This course is a broad overview of assistive technologies commonly being introduced into school and online learning settings to empower and support persons with varied physical and learning disabilities. The focus is on reaching all learners through incorporating the appropriate use of augmentative and alternative communication and other assistive technologies and applying the effective instructional methodology to address the needs of diverse learners. This course will provide opportunities to learn about assistive technology for students with disabilities and the integration of technology into teaching and learning. Students will explore types of assistive technologies, functional assessments, and resources available to learners in technology mediated environments. A variety of assistive technologies ranging from low to high tech will be evaluated. Students will learn to apply a process for problem-solving during the selection of appropriate tools to meet individual student needs. Students will conduct literature-based research to explore these topics and propose an implementation of an assistive technology that has the purpose of addressing a selected disability or group of disabilities.
This course seeks to provide a conceptual framework that can be used for curriculum analysis and decision-making by exposing students to different views of the major curriculum elements and the dynamic nature of the curriculum process. It also seek to expose students to psychological and sociological influence on the curriculum as well as how change occurs in and through the curriculum.
This course will present students with an overview of current practices and principles of assessment. The characteristics and uses of both formative and summative assessment instruments and procedures will be studied with emphasis on formative assessment and effective standards-based instruction. This course builds assessment competency by analysing recent trends in assessment for evaluating and documenting student performance and progress toward desired outcomes. Students examine the use of rubrics in assessment , and evaluate different models, such as Bloom’s taxonomy and Webb’s Depth of Knowledge, in creating rubrics associated with competency-based assessment. Learners will investigate valid grading procedures and discuss ethical issues linked to assessment methods and uses of assessment information.
This course seeks to have students develop competency in applying the methodologies, techniques, and tools of systems analysis and design in (i) the development of information systems and (ii) the development of solutions to managerial problems.
This course is designed to help participants understand the various issues of diversity which educators and educational leaders have to effectively deal with to produce successful schools. They will analyze various issues related to diversity in the Caribbean and wider school context. In addition, participants will examine their own values and behaviours as well as the policies and practices of schools as it relates to diversity. The course is designed to help participants develop cultural competence and proficiency as educational leaders as they seek to respond to the issues of diversity in the school context.
