustments) and accommodation needs with their professors.
All student requests for extended time to take examinations in a distraction free
environment, must be discussed with the professor a minimum of one week prior to the
scheduled date of the exam; the student must complete the Extended-Time Request Form
and obtain the professors approval; and submit the form to the office Services for
Students with Disabilities a minimum of 3 days prior to the date of the scheduled exam.
Failure to follow these procedures could result in a denial of the request.
Exceptions to exam schedules requires prior written approval of the professor.
Accommodations Grievance Procedures for Students with Disabilities
(This policy was approved by University Council May 15, 2003 and approved by the
President)
The Office of Services for Students with Disabilities will do all it can to accommodate
qualified students with disabilities. However, there may be times when a disagreement
will occur between the student and the University. The student has a right to file a
grievance for complaints regarding a requested service or accommodation on the basis of
a disability under Section 504 and the Rehabilitation Act of 1973, Title II of the
Americans with Disabilities Act (ADA) and University policies.

If you have any questions contact Jim Scott, Director of Services for Students with
Disabilities Science Center Room 113 610-660-1774 or jscott@sju.edu

Special Education Online Program Policy Guidelines

Students who find they are having difficulty maintaining timelines or the quality of their
work, should seriously consider reducing their workload and take only one course per
semester. Also, rather than risk getting a lower grade or failing the course, students should
remember that they can withdrawal from the course; however, withdrawal must occur
before the withdrawal cut-off date [check with your advisor]. Likewise, students who
know they will not be available to participate in the online class for a period of time
during the semester, should postpone enrolling in the course until they know they will not
have to miss a block of time. In the

case of an emergency that occurs during the semester, students need to contact the
instructor as soon as possible. They may be advised to withdrawal or, for very serious
extenuating circumstances, reasonable accommodations may be made.
Be sure to carefully read the complete syllabus and refer to it periodically throughout
the semester to be sure you are following all requirements. This document is your guide to
the course. It contains details about required assignments. Please be sure to refer to Due
Dates for specific submission timelines. The candidate is responsible for all course
requirements, for following assignment guidelines, and specified due dates. Only under
the most extreme circumstances is additional time to submit assignments permitted (e.g.,
medical emergency, personal crisis). Documentation is required for most situations. It is
the policy of this department that extra credit assignments are not accepted.
Please note that students who have, or think they may have, a disability (learning,
physical or psychological) or a learning difficulty which is considered under Section 504
and the Rehabilitation Act of 1973 should contact the Services for Students with
Disabilities Office at 610-660-1774 or 610-660-1620 so that reasonable accommodations
can be provided. This may include extended time on tests and assignments.
It is strongly suggested that students carefully review the assignment rubric before
starting an assignment, while working on an assignment, and again before submitting an
assignment. Instructors use the rubric for grading so it is advisable to take advantage of
this guide to criteria for grading.
For questions or clarifications on course requirements, students should post any general
course questions in the Student Bulletin Board. Often, other class members have the same
question, so by posting in this central location everyone can benefit from the question and
answer. Class members are encouraged to respond by posting to the Student Bulletin
Board. Often class members can answer the question or provide insight that is very
helpful. The instructor will carefully monitor the questions and responses posted and make
additional comments or clarifications. Therefore, you should only need to contact the
instructor regarding personal issues not general course questions.
Timelines will be enforced. As in all teacher education programs, it is our goal to
provide a very comprehensive, well-paced program of best practices. State and
professional education standards require that our program also focus on teacher
dispositions (e.g. professional attributes which clearly include following specified
guidelines and timelines). As classroom teachers, you will be required to submit lesson
plans on time, to follow a specific teaching schedule, and to maintain expected school
timelines. As a pre-teaching student, when you post your discussion comments after the
specified learning unit deadline, it is like missing your scheduled face-to-face class on
Monday afternoon where you are expected to participate in a group discussion.
Obviously, you would not receive credit for this, because you missed hearing the
comments of your peers, and your classmates did not benefit from your rich contribution.
In an on-line class, once the learning unit is over, everyone moves on to the next learning
unit. Points will be deducted for late submissions of discussions and all assignments.

Weekly Schedule
DATE

CONTENT

READINGS/ASSIGNMENTS

Week 1

Introduction to Assistive
Technology and Legal Basis

AT in the Classroom
Chapters 1 and 12
AT in the Classroom
Chapter 8
Assigned website readings

Week 2
Principals of Assessment
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12

Week 13
Week 14

Practical Application of SETT

Assistive Technology to
Enhance Communication
Low Tech Approaches
To AAC
Integrating AAC into
The Classroom and Beyond
Providing Access to Computers:
Using What You Have
Assistive Technology for
Computer Access
Assistive Technology to
Support Writing
Assistive Technology to
Support Reading
Computers and the Internet for
Teaching Content Areas
Teaching Every Student in the
Digital Age
What is Universal Design for
Learning
Using Universal Design to
Support Every Students
Learning

AT in the Classroom
Chapters 4 & 9
AT in the Classroom
Chapter 10
AT in the Classroom
Chapter 11
AT in the Classroom
Chapter 6
AT in the Classroom
Chapter 7
AT in the Classroom
Chapter 2
AT in the Classroom
Chapter 3
AT in the Classroom
Chapter 5
Teaching Every Student in the
Digital Age
Chapters 1 - 3
Teaching Every Student in the
Digital Age Chapter 4
Teaching Every Student in the
Digital Age
Chapters 5 - 7

ASSESSMENT OF STATE, CEC AND SJU LEARNING PRINCIPLES

PA State Learning Principles
1. Knowledge of Subject
Matter
3. Adapting Instruction for
Individual Needs
4. Multiple Instructional
Strategies

CEC Standards
1. Foundations
3. Individual Learning
Differences
4. Instructional
Strategies

Course
Objectives
1 11

Assessment Artifacts

Threaded discussion,
Quizzes
3,4,5,6,9,11 Threaded discussions,
quizzes, projects
9,10,11
Threaded discussions,
Quizzes, projects

5. Classroom Motivation and

Management Skills

5. Learning Environments
and Social Interactions

1-11

Threaded discussions,
Quizzes, projects

6. Communication Skills

6. Communication

3,4,5,6

Threaded discussions,
Quizzes, projects

7. Instructional Planning Skills

7. Instructional Planning

3,7,9,11

Threaded discussions,
Quizzes, projects

8. Assessment of Student
Learning

8. Assessment

1,7,8

Threaded discussion,
quiz, practice assignments

9.Professional Commitment
and Responsibility
10. Partnerships

9. Professional and
Ethical Practice
10. Collaboration

1 - 11

Threaded discussions,
Quizzes, projects
Threaded discussions,

1,2,11