The Syllabus is similar to the syllabus for a course. It is your primary reference for information regarding the module. The online capability of the module allows you to access information directly from Levels II and III of the module, but selected elements of those levels also appear in the syllabus to give you a single source for key information. You may find it helpful to have a hard copy of the syllabus available for reference.

There are six major goals for this module.

1. To define terms and concepts necessary for understanding the potential and use of technology in special education.



2. To describe legal mandates related to the provision of technology devices and services for people with disabilities.



3. To describe a conceptual model that can be used to guide decisions about the use of technology for people with disabilities.



4. To explore the use of online technology resources to locate information about education.



5. To explain how assistive technology can be considered when developing individualized education programs (IEPs) for students enrolled in special education programs.



6. To introduce a systematic approach to designing personal technology continuing professional development programs.

The Content Outlines are specific to lessons in this module. They allow you to preview the content to be covered in each lesson and to note how the content for the several lessons combines at the module level to meet the goals for the module. You will also find that the Content Outlines will serve as a useful review feature. Later when you have completed the module and wish to review what was covered in the individual lessons you can return to the Content Outlines.

1. Lesson 1: Basic Concepts
   1. Introduction
      1. Technology and living
      2. Lesson topics
      
      
   2. Technology and Disability
      1. Early assistive technology
      2. Contemporary uses of technology
      
      
   3. Developing Technology Plans
      1. Vision Statement
      2. The Eureka School's Technology Vision
      
      
   4. Perspectives on Technology
      1. Traditional perspective
      2. "More than hardware" perspective
      3. Contemporary perspective: Six types of technology
         1. Technology of teaching
         2. Medical technology
         3. Instructional technology
         4. Assistive technology
         5. Technology productivity tools
         6. Information technologies
      
      
   5. The Technology Continuum
      1. No-tech to high-tech solutions
      2. Making technology decisions
      
      
   6. Federal Technology Mandates
      1. Public Law 45-186
      2. Rehabilitation Act
      3. Individuals with Disabilities Education Act
      4. Tech Act
      5. Americans with Disabilities Act
      
      
   7. Lesson Summary
   8. Future Developments
      1. High-tech projections
      2. No-tech projections
      3. Potential impact on people with disabilities
      
      
   
   
2. Lesson 2: Technology Decision Making Model
   1. Lesson Overview
   2. Theory, Research, and Practice
      1. Mutual relationship
      2. Testing theory and research in practice
      3. Improving instruction through theory
      4. Conceptual models
      
      
   3. Making Technology Service Decisions
      1. Basing decisions on functional problems
      2. Categories of human function
      3. Functional responses
      
      
   4. Conceptual Model for Making Technology Decisions.
      1. Introduction to the model
      2. Constructing the model step by step
         1. Environment and context
         2. Functional demands
         3. Exploring options
         4. Personal resources
         5. External supports
         6. Personal perceptions
         7. Functional response
         8. Personal changes
         9. Evaluation and feedback
      3. Interaction among variables
      
      
   5. Human Functions
      1. Existence
      2. Communication
      3. Body position, protection, and support
      4. Travel and mobility
      5. Environmental interaction
      6. Education and transition
      7. Sports, fitness, and recreation.
      
      
   6. Implications of the Model
      1. Identify factors involved in technology decision making
      2. Illustrate interaction of decision making variables
      3. Specify information needed in technology referrals
      4. Guide assistive technology assessment and planning
      5. Identify targets for evaluating effectiveness of technology intervention
      
      
   
   
3. Lesson 3: Technology Foundations for Special Education
   1. Lesson Topics
   2. Considering Assistive Technology
      1. The IDEA mandate
      2. Jerry's case
         1. Locating a device for Jerry
            1. Adaptive Device Locator System (ADLS)
            2. Hyper-ABLEDATA
         2. Analysis of Jerry's case
      3. Inclusion of specialists on IEP teams
      4. Functional model as framework
      5. ADLS vs. Hyper-ABLEDATA
      
      
   3. The ERIC System
      1. Structure of ERIC
      2. Searching ERIC
         1. Conducting an ERIC search
         2. Using descriptors
      3. The AskERIC service
      4. Limitations of ERIC
      
      
   4. Designing a Professional Development Program
      1. Step one: Develop and maintain your philosophy
      2. Step two: Define functions for your professional role
      3. Step three: Specify needed competencies
      4. Step four: Develop and rank objectives
      5. Step five: Identify content and resources
      6. Step six: Implement professional development program
      7. Step seven: Evaluate, revise, and refine
      
      
   5. Conclusions
      1. All educators serve on IEP teams and consider technology services
      2. Use ADLS and Hyper-ABLEDATA to locate assistive technologies
      3. Use the ERIC system to locate information about technology
      4. Design a systematic continuing professional development program
      
      
   
   

Blackhurst, A. E. (1993). Continuing professional development. In A. E. Blackhurst & W. H. Berdine (Eds.), An introduction to special education (3rd ed., pp. 218-233). New York: HarperCollins.

Blackhurst, A. E., & Edyburn, D. L. (2000). A brief history of special education technology. Special Education Technology Practice, 2(1), 21-35.

Blackhurst, A. E., & Lahm, E. A. (2000). Technology and exceptionality foundations.  In J. D. Lindsey (Ed.), Technology and exceptional individuals  (pp. 3-45). Austin, TX: Pro-Ed.

Blackhurst, A. E., Lahm, E. A., Harrison, E. M., & Chandler, W. G. (1999). A framework for aligning technology with transition competencies. Career Development for Exceptional Individuals, 22(2), 153-183.

Council for Exceptional Children. (1997). CEC code of ethics and standards of practice [Online]. Available: http:// www.cec.sped.org/ps/code.htm

Hasselbring, T. S. (1997). The future of special education and the role of technology. In J. Paul, M. Churton, W. Morse, A. Duchnowski, B. Epanchin, P. Osnes, & R. Smith (Eds.), Special education practice: Applying the knowledge, affirming the values, and creating the future (pp. 118-133). Pacific Grove, CA: Brooks/Cole Publishing Co.

Blackhurst, A. E., & Berdine, W. H. (Eds.). (1993). An introduction to special education (3rd edition). New York, NY: HarperCollins.

Blackhurst, A. E., & Morse, T. E. (1996). Using anchored instruction to teach about assistive technology. Focus on Autism and Other Developmental Disabilities, 11, 131-141.

Chambers, A. C. (1997). Has technology been considered? A guide for IEP teams. Albuquerque, NM: The Council of Administrators of Special Education, Inc.

Golden, D. (1998). Assistive technology in special education: Policy and practice. Albuquerque, NM: The Council of Administrators of Special Education, Inc.

Inge, K. J., & Shepherd, J. (1995). Assistive technology applications and strategies for school system personnel. In K. F. Flippo, K. J. Inge, & J. M. Barcus (Eds.), Assistive technology: A resource for school, work and community (pp. 133-166). Baltimore, MD: P.H. Brookes Publishing Co.

Parette, J. P. (1997). Assistive technology devices and services. Education and Training in Mental Retardation and Developmental Disabilities, 32(4), 267-280.