Assistive Technology for Learning in the Inclusive Classroom
Program Overview
Assistive technology for learning (ATL) is defined as the devices, media and services used in learning environments to overcome barriers for students with physical, sensory, cognitive, speech, learning or behavioural special needs to actively engage in learning and to achieve their individual learning goals (Alberta Education, 2008). Appropriate and critical use of assistive technology can create access to learning experiences and can enable all learners to be active participants in the learning community. Today’s educators need to have the knowledge and skills to be able to create and support inclusive learning experiences within technology-enabled learning environments for all learners.
The focus of the certificate is on current assistive technology and inclusive learning research and practices via inquiry into design, development, delivery, and evaluation of technology-enabled learning experiences for all learners, and for addressing the needs of exceptional learners. As part of the certificate experience, students will develop an understanding of the research, practices and trends in the field of educational technology related to assistive technology for learning. Further, they will engage in the design and critique of interactive and engaging learning experiences, the selection and evaluation of existing media and methods, the development of digital content and environments, and the integration and evaluation of appropriate educational media and technology for learners and learning.
Program Details
The first two courses will be offered on-campus (hybrid – 2 weeks on campus and 4 weeks online) and the last two courses will be offered online.
At the end of this certificate, students will have developed:
- A strong understanding of current digital technology research to inform inclusive practice.
- An understanding of the designs for learning, and how to be designers of learning within technology-enabled learning environments.
- A working understanding of the Universal Design for Learning (UDL) Framework.
- A working understanding of the Students, Environments, Tasks and Tools (SETT). Framework (an approach to diagnosing / analyzing learners and learning contexts in order to make recommendations and to design a solution).
- The knowledge and skills to evaluate and appropriately use assistive and learning technologies to support diverse learning needs.
- The knowledge and skills to design for the learning needs of learners with specific visual, hearing, mobility, cognitive and social needs.
Audience:
- Classroom teachers
- Learning coaches
- Curriculum specialists
- Consultants within school districts
A registration package will be sent to new students after they have been admitted. Registration for the summer term will be available in late winter. Fall and Winter registration opens in the spring. Your Graduate Program Administrator will send more information about registration to you.
Fee details are available through the University Calendar. An explanation of fees is available on the Faculty of Graduate Studies' website.
The University of Calgary offers multiple ways to meet the cost of your education. Please refer to the Awards, Scholarships and Bursaries page to learn more about options available to students. For additional information, please contact Student Financial Support.
Please refer to Admission Requirements for Master's Programs.
Program Schedule & Course Descriptions
- Program begins each July (summer term 1)
- Outlines are normally available 1-2 weeks prior to the start of term in D2L
- 3 units per course
Term 1 - Summer
Designing Inclusive Learning Environments (Blended)
EDER 678.23
Objectives:
- Foster an understanding of designing learning for learners with diverse needs.
- Develop an understanding of Assistive Technology for Learning (ATL).
- Evaluate current research on assistive technology, inclusion, and universal designs for learning.
- Develop an understanding how research can influence and inform practice, policy and decision making.
- Develop an understanding of the philosophy of UDL.
- Analyze affordances and constraints associated with using assistive technology with diverse learners (i.e., classroom, school, jurisdiction, ministry, research).
- Examine learning theory in relation to designing learning for the inclusive environment (e.g., social constructivist approaches, knowledge building, cognitive / affective and social processing, and so on as appropriate).
- Develop an understanding of social justice, teacher activism, and leadership as it relates to inclusion.
Term 1 - Summer
Technology and Universal Designs for Learning (Blended)
EDER 678.24
Objectives:
- Develop an understanding of principle of University Design for Learning.
- Foster engagement of teaching and learning designs for flexible, barrier free learning environments.
- Examine proactive, intentional, and responsive learning environments suited to the learning needs of students.
- Develop an awareness and understanding of how to respond pedagogically to the diverse learners in contemporary classrooms.
- Examine the reduction of potential barriers to learning by effective use of assistive and emerging technologies.
- Analyze technology and universal access in terms of what it means for students and teachers.
- Use of case studies to explore the linking of theory and practice.
Term 2 - Fall
Adaptive Technologies in Education (Online)
EDER 678.25
Objectives:
- Survey of a spectrum of assistive technologies by function (i.e., reading, writing, communication) and by barrier (i.e., hearing, seeing, moving, thinking).
- Analyze the affordances and constraints associated with using Assistive technology with diverse learners (i.e., classroom, school, jurisdiction, ministry, research).
- Evaluate appropriate use of assistive technologies for learner characteristics and needs, learning purpose and learning goals.
- Develop an understanding of the Students, Environments, Tasks, and tools (SETT Framework.
Note: This course is designed to provide educators and/or educational consultants with an introduction to research and teaching with assistive technology, to instructional design and development of engaging learning experiences, and to leadership and decision making on the use of assistive technology in the classroom.
Term 3 - Winter
Designing Accessible and Enabling Learning Environments (Online)
EDER 678.22
Objectives:
- Investigate real problems of practice and to devise or recommend pragmatic solutions suitable to their contexts.
- Application of assistive technology and UDL knowledge and research in real world settings and to investigate and learn from inquiry in the field.
- Engage in a collaboratory of practice.
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