"I Can Make My Computer Talk to Me!? and other Built-in Apple Accessibility Tools" Syllabus
Summer 2012 Instructor: Rachel Kuberry Dates: July 31 - August 2 Times: 8:30-12:30 Location: Central Offices of Lexington Public Schools Email: email@example.com Credits: 1 (12 hours contact time)
Course Description:This course is designed to introduce teachers to the many accessibility features available within the Mac computer and iOS devices. This course will also cover how to match accessibility features to students within various disability categories. Among the topics that will be covered in the course are:
Accessibility built-in to the Mac computer within System Preferences
Accessibility created by customizing the Mac interface
Accessibility built-in to Mac applications and Mac compatible applications
Matching accessibility features to specific special education students
Accessibility built-in to iOS devices
Using iOS devices as assistive technology
Participants will explore built-in accessibility features within the Mac operating system and Mac designed/compatible applications.
Participants will match these accessibility features to students with a variety of special education needs.
Participants will customize the Mac computer interface to meet the needs of students with special needs.
Participants will explore the accessibility features of iOS devices, such as the iPod and iPad and discuss the uses of these tools with special education students.
Course Expectations: Participants are expected to:
Attend all sessions
Actively participate in class discussion, including small and large group work
Participants will explore accessibility for students with:
Visual impairments including Zoom, contrast changes, and VoiceOver
Hearing impairments including screen flashes and mono-audio
Physical impairments and/or fine motor difficulties including Slow Keys, Stickie Keys, onscreen keyboard, and Mouse Keys
Learning disabilities including text to speech and spotlight
Participants will customize the Mac computer interface to meet the needs of a variety of students with disabilities.
Participants will work in small groups to discuss how these features will increase accessibility for the students with which they work. Groups will work on a case study to determine the appropriate accessibility features for the given student. Groups will share their ideas with the larger group.
Assignment: Participants will choose an accessibility feature that was explored today. Using a Blog format, participants will describe how they could use this feature within their classroom.
Session Two: August 1st Mac Software Accessibility
Topics and Learning Activities:
Participants will use the accessibility features within PDF readers, including Preview and Adobe Reader, to read and annotate digital text.
Participants will explore the features of math accessibility tools, including Calculator and Grapher.
Participants will explore the accessibility features of word processors, including TextEdit and Microsoft Word.
Participants will work in small groups to compare and contrasts the features available within the two word processors. Groups will share their ideas with the larger group.
Assignment: Participants will choose an application that was explored today. Using a Blog format, participants will describe how they could use the application, along with the accessibility features, within their classroom.
Reading: Review the CAST UDL website(www.cast.org/udl) to learn more aboutUniversal Design for Learning
Session Three: August 2nd iOS Device Accessibility
Topics and Learning Activities:
Participants will explore the accessibility of the iOS devices.
Participants will explore iOS apps that increase the accessibility of the devices.
Participants will work in small groups to discuss how the iOS devices can be used as assistive technology. Groups will share their ideas with the larger group.
Participants will discuss options of using the iPad as a tool in Universal Design for Learning (UDL)
Assignment: Participants will complete an Action Planning Worksheet, outlining their implementation plan for at least four accessibility features explored within this course. Participants must identify each accessibility feature and how they plan to implement the specific features within their classroom.
Final Project: Participants will write a technology plan for a specific student with which they work. In the technology plan, the participant must include a description of the student including disability, current performance level, current placement, and grade level. The participant must then select one academic area in which the student struggles. The participant must then choose at least three accessibility features covered within the course to increase the student’s accessibility within that academic area. Participants must justify the selected features and how their specific student will use these features within the academic area.
The final assignment will be graded on the following:
Description of the student (10 points)
Statement of selected academic area (3 points)
For each of three accessibility features:
Statement of the selected feature (3 points)
Justification for selection (3 points)
Description of how the student will use the feature within the content area (3 points)
Participants will complete the technology plan and email it to the instructor by August 13, 2012.
Participation in session discussions and group work: 10%
Completion of session assignments (blog entries and comments): 20%
Completion of action planning worksheet: 30%
Completion of final project: 40%
You can download the full syllabus by clicking here
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