Postgraduate Course: Inclusive Digital Technology (EDUA11399)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Not available to visiting students
|Summary||The course will equip teachers with the knowledge, skills and expertise to improve attainment, engagement and inclusion of pupils with Additional Support Needs (ASN), including those with complex ASN and communication difficulties through the use of assistive technologies and digital resources. It will be delivered by members of the CALL Scotland team based at the School of Education.
Set within a problem-solving framework designed to reflect classroom, school and authority settings, this course will introduce the underpinning discourses, models and principles of digital technologies. It will cover a range of additional support needs associated with: a physical disability; language and communication impairment; sensory impairments; autistic spectrum conditions (ASC); complex needs; specific and general learning difficulties.
Students will learn how to critically evaluate and use digital technologies and resources to address the classroom implications of legislation and policy on equality and inclusion.
Students will acquire knowledge and understanding of techniques, strategies and methods such as identifying and applying appropriate resources and technologies, to ensure learners are not locked out of learning opportunities where those solutions exist.
It will cover the wider context that needs to be understood if the right digital tools are to be implemented with the right learning content at the right time and will align itself with the current and future demands set out through Scotland's National Improvement Framework and Digital Learning and Teaching Strategy.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Not being delivered|
On completion of this course, the student will be able to:
- Demonstrate critical understanding and use of digital tools and materials for supporting pupils with additional needs.
- Apply originality and creativity in practice when evaluating and selecting resources and technologies within their own professional context.
- Demonstrate critical analysis, evaluation and synthesis to how legislation and national policy affects the access to and application of appropriate digital technologies for students with additional support needs.
- Contribute to an identifiable change and/or development by demonstrating leadership in implementing a new strategy or intervention on the use of digital technologies for pupils with additional support needs.
|Beukelman, David R. & Mirenda, Pat. (2013) Augmentative and Alternative Communication: Management of Severe Communication Disorders in Children and Adults. 2nd ed: Paul H Brookes Publishing. |
Bowser, Gayl et al. (2016) Quality Indicators for Assistive Technology: A Comprehensive Guide to Assistive Technology Services. Cast Professional Publishing.
Boser, K., Goodwin, M., Wayland, S. (2014) Technology Tools for Students with Autism: Innovations that Enhance Independence and Learning. Baltimore, MD: Paul H. Brookes Publishing.
Cook, Albert M & Polgar, Jan M. (2014) Essentials of Assistive Technologies. 4th ed. Elsevier.
Imray, P. (2013) Curricula for Teaching Children and Young People with Severe or Profound and Multiple Learning Difficulties. Abingdon: David Fulton Publishers.
Hall, T. E., Meyer, A. and Rose, D. H. (2012) Universal design for learning in the classroom┐: practical applications. New York: Guilford Press.
Light, J., & Drager, K. (2007) AAC technologies for young children with complex communication needs: State of the science and future research directions, Augmentative and Alternative Communication, 23:3, 204-216, DOI: 10.1080/07434610701553635
Lawson, S. & Nisbet, P.D. (2016) Talking in Exams Report. Report for Scottish Qualifications Authority. Available online: www.callscotland.org.uk/downloads/books/talking-in-exams-project-report
Mulloy, A., Gevarter, C., Hopkins, M., Sutherland, K. & Ramdoss, S. (2014) Assistive technology for students with visual impairment and blindness. In: G. Lancioni & N. Singh, (eds.) Assistive Technologies for People with Diverse Abilities, New York: Springer. Chapter 5.
Parr, M. (2013). Text-to-Speech Technology as Inclusive Reading Practice: Changing Perspectives, Overcoming Barriers. Learning Landscapes. Vol 48 (2). Available at: http://www.learninglandscapes.ca/index.php/learnland/article/view/618/618
Rose, D. H., Hasselbring, R. S., Stahl, S., & Zabala, J. (2005). Assistive Technology and Universal Design for Learning: Two Sides of the Same Coin. In D. L. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of Special Education Technology Research and Practice (pp. 507-518). Knowledge By Design, Inc. Available at: https://www.researchgate.net/publication/265116505
|Graduate Attributes and Skills
||Critical and analytical skills applied to reading and writing, Evaluate a range of digital technologies and resources, within their own working context, and reflect on key issues and policies which impact (both internally and externally) on supporting pupils with ASN.
|Additional Class Delivery Information
||2 x Saturdays 10.30am - 2 pm face to face (7 hours)
2 x online group tutorials (3 hours)
|Keywords||inclusion,attainment,assistive technology,AAC,digital resources,legislation,policy
|Course organiser||Mr Craig Mill
Tel: (0131 6)51 6235
|Course secretary||Ms Marie Hamilton
Tel: (0131 6)51 6678