In addition to the class discussion and smaller mini assignments (worth 50%), each student will work in a group to complete the IEP/Lesson Plan activity (worth 20 %). This activity is straight forward and directions will be given later in the course. Additionally, each student will complete one paper/project worth 20% and will complete a final reflection activity which will count 10% towards the final grade.

Both a brief individual plan/explanation for the paper/project (submitted via email) and the paper themselves are due on the dates specified in the Course Outline. Papers/Projects will have to be worked out individually. The idea is to have you choose an activity that is OF INTEREST and RELEVANT TO YOU.

A paper is defined as: at least 8-10 pages, size 12 font, single spaced pages plus a bibliography (doesn't count in the 8-10 page limit). Please see the APA style web-links listed in the syllabus for standard formatting protocol related to margins, spacing etc. A bibliography should include several references.

The following are only ideas for possible paper/projects based on your interest from the first class session. I am always open to suggestions.

Examples of previous papers can be found on the ETO website.

• Assistive Technology Defined. Prepare an overview of the major areas of emphasis related to assistive technology. For each area, explain what the emphasis is, why it is an important aspect, what people and groups are involved, and what impact it has/may have on the target group AND what benefits that might arise with use in a general classroom setting.
• Comparative analysis: Compare and contrast standards, applications, regulations, legal aspects, devices available or any combination of these between two countries or regional distinction.
• AT profession: Interview three professional (list names and contact information) working in the AT field. Compare and contrast their duties and responsibilities.
• Survey the content of several (3 or more) assistive technology websites and summarize the types of information covered in each and the benefit to each of the following audiences who might search for information on those sites: teachers, administrators, parents, and students.

• Select three substantial Internet based learning environments (3 web quests; 3 educational lesson plans or activities; or 3 Scavenger hunts etc…)
• Discuss if and how these activities are effectively utilizing AT strategies
• Comparatively analyze the design of the sites on criteria such as (but not limited to): content quality; usability; core curriculum; content; motivation; state and national content and technology standards; navigational issues; procedural/usability issues and pedagogy
• How effectively are the sites meeting the needs and expectations of the major stakeholders
• Present "lessons learned" about the websites' quality and ways they can improve their services
• How would you change or improve their activities. (include discussions from class and readings)
• Identify a specific "assistive technology" education population and level (can be special education, but if your interest is ADD or ESOL those still apply). Create instructional activities that integrate technology appropriately for that population and level. Each of these activities should meet the following criteria:
• Integrate one or more types of technology described in the course readings and discussions.
• Show how to adapt this activity for large- and small-group instruction.
• Describe the required preparation for this activity.
• Describe the benefits you would hope to derive from technology resources in the lesson.
• Use presentation software to create a presentation that explains how each of the following current special education issues and trends affect the selection and use of technology.
• Recent federal legislation related to special education and individuals with disabilities.
• Trends toward mainstreaming and inclusion for all students, regardless of disabilities.
• Traditional emphasis on directed-instruction models and new emphasis on constructivist instructional models for various special education students.
• Choose a topic area pertaining to assistive technology (as it pertains to a specific disability, a particular type of assistive technology) and gather information from a minimum of 5 print resources and 3 internet resources in addition to course content.
• Review the suggestions offered from class readings and discussion regarding "Goals for Gifted Programs/Assisitve Technology." Choose three goals and locate software applications that might be capable of assisting teachers and students in reaching the goals. Create and publish a list of software titles you have selected. The list should be presented in the form of a brochure that could be sent home to parents.
• Use a hypermedia authoring program to develop a program to be used by a specific special population and level. It should be theme based and include a number a Web site links.
• Develop a lesson or training activity incorporating a Webquest to engage learners. Then include a written narrative (shorter paper) explaining how the Webquest changes the manner in which you accomplish the lesson or training activity? What changes did you need to make in the design of the lesson to incorporate the Webquest? What internet safety issues had to be addressed? What learner skills and assessment considerations do you need to address when including a Webquest for different populations?
• Examining and Evaluating Existing IT listserve services. This assignment involves:
• Locating and joining at least 3 AT listserves (ones you are already a subscriber to, ones provided in class, or ones you have been thinking about joining)
• Participating for an extended period of time as a subscriber and learner
• Prepare a paper analyzing the 3 listserves of choice. For example: compatibility, usability (of the site and the information), how often is the listserve sent, target population, who benefits and how, timeliness (for example, several listserves I have seen send out information related to grants and conferences with only a day or two before the deadline), discussion of relative merits and demerits of each of the resources, ways they could improve their services

MICCA, which originally stood for 'Maryland Instructional Computers Coordinators Association', is an organization for everyone interested in technology and education. They are dedicated to providing leadership for advancing meaningful uses of technology in the educational communities of Maryland. See: http://www.miccaonline.org/.

The annual conference will be held in Baltimore May 3^rd & 4^th (Weds. & Thursday). As the poster session chair, I encourage each of you to consider presenting a poster session (very informal presentation) on a topic of interest related to assistive technology or UD as related to this course. Any of the ideas above could be used-just the format becomes "less formal"-no paper to type. Registration for presenters is free-although you might need to become a MICCA member ($25.00).

The third and final option is to "help" UMCP-COE at the conference. This would include at minimum 1 day devoted to the following:

• Help "present" -answer questions about an already developed poster session related to UMCP ed tech initiative (this course for example)
• Help cover the poster session registration or the UMCP table booth
• Attend a couple of sessions of interest on your own that you could informally discuss with the class (threaded discussion or online chat for example).
• This option means you get in free.