EDET 454: Educational Technology for Diverse Populations
Cross-Listed: EDSP 454
Credit Hours: (3)
Students will develop critical awareness of educational and assistive technologies
that support students with disabilities, and other learners with diverse needs. The
course begins with an overview of the latest research and evidence-based practice
in educational technology applications with a focus on instruction. Participants will
explore a wide range of these technology applications with a focus on assistive or
adaptive technologies. The course focuses on the historical and legal mandates that
guide the integration of assistive technologies into the educational programs of students
with disabilities.
Note(s): Applied Learning designated course.
Detailed Description of Course
Specific technologies and topics include:
• Current technological trends shaping education
• The legal aspects of providing AT devices and services with public school settings
• Models for selection of AT devices and services
• Universal Design for Learning principles
• Development and evaluation of scaffolds that address technology-supported instructional
technologies
• Identification of possible funding solutions for AT
• Exploration of the AT spectrum= from no to high tech solutions
• Exploration of AT categories such as technologies which address challenges arising
from cognitive/learning needs, physical/sensory needs, communication/social needs
and multiple complex needs
• Applications and integration of educational and assistive technologies in order
to support and improve student success.
Detailed Description of Conduct of Course
This course utilizes a combination of web-based learning modules, lectures, and hands-on
activities within a lab setting. This course stresses hands-on experience with a variety
of assistive and adaptive tools and software.
Goals and Objectives of the Course
NCATE Standard 1c Professional and Pedagogical Knowledge and Skills. Virginia Department
of Education Teacher (VDOE) Licensure standards in Professional Studies requirements
in Curriculum and Instructional Procedures for PreK-12, special education, and secondary
education and Early/Primary PreK-3 education, elementary education, PreK-6, and middle
education: Demonstrated proficiency in the use of educational technology for instruction.
The codes included below refer to the International Society for Technology in Education
(ISTE); National Educational Technology Standards (NETS-T); Performance Indicators
for Teachers and the Virginia Department of Education Technology Standards for Instructional
Personnel (TSIPS); Code for Council for Exceptional Children (CEC) Standards: CC=
Common Core, GC= General Curriculum, and Professional Technology Standards (CTE).
Upon completion of this course the student will demonstrate understanding of/ability
to apply knowledge related to:
1. How Technology can impact learning
a. Current technological trends shaping education (CTE 1S2)
b. Universal Design for Learning
c. Cognitive Science and research-based attributes of effective learning environments
d. Practical classroom realities of the integration of technology
e. Investigation of student characteristics, the collaborative role of educators,
and strategies for differentiating instruction for students with learning disabilities
within the general education environment
f. Facilitation of full participation and access to the general curriculum of
individuals with disabilities by adaptations and assistive technology (CTE 1K1)
2. Legal and Social Aspects of Assistive Technology
a. Philosophy and history of assistive and adaptive technology
b. Equity issues related to use of technology in the classroom and assistive technologies
(CTE 9K1)
c. Ethical practices and cultural/familial considerations in applying these technologies
(CTE 9K1)
d. Legal definition of AT devices and services (CTE 9K1)
e. Legal requirements for implementation of assistive technology assessment and
services in the IEP (CTE 1S3) (CTE 9S2)
3. Selecting and Evaluating AT
a. Processes that can be used by the AT team members to plan, analyze, select,
and assess AT devices and services for a student (CTE 10K2)
b. Collaborative steps involved in planning and implementing assistive technology
services (CTE 10K1)
c. Identification of sources of and funding solutions for AT (CTE 7K2) (PH 4K2)
4. The Spectrum of AT Devices
a. Identify possible AT solutions along a continuum of options based on students’
cognitive, physical/sensory, and/or social/communication needs:
i. Identify technology tools for students with cognitive disabilities, ranging
from no tech to high tech, in core content areas: Reading, Writing, Math
ii. Identify technology tools for students with physical/sensory disabilities
from no tech to high tech
iii. Identify technology tools for students with multiple complex needs, as
demonstrated by children with pervasive developmental disorders such as autism.
iv. Identify augmentative communication tools for students with limited verbal
communication (GC 7S4)
5. Fitting AT Into My Instructional Program
a. Design student learning activities which incorporate AT that fosters equitable
access and promotes enhances, improves the success of students with disabilities within
the educational setting (CC 7S9)
b. Utilize computer based instructional tools to develop classroom materials
(CC 7K4)
c. Evaluate computer software and applications for their potential application
for use with students with disabilities (GC 7S4)
Assessment Measures
1. Class participation (real and online) and professional behavior
2. Completion of web-based learning modules
3. Class presentations
4. Observation of assistive technology evaluation and service delivery
5. In collaboration with a team of students, development of assistive technology
plan for case study student
6. Development of AT or Augmentative Communication artifact that aids instruction
or learning (This is an additional requirement/ assignment for graduate students only).
Other Course Information
None
Review and Approval
January, 2010
March 01, 2021