| CODE | IAL3010 | ||||||||
| TITLE | Assistive Technologies for Learning: Advanced | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||
| DESCRIPTION | This study-unit complements the previous study unit on Augmentative and Alternative communication (IAL1011) and IAL 3003 (Aids for Daily Living: Towards Autonomy and Self-Determination and Quality of Life). It is concerned with the major issues related to the inclusion and social participation of students with diverse needs. It introduces the International Classification of Functioning, Disability and Health (ICF) and how this model could be used to assess and implement an Assistive technology (AT) strategy in the classroom. It addresses issues related to collaborative teamwork and the role of professionals and families in the introduction and development of an AT system. This study unit emphasises the importance of adaptations of the curriculum content so that every student is an equal participant in the learning process. These assistive and instructional technologies in terms of the accessibility to the general education curriculum, imply the modification of the classroom such as equipping students with disabilities with reading and writing software, use of talking text readers, or AAC devices designed for receptive and expressive communication for students with communication disabilities. These are substantiated by examples from various curricular areas including reading, writing, mathematics, science, art, music, and physical activity. The study unit introduces the students to the progression of direct and indirect switch access, early learning software, switch skills, scanning techniques, choice making and the use of AAC and ICT based technology in the classroom environment. Study-unit Aims: This study-unit aims to continue developing the educators’ appreciation of Assistive Technology (AT) to support the inclusion and participation of students withdiverse needs. It also seeks to develop the educators’ ability to select and use appropriate tools within a UDL framework. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Identify technology-related activities as a mode of learning in the classroom setting; - Explain how technology can enhance the student’s cognitive and social abilities; - Propose professionally-informed decisions about the technology-oriented activities which facilitate and support learners with individual educational needs. 2. Skills: By the end of the study-unit the student will be able to: - Employ a transdisciplinary approach in devising optimal strategies and programs; - Identify and use technology related activities/methodologies which may support the social participation of students with individual educational needs. Main Text/s and any supplementary readings: Main Text - Ahmad, F.K. (2015). Use of assistive technology in inclusive education: Making room for diverse learning needs. Transcience, 6(2), p. 62-77. - Cook, A. M., & Hussey, S. M. (2002). Assistive technologies. Principles and practice. Supplementary text - Abbott, C. (2007). E-Inclusion: Learning Difficulties and Digital Technologies. Report 15. Futurelab Series. UK: Futurelab - Boone, R., & Higgins, K. (2012). The software√-list: Evaluating educational software for use by students with disabilities. Journal of Special Education Technology, 27(1), 50-63. - Florian, L., & Hegarty, J. (2004). ICT and Special Educational Needs: a tool for inclusion. McGraw-Hill Education (UK). - Golden , D. (1999). Assistive technology policy and practice: What is the right thing to do? What is the reasonable thing to do? What is required and must be done. Special Education Technology Practice, 1(1), 12 14. - OCALI (2013). Introduction to assistive technology: Section 1. Retrieved from https://www.ocali.org/up_doc/AT_Resource_Guide_1.pdf - Stančin, K., & Hoić-Božić, N. (2019). The use of Information and Communication Technology in upbringing and education of students with intellectual disabilities. In 13th annual International Technology, Education and Development Conference. - Zabala, J. (n.d.). Guiding principles for assistive technology and augmentative communication planning and service delivery. Adapted from an early publication of the Arkansas Tech Act Project. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Marica Gatt |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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