Ashford edu 620 entire course


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Ashford edu 620 entire course

  1. 1. ASHFORD EDU 620 ENTIRE COURSE PLEASE DOWNLOAD HEREWeek 1Universal Design for Learning. Learn about universal design for learning (UDL)using your assigned readings, National Center on Universal Design for Learningand UDL: Principles and Practice, and the Ashford Library. Then, explain whatUDL is, why it is important in the learning environment, and how it can impact thelives of learners (both with and without disabilities). Lastly, develop a basic lessonplan that incorporates UDL standards. Your lesson plan should include a learningoutcome, at least one learning resource, and the related learning activity(ies).Make sure to support your plan with at least two scholarly resources.Response to Intervention and Assistive Technology. Chapter Two of yourtextbook describes response to intervention (RTI) as “a multilayered system thatcan prevent academic and social failure before a student is unnecessarily orprematurely identified as having a disability” (p.28). Review the section onResponse to Intervention in your textbook, and conduct additional research onthis approach using the Ashford Library.Then, write a four- to five-page paper (excluding title and reference pages), inwhich you:§ Summarize your research findings on RTI§ Examine how RTI supports the use of assistive technology (AT) in learning§ Evaluate the repercussions of neglecting to use RTIYour paper should be formatted to APA style, and should include five scholarlysources.Week 2Referral and Assessment for Assistive Technology. Chapter Three of yourtext explains a process called Referral and Assessment for Assistive Technology.For this discussion assignment, design a diagram, chart, or other visual thatillustrates the four steps involved this process. (To do this, you may use MicrosoftWord, Microsoft PowerPoint, Timeglider or any other tool you prefer.) Then,select one of the four steps, and explain why it is important to the whole process,and what it contributes to the overall learning experience.
  2. 2. Autism and Learning. Many learners with Autism Spectrum Disorder (ASD)experience challenges communicating with others. Watch the video, iPad UnlocksNew World for People with Autism, and analyze how tools like the iPad cansupport learning for students with ASD. Then, describe an example of how youmight incorporate a tool like the iPad into a lesson plan.Evaluation of Assistive Technology. Write a paper that examines the followingquote from your textbook:“AT, like education, should not be approached with a „one size fits all‟ mentality”(p.40).Explain what this quote means in your own words. Then, describe the varioussteps and aspects that should be considered when deciding on an assistivetechnology, and evaluate the risks (both to the student and the teacher) that areinvolved in approaching assistive technology with a “one size fits all” mentality.Paper should be three to five pages in length (excluding title and referencepages), formatted to APA style, and supported with three to five scholarlysources.Week 3High-Incidence Disabilities. As stated in your text, the three categories of high-incidence disabilities defined in the Individuals with Disabilities EducationImprovement Act (IDEIA) of 2004 are:§ Mild learning disabilities§ Mental retardation§ Emotional or behavioral disordersFor this discussion, select one of the three categories to research. Then, providea specific example of a disability that falls under the category you selected,explain how this disability impacts learning (i.e., through gaining information,expressing information, and/or organizing information), and identify one possibleAT that could support a student who has this disabilityPedagogical Strategies for Learning Disabilities. Successful Strategies forTeaching Students With Learning Disabilities outlines various pedagogicalstrategies for supporting students with learning disabilities. Review thestrategies/interventions listed, and select one to investigate. Conduct a web-search of the selected strategy and report on your findings in the discussionforum. Describe at least two specific examples of what these strategies mightlook like in the classroom.
  3. 3. Assistive Technology Evaluation. Chapter Five of your textbook providestables of various assistive technology solutions for reading, spelling, writing, andmathematics.Select two different ATs from one of the lists, and choose one of the followingassignment options.Option 1 – Recorded PresentationUsing Jing or YouTube, present a comparison of the two ATs you selected.Imagine you are presenting these tools to your schools principal, as possiblesolutions for students with mild learning disabilities. Your presentation should beno more than 10 minutes, and should:§ Describe each ATs purpose and capabilities§ Provide information on each ATs cost§ Explain how each AT could be applied in the classroom (e.g., examples oflearning activities which use the AT)§ Evaluation of which AT would be a better investmentFor this assignment option, you are welcome to either record yourself in front ofthe camera, or record yourself talking over a PowerPoint presentation. When youare finished, submit your work as a link pasted into a Word document.Option 2 – Written AnalysisIn Microsoft Word, compare the two ATs you selected. Imagine you will beproviding this document to your school‟s principal, as possible solutions forstudents with mild learning disabilities. Your analysis should be clear, succinct,easy to read, and one to two pages in length. In your analysis, you should:§ Describe each ATs purpose and capabilities§ Provide information on each ATs cost§ Explain how each AT could be applied in the classroom (e.g., examples oflearning activities which use the AT)§ Evaluation of which AT would be a better investmentFor this assignment option, the purpose is to provide all necessary information,and nothing more. It should be formatted in such a way that the reader can get aglimpse of all the necessary information immediately.Week 4
  4. 4. Physical Disabilities and Assistive Technology. Read Chapter Six of yourtextbook, and watch the video,How Assistive Technology Enables Dreams. Then,examine the importance of assistive technology in supporting students withphysical impairments. Discuss how assistive technology can empower studentsand promote greater independence.Next, Identify some AT devices that can be considered with physical disabilities,and explain how you would incorporate AT into the classroom (e.g., any specialconsiderations you would make, how you would prepare yourself and the student,which subject(s) the AT device might be best suited for, etc.).Distance Learning. While distance learning can certainly support students withphysical disabilities, Chapter 10 of your textbook focuses on distance learning asa tool for students with various disabilities. Examine the benefits and challengesof distance learning for students with physical disabilities. (Hint: Consider bothgross motor disabilities as well as fine motor disabilities.) What are some ATdevices that can be used to support learners with physical disabilities in thedistance learning environment? What are some AT devices that can be used tosupport learners with other disabilities (i.e autism, learning disabilities, intellectualdisabilities, etc.) in the distance learning environment?Assistive Technology Plan. For the Week Four assignment, you will create anassistive technology plan for a learner with a physical impairment. In the chartbelow, identify a learner with a physical impairment to create an assistivetechnology plan to support them in the classroom. In your plan, you will identifythe learner, the disability area, and the grade level. Then in two to threeparagraphs, you will discuss the characteristics of the student such as theeducational strengths and needs of the student (academic, mobility,communication, social, environmental and curricular access, etc.), familyinvolvement, classroom challenges or concerns, existing supports, and otherpertinent information about the student.Based on the description of the student‟s needs and disability area, you willidentify at least five areas of challenge related to materials and methods in theclassroom or learning environment, discuss potential barriers or missedopportunities, and then discuss at least two possible solutions to address eacharea of challenge (see example for a student with low vision in the chart below).Your solutions must be research-based and should be cited within the chart.Please use a minimum of two peer-reviewed sources for substantiating your ATsolutions. APA format is required, including a reference page for all in-textcitations.Assistive Technology PlanName of Learner:Disability Area:
  5. 5. Age/Grade:Description of the Learner (educational strengths, needs, family involvement,other pertinent information):Goals of the AT Plan:Materials and MethodsPotential Barriers/Missed OpportunitiesAT SolutionsExample:Printed textbook or worksheetsStudent with a visual impairment has difficulty seeing small text.This student would benefit from using a text-to-speech program, such as Kurzweil3000 ( so that text can be converted to filesand read aloud to the student. Further, the student could benefit from having anelectronic magnifier for text-based resources used in the learning environment(Beard, Carpenter, & Johnston, 2011).1.2.Week 5Sensory Disabilities. Chapter Eight of the textbook covers sensory disabilities.The most commonly known are visual and hearing impairments. Explain howthese types of disabilities could impact one‟s learning experience, and identifysome AT devices that can support students with these disabilities. Finally, selectan academic subject (e.g., mathematics, science, language arts, fine arts, etc.)and describe how the AT devices you identified could be applied to a lesson inthat subject.Age of Onset. There are many things to consider when supporting students withsensory impairments: one being the age of onset. What does the text say aboutthis important piece of information? What can it tell the teacher or serviceprofessional? How might knowing this information impact the support a studentreceives? Finally, what is one other piece of information you would gather, if youwere responsible for supporting a student with either a visual or hearingimpairment?
  6. 6. Assistive Technology for Visual and Hearing Impairments. Search the webfor videos and/or articles on AT for visual and hearing impairments (e.g., screenreader software, hearing aids, etc.). Then, write an evaluation of thesetechnologies. Your paper should include:§ The specific devices you researched§ What these devices enable learners to do, and how they work§ Any challenges you foresee in using and/or learning to use the devices§ How these devices might be incorporated into the classroomYour paper should be three to five pages in length (excluding title and referencepages) and formatted to APA style.Week 6Assistive Technology for Communication. In Chapter Seven of the text, wemeet Betsy Taylor in the “Assistive Technology Snapshot”. Based on Betsy‟seducational and communication needs, discuss some of the possibleaccommodations and assistive technology devices or programs you might use tosupport her classroom needs (further than the ones suggested in the case study).Further, evaluate the IEP team‟s decision to use a fixed-display communicationboard and discuss if you feel this is an appropriate device or if you feel other AACdevices should be explored and why. Lastly, discuss ways the device you aresuggesting or supporting could be used in the context of classroom activities.Focus of the Final ProjectOver the past six weeks, you have learned about several disabilities and howthey impact a student‟s learning experience. For the final project, you will beasked to respond to several case studies. Each of these case studies involves aspecific disability and a unique set of issues for each of the identified students.Your assignment is to respond uniquely to each of the scenarios. Your responsesshould include the following elements:§ Identification of the specific academic/behavioral issues that could beaddressed through assistive technology§ Identification of at least three assistive technologies that will address theacademic/behavioral needs of each student§ An overview of how each of the identified assistive technologies will beimplemented for the student.§ A discussion of anticipated results based upon the use of the assistivetechnologies for each of the case studies.
  7. 7. § Responses must be supported with evidence from the text and at least twoadditional scholarly resources.Case Study #1Emily is a five-year-old female student who is visually impaired. Emily has lowvision and has some independence. She is able to see letters and numbers withamplification. In the past, Emily has been enrolled in a Head Start class withtypical peers. Emily experienced great success in her preschool classroom. Shehad access to assistive technology that assisted her in participating in mostactivities within the class. Emily will be starting kindergarten in the fall. She will bein a general education class with typical peers. Emily‟s parents, and her IEPteam, expect her to be fully included in most activities. Please describe assistivetechnologies that will allow Emily to have access to grade level content and toparticipate with her peers in the classroom.Case Study #2David is a third-grade student who has been identified as having a specificlearning disability in the areas of reading and written language. During David‟slast formal assessment, he was identified as reading two years below grade level.Through the assessment process it was discovered that he had particulardifficulty with word identification and comprehension. Also, David refuses to write.When given classroom writing prompts, David will often write only one sentence.Interestingly, when given the opportunity to verbally respond to the prompt, hisanswers are comprehensive and meet grade level standards for content. Pleaseidentify several assistive technologies that may support David in reading andwriting.Case Study #3Michael is a ten-year-old boy who has a diagnosis of autism. He has littlelanguage and will often act out when he does not get what he wants. His behaviorincludes throwing items, hitting, and biting. His IEP identifies the use of tangiblesand the computer as a way to reinforce appropriate behavior. Michael‟s teacher islooking for ways to increase his communication and to motivate him to behaveappropriately in class. Please identify assistive technologies that can supportMichael in class.Case Study #4Holly is a sixteen-year-old female student in the eleventh grade. Holly suffersfrom cerebral palsy and attends school through a combination of online andphysical campus. Holly is currently enrolled in English, math, social studies, andseveral electives. She is close to grade level in all subject areas. Holly has adesire to attend college after high school. Please describe the types of assistivetechnology that can be used to provide her with access in the online environment.
  8. 8. Also, what types of technology can be used to support Holly in her transition tocollege?Your responses should be presented in an eight- to ten-page paper inaddition to the title and reference page using APA format.