SPE 545 – Spring 2015 – Kornhauser 1

National College of Education (NCE)

Professor: Lauren Kornhauser, MAT, LBS-1

E-mail: lauren.kornhauser@nl.edu

Phone: 312-261-3268

Office Hours: M, T, W: 2-5pm, Th: 4-6pm, F: 9-

Chicago Campus, Suite 3013 (P.A.C.E. Program Office)

SPE 545

Assistive Technology

COURSE INFORMATION

COURSE DESCRIPTION:

This blended course will provide a hands-on examination of the use of instructional and

assistive technology as it relates to teaching and learning and successful integration of

students with disabilities. Included in this course will be exploration of hardware and

software developed specifically for students with disabilities, as well as hardware and

software that can be adapted for use with students with disabilities.

Prerequisite(s):

SPE 500

Co-requisite(s):

None

Instructional Materials

Required Textbooks:

Textbook:

Bowden Carpenter, L., Johnston, L.B., Beard, L.A. (2014). Assistive Technology: Access

for All Students. (3rd Edition). Pearson eText with Loose-Leaf Version.

Required Subscriptions:

Accounts for Weebly: www.weebly.com , and Twitter: www.twitter.com

Other required materials:

Course Number: SPE 545

Course Name: Assistive Technology

Start & End Date: April-June 2015

Credit Hours: 2 SH

Campus Location: Chicago

SPE 545 – Spring 2015 – Kornhauser 2

There may be assigned readings of printed materials and online resources.

Course Goals And Expected Student Learning Outcomes:

Teaching and Students The student who successfully completes this course will:

• describe and demonstrate how people with disabilities can access and benefit from

telecommunication technologies and the Internet. (CEC # 3, IL PTS #1M, 2I,

3K, 3L, 4G, CC #4Z)

• model and demonstrate ways to incorporate instructional strategies in teaching to

enhance inclusive teaching (CEC # 7, IL PTS # 4R, 6K, 6O, LBS I # 4P

• describe and demonstrate the use of multimedia and hypermedia for people with

disabilities. (CEC #3, IL PTS #3L, 4M, CC # 4N)

• describe and demonstrate the use of assistive technology which provides access to

careers for people with disabilities. (CEC #3, IL PTS #2G, 4C, CC # 6J, 6M)

• develop methods of using technology to access learning for people with disabilities.

(CEC #3, IL PTS #3K, CC #6K, 6L, LBS I #2C, 4B, 6M)

• compare cultural implications of assistive technology usage in academic and

community settings. (CEC #3, IL PTS #3E, 3I, 3J, 3N, 8Q, CC #5O)

Teaching and Curriculum

The student who successfully completes this course will:

• identify and evaluate technologies that maximize the potential of people with

disabilities. (CEC #8 IL PTS #1H, 4H, 4R, 6A, CC #2B, 5EE, LBS I #4F)

• identify technologies that support a curriculum based on universal design principles

(CC#4P, 4Q, 4R, 6C, 6J, 6L, 6N, IL PTS#1K, 3D, 3K, 4R, 6O)

Teaching and Instruction The student who successfully completes this course will:

• describe and demonstrate the use of assistive technology solutions that facilitate

language skills, both written and oral, remedial skills, functional skills, and life

skills. (CEC #7, IL PTS #1I, 1K, 2G, 3H, 4J, 4K, 4N, 4O, CC #2O, 4H, 4P)

• describe and demonstrate ways of integrating instructional and assistive technology

into the educational program (CEC #7, CC#4P, 4Q, 4R)

• describe and demonstrate the use of assistive technology solutions that facilitate

inclusion in academic learning settings. (CEC #4, IL PTS #1J, 2H, 4P, CC #3H,

4J, 4X, 6N, LBS I #4G)

• develop skills in using technologies to assess students and monitor instructional

process (IL PTS#1I, 4G, 4H, 8M, 8P)

Teaching and the Environment

The student who successfully completes this course will:

evaluate teaching and learning processes using assistive technology which

facilitate their successful use in inclusive situations. (CEC #5, IL PTS #4B, 4D,

4E, 4F, 4I, 4L, 6B, 6C, CC #4R, 4Y, 5N, 5U)

Teaching and the Profession

SPE 545 – Spring 2015 – Kornhauser 3

The student who successfully completes this course will:

facilitate the team decision-making of appropriate assistive technology for

students with disabilities. (CEC #10, IL PTS #4Q, 4S, 9R, 10H, 11T, CC #1B,

8A)

Specific external standards being addressed (if applicable):

The standards addressed are matched to the goals above. They come from the following

sources:

Illinois Teacher Preparation Standards (IPTS)

Shared University Level Outcomes associated with the course:

Students acquire content and conceptual knowledge

Students integrate content and conceptual knowledge into practice

Students communicate effectively to others

Students assess logically and critically to construct new knowledge

Students discern and enact social awareness, self-awareness and respect for human

diversity

Students work collaboratively

NATIONAL COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK OUTCOMES

ASSOCIATED WITH THE COURSE:

This course relates to the NCE Conceptual Framework, in particular to the following points:

National College of Education is a professional community advocating for all learners.

NCE faculty and candidates use scholarly habits of mind and methods of inquiry in

order to affect P-12 student learning by:

Envisioning, articulating, and modeling a vision of democratic and progressive

education

Designing powerful learning environments that:

integrate appropriate technologies

utilize multiple meaningful assessments

enable self-directed learning

Working collaboratively in diverse communities and with diverse learners to

achieve learning goals

Advocating for democratic values, equity, access and resources to assure

educational success for all

SPE 545 – Spring 2015 – Kornhauser 4

NCE faculty and candidates continuously demonstrate a high standard of professional

ethics by:

Cultivating curiosity and excitement for learning in themselves and others

Respecting and learning from other people, cultures and points of view

Demonstrating a caring attitude in recognizing the needs of others and acting to

promote their growth

Acting with confidence and self-knowledge to assume professional leadership roles

and responsibilities

Using information from self and others to continuously improve

University Technology Requirements

At minimum, students are expected access to have the following technology:

You will need regular access to a computer and a connection to the Internet. High-

speed access via broadband, satellite, or direct subscriber line (DSL) will greatly

enhance your class experience. This is a blended course with both face-to-face

meetings augmented with online activities and assignments. Course materials and

instruction are presented using both formats. A student cannot expect to complete the

course using only the syllabus as a guide. It is your responsibility to obtain computer

access and maintain connectivity throughout the entire length of the course regardless

of where you are. If you have difficulty with your home computer, please use the

university’s resources, a local public computer or a computer at work instead. You

will also need to have access to the Microsoft Office suite of software. This includes

Word, PowerPoint, and Excel. Work will not be accepted in other formats given

this course is focused partially on the development of technology. NLU provides all

students with an email account. Email will be accepted through the NLU Online

Campus Desire2Learn email and NLU email. You are also expected to purchase a

LiveText account.

The course website is through Weebly and can be accessed at:

http://nluspe545.weebly.com/

Technology Competencies- At minimum, students are expected to have the following

technology competencies:

Read and send NLU email and include attachments when needed

Browse to files on your hard drive, save files, and attach files using a browser file

management interface

Meet any browser requirements and system of your learning management system

(weebly.com). There is a browser check tool available to you when you log in.

Access and work with files of various types. Besides Web pages, this may include

.pdf, .doc, .docx, .txt, .rtf, xls, .ppt, and so forth. (Hint: Microsoft Office users can

help with older versions of the software by saving as .doc, for example, rather than

.docx when they are creating a file to be shared.)

View and interact with various kinds of multimedia resources both from inside this

course and on the Internet.

Allow cookies from this site.

SPE 545 – Spring 2015 – Kornhauser 5

Allow pop-ups from this site. (A "pop-up" might be a definition you need or a

question in a quiz you are taking. it can still look like a pop-up to your browser.

Have a back-up plan if your computer, Internet access, or other technology goes

down. Don't let technology failures derail your progress.

Prior to the course, you should be able to produce and submit word-processed work

using Microsoft Word or Google Drive. Many of the documents and articles available

online will be formatted as Portable Document Files (PDFs), which requires Adobe®

Reader® for viewing. If you do not have the Adobe® Reader® software, you can

download and install it from http://get.adobe.com/reader/ Some of the course content

may require that you have multimedia players (such as the Macromedia® Flash®

ATL SPE 527 player), which you can download and install from

http://get.adobe.com/flashplayer/ and Shockwave® player, which you can download

and install from http://get.adobe.com/shockwave/ called plug-ins because they are

added to your Internet browser.

Additional technology requirements for this course include the following:

Weebly.com & Twitter Subscriptions/Accounts

COURSE REQUIREMENTS AND GRADING

Course Requirements

Participation

Each student is expected to participate in such ways as to provide evidence of

careful reading of required material and serious consideration of the course

content and class assignments. Participation includes attendance, timely arrival

and active involvement in class discussions.

Critical Reading Reflection

Reflect on your thoughts and ideas after completing the reading to deepen your

understanding of the reading

o Reflect -Think about what you have read. Reflections are not summaries

of what you read. Rather, they are a synthesis of your personal thoughts

and reflections on the relevance of what you have read.

o Connect - Analyze the reading. How does this experience relate to earlier

ones? How does it connect to what you already know, believe or feel?

Does it reinforce or expand your view?

o Apply - Consider the future impact of the experience on you and the

community, How can you use what I have learned? How can you use it in

similar situations? Include what you were thinking as you read the text and

how you will use the information in your teaching.

UDL Activity

Go to the UDLcenter.com http://udltheorypractice.cast.org/login and join.

SPE 545 – Spring 2015 – Kornhauser 6

Read the book/explore the site Universal Design theory and practice

Write a paper explaining UDL, the importance of using UDL with all students,

why we are talking about UDL in a course on assistive technology and how you

plan on implementing UDL in your teaching. I expect in depth critical thinking

for this assignment!

Resource Handbook

For this project, design a resource handbook of technology tools that have been

collected over the course of the semester. At least ten different applications and

ten pieces of hardware/software will be identified. The handbook will include

descriptions of the applications, hardware and software, information about

obtaining the item, and an example of how the item could be used by at least three

different types of students (having three different conditions). For example, you

might select a text-to-speech application, describe it in detail, and discuss how it

could be used with students with visual impairments, learning disabilities, and

speech impairments. Include the name of the item, (where it can be found); what

is it used for; who is it designed for; your opinion/evaluation; and price.

Weebly Learning Management System (LMS) Project

Create a website for your hypothetical classroom using Weebly.com (basic

accounts are free). The site should have a homepage and pages for at least 3

different class subjects (language arts, math, reading, science, etc.). Each class

page should include a student-accessible lesson, with links and materials needed

for the student to complete the lesson. For each lesson, incorporate or provide

options of various assistive technology tools and strategies that could compliment,

or help to modify the lesson for the student. Your homepage should include your

general classroom (grade, school, etc.) and instructor information, as well as a

brief description of how your classroom should use your LMS. Be creative, make

it fun and interactive!

Websites will be presented in class. Written descriptions and reflections will be

submitted through the SPE 545 Weebly site (nluspe545.weebly.com).

Case Studies

Information on several children will be presented in the final session of the

course. They will be new children for you to be working with. Working in a small

group, you will complete the SETT framework for each child. What are your

concerns about the child and what will you do in your classroom to make the

child successful. You will present your child and your findings to the group.

Final Reflection

A final reflection is to be written at the completion of the course. This reflection

should include what you have learned in this course, and what you are taking with

you from this experience.

SPE 545 – Spring 2015 – Kornhauser 7

COURSE GRADES:

Participation 50

Critical Reading Reflections 80

UDL Activity 40

Resource Handbook 40

Weebly LMS Project 50

Case Studies 20

Final Reflection 20

300

GRADING SCALE:

Final Percentage Letter Grade

91-100 A

82-90 B

73-81 C

64-72 D

F

SPE 545 Spring 2015 Kornhauser 8

NATIONAL LOUIS UNIVERSITY POLICIES:

University Grading Policy

The grading policies can be found in the National Louis University Policy Handbook and

University Catalog.

Drop-Add Policy

Requests to drop classes are processed through the Academic Advising Center. Students must

officially drop in writing. The university policy regarding dropping or adding a course can be

found at http://www.nl.edu/advising/registration/regulations.cfm under the "Regulations"

heading. Questions about dropping courses can be directed to 888.658.8632, option 2.

Academic Learning Support Tutoring and Learning Support

Comprehensive online and in-person tutoring and learning support are available to all students.

Students may access this resource at http://www.nl.edu/t4/studentservices/learningsupport/.

Online Tutoring Service

(Smarthinking): http://libguides.nl.edu/smarthinking

Face to Face Tutoring Information http://www.nl.edu/t4/studentservices/learningsupport/tutoringandlearningsupport/ For additional

questions, contact

Learning Support: 312.261.3374 or learn@nl.edu.

National College of Education National College of Education Conceptual Framework

NCE Faculty and candidates use scholarly habits of mind and methods of inquiry in order to

affect P-12 student learning by:

Envisioning, articulating, and modeling democratic and progressive education

Designing powerful learning environments that:

o integrate appropriate technologies

o utilize multiple meaningful assessments

o enable self-directed learning

Working collaboratively in diverse communities and with diverse learners to achieve

learning goals

Advocating for democratic values, equity, access and resources to assure educational success

for all

NCE Faculty and candidates continuously demonstrate a high standard of professional ethics by:

Cultivating curiosity and excitement for learning in themselves and others

Respecting and learning from other peoples, cultures, and points of view

Demonstrating a caring attitude in recognizing the needs of others and acting to promote their

growth

Acting with confidence and self-knowledge to assume professional leadership roles and

responsibilities

SPE 545 Spring 2015 Kornhauser 9

Using information from self and others to continuously improve

Diversity, Access and Equity

In accordance with the Americans with Disabilities Act, Section 504 and University policy, we

work hard to ensure that all facilities and programs are accessible to students with special needs.

All accommodations provided are based on individual need substantiated by medical

documentation. For information or questions about accessibility or special accommodations,

please contact Library & Learning Support at 888.658.8632 x3188 orDAE@nl.edu.

Equal Opportunity

National Louis University affords equal opportunity to all qualified persons regardless of race,

color, age, creed, religion, gender, sexual orientation, ancestry, national origin, disability,

political beliefs, marital status, military status, and unfavorable military discharge other than

dishonorable. Any student with questions or concerns about any type of discrimination is

encouraged to contact the Department of Diversity, Access and Equity at 847.947.5275 or

DAE@nl.edu.

Religious Observance

If religious observance will cause a student to be absent from class or otherwise affect his or her

ability to complete academic assignments, he or she must notify the instructor in advance and

make necessary arrangements to complete the entire course.

National Louis University Policies and Statements

Students can find a full description of student policies and procedures in the National Louis

University Student Guidebook. Please be particularly aware of the following policies as they

apply to your coursework.

Academic Honesty and Plagiarism

With respect to the academic honesty of students, it is expected that all material submitted as part

of any class exercise, in or out of class, is the actual work of the student whose name appears on

the material or is properly documented otherwise. Academic honesty includes plagiarism as well

as receiving and/or giving improper assistance and other forms of cheating on coursework.

Students found to have engaged in academic dishonesty are subject to disciplinary action and

may be dismissed from the University. Faculty has the right to analyze and evaluate students'

course work. When evidence of academic dishonesty is discovered, an established procedure of

resolution will be activated to bring the matter to closure.

The Policy on Academic Honesty is in the online University Catalog and in the Student

Guidebook as a hard copy. The online Student Handbook can be found at

www.nl.edu/StudentServices/studentaffairs/StudentHandbook/.

For resources on how to cite properly and avoid plagiarism, please visit NLU Learning Support’s

guide at http://libguides.nl.edu/plagiarism. For an interactive tutorial on how to avoid plagiarism,

go to http://www-apps.umuc.edu/vailtutor/index.html.

Standards of Conduct and Student Discipline

The University requires an environment conducive to intellectual and personal growth of its

students. National Louis University seeks to cultivate a sense of personal integrity in each of its

students. Students are expected, therefore, to strive toward this objective and to develop as

SPE 545 Spring 2015 Kornhauser 10

individuals in a manner that is consistent with the educational purposes of the University.

Standards of Conduct and Student Discipline can be found in the National Louis University

Policy Handbook.

Policy on Student Disciplinary Hearings & Appeals Systems

National Louis University focuses attention on the development of a student’s potential by

encouraging self-discipline, fostering a respect for the rights of others, and encouraging

cooperation with the regulations of the University. The Policy on Student Disciplinary Hearings

& Appeals Systems can be found in the National Louis University Policy Handbook.

Policy on Sexual Harassment

National Louis University seeks to provide for its students, faculty, administration, and staff an

environment that is free from sexual harassment. The Policy on Sexual Harassment can be found

in the National Louis University Policy Handbook

Grievance Procedures Non-Academic Grievances

The University Student Ombudsman (USO) is the primary contact for students seeking

resolution to their non –academic problems. The NLU Ombudsman can be reached at

312.261.3461.

Academic Decision Appeals

Students may only appeal academic decisions under a policy or procedure. All academic policies

and procedures can be found in the National Louis University Policy Handbook. Students must

initiate the appeal process within 30 business days following formal (documented) notification of

the decision by contacting the individual responsible for the decision (e.g., the instructor who

assigned a grade or the administrator who informed the person of the decision) to attempt

informal resolution of the disagreement. The student may also consult with an academic advisor,

program director, department chair, or student services professional to obtain informal

assistance. (Such consultation does not initiate the appeal process.) For Academic Decision

Appeals, please contact the Dean’s Office at the specific college related to the course:

College of Arts and Sciences: 888.658.8632 x3378

College of Management and Business: 888.658.8632 x3609

National College of Education: 888.658.8632 x5065

Student Privacy

In compliance with the Family Educational Rights and Privacy Act (FERPA) of 1974, National

Louis University protects the rights of students and their parents with relation to the accuracy

and privacy of their educational records. In accordance with the provisions of this act, National

Louis University has established basic policies to prevent the release of any personally

identifiable information regarding any of its students, without first having received the consent of

the student (or, in some instances, the parent).

Student Resources

SPE 545 Spring 2015 Kornhauser 11

Help Desk & Technical User Support

Help Desk staff are available 24 hours a day, 7 days a week through a toll-free number.

Toll Free Phone: 886-813-1177 ex. 4357 on campus.

Textbooks

The NLU Virtual Bookstore offers textbook rentals, new and used textbooks, eTextbooks and

textbook buybacks. For more information, contact Customer Service at 877.284.6744 or

bookstore@ecampus.com.

Important University Dates

See National Louis University’s Academic Calendar.

University Catalog

The University Catalog contains official statements on University programs and academic

policies and should be carefully consulted for any details. Program-specific information is also

described in the handbooks of University programs.

Student Services

See this list of National Louis University’s wide array of services for students.

NLU Student Wellness

Counseling Services

Students seeking counseling referrals should contact the Office of Student Life at 888.658.8632

x2443. Students may obtain the names of licensed therapists in their community from the Office

of Student affairs. The cost of counseling outside the university is incurred by the student; not by

National Louis University.

Health Services

National Louis University does not have a health professional on campus available to students. If

a medical emergency occurs on campus, students should call 911. For more information, contact

the Office of Student Affairs at 888.658.8632 x3568.

Quick Links

Academic Advising: 888.658.8632 x5900 • Advising@nl.edu • www.nl.edu/advising

Accessibility/Special Accommodations: 888.658.8632 x3188 • DAE@nl.edu.

Accreditation: http://www.nl.edu/t4/about/accreditation/ Admissions: 888.658.8632 x5151 •

Admissions@nl.edu •

www.nl.edu/oar

Alumni: 312.261.3159 •alumni@nl.edu Campus Locations (Illinois): 888.658.8632 •

http://www.nl.edu/t4/about/campuslocations/illinois/

Campus Locations (Florida): 800.366.6581 • www.nl.edu/locations/tampa.cfm

Campus Locations (Wisconsin): 800.443.5522 x6842 • www.nl.edu/locations/milwaukee.cfm

Career Services: 888.658.8632 x3270 •CareerServices@nl.edu •

www.nluvirtualcareernetwork.net NLU

SPE 545 Spring 2015 Kornhauser 12

Course Schedule Enrollment: 888.658.8632 • www.nl.edu/admissions

Facilities: 888.658.8632 • Chicago x3333 • Elgin x8800 • Lisle x4444 • Skokie x2222 •

Wheeling x5555

Student Finance/Financial Aid: 888.658.8632 x5350 • StudentFinance@nl.edu •

www.nl.edu/studentfinance

Harrison Fellows Scholarship: 888.327.4182 • HarrisonFellows@nl.edu •

www.nl.edu/harrisonfellows

Help Desk/Technical Student Support: 866.813.1177 • On campus: x4357 •

oit.nl.edu/services_helpdesk.cfm

Learning Support: 888.658.8632 x3374 • Learn@nl.edu • www.nl.edu/lls

Library: 888.658.8632 x3376 • Library@nl.edu • www.nl.edu/library

NLU Virtual Bookstore: 877.284.6744 • BookStore@ecampus.com • www.nl.edu/bookstore

NLU Catalog and Course Information

Ombudsman: 888.658.8632 x3461 • Comments@nl.edu • www.nl.edu/ombudsman

Prior Learning Assessment: 800.443.5522 x4319 • www.nl.edu/pla.

Registrar: 888.658.8632 x5718 • Registrar@nl.edu • www.nl.edu/oar

Smartthinking: 800.443.5522 x3374 • learn@nl.edu

Student Experience and Student Life: 888.658.8632 x3568 • StudentAffairs@nl.edu •

ww.nl.edu/studentexperience

Student Guidebook

Veterans Program: 888.658.8632 x3262 • www.nl.edu/veterans

ADDITIONAL COURSE POLICIES AND IMPORTANT INFORMATION

Writing Quality

All assignments are to be word processed and double-spaced, following APA guidelines and

grammatical writing standards.

People First Language

All assignments must be completed using People First Language. Points will be deducted if these

conventions are not followed. The following websites represent additional resources on People

First Language:

Snow, K. (2003). People first language. Retrieved on December 28, 2013 from

http://www.disabilityisnatural.com/explore/people-first-language

West Virginia Developmental Disabilities Council. (n.d.). People first language.

Retrieved on December 28, 2013, from

http://www.ddc.wv.gov/about/councilpolicies/Pages/PeopleFirstLanguage.aspx

Texas Council for Developmental Disabilities. (n.d.). Describing people with disabilities.

Retrieved on December 28, 2013, from http://tcdd.texas.gov/resources/people-first-

language/

Ask For HELP!

SPE 545 Spring 2015 Kornhauser 13

If you are having a problem, probably someone else is having the same problem and someone

else has already solved the same problem. Find out what others know and think. Post to the

Discussion page Help. If all else fails, email somebody whom you think might have an answer!

For technical problems, call the 24/7 Help Desk at 1- 866-813-1177.

Attendance

Attendance is important to the accomplishment of university curriculum objectives. Regular

attendance, active participation and preparedness in all classes, and seminars, both face-to-face

and online, is required. In case of an unexpected emergency, contact the instructor in writing

(email) and if possible, in advance of the seminar or class being missed, and an alternate

assignment may be required based on the instructor's policy. Students who miss more than one

class or seminar may not be able to fulfill the requirements for passing the course and may have

to withdraw. An unexcused absence may result in a lowering of the final grade.

Coursework

Assignments are due on time, and collegiate quality of written work is expected. Considerations

for late submissions should be arranged in advance with the instructor and may not receive full

credit without prior consent of the instructors. All work must be grammatically and mechanically

correct. Instructors may place additional requirements on coursework. Students will be notified

as soon as possible if performance on any of the classroom expectations needs improvement or

falls below the passing level.

Incompletes/In-Progress

In-Progress grade should be avoided and can only be given if 80% of the work of the course is

completed, and will only be given by the discretion of the Instructor.

This syllabus is subject to modification to correct errors,

and to make additions or deletions to improve the course.

SPE 545 Spring 2015 Kornhauser 14

SPE 545

Assistive Technology/Technology for Special Education

Timeline – Spring 2015

Class Topic Reading Due Assignment Due

1 Introduction &

Overview of Assistive

Technology

Computer Access

2 Universal Design for

Learning

UDL Theory & Practice:

http://udltheorypractice.cast.org/

login

Bowden Carpenter – Ch 1 & 2

Critical Reflection

3 AT for Young Students

Bowden Carpenter – Ch. 4 UDL Paper

Critical Reflection

4 AT for Students w/LD

AT & Inclusion

Bowden Carpenter – Ch. 5 Critical Reflection

5 AT for Communication,

AAC

Bowden Carpenter – Ch. 6 & 7 Critical Reflection

6 AT for Sensory

Impairments

AT for Students w/ASD

Bowden Carpenter – Ch. 8 & 9 Critical Reflection

7 AT for Reading &

Writing

Bowden Carpenter Ch. 10 Critical Reflection

8 AT Assessment & IEPs Bowden Carpenter – Ch. 3 Resource Handbooks

Critical Reflection

9 Application of What

We Have Learned

In-Class Case Study

Critical Reflection

10 Student Presentations

Wrap Up

Weebly LMS Projects

Final Reflection