Assistive technology and learning aids adaptations in education of people with visual impairments WNP-PS-TWA

Knowledge
Student:
- indicates the advantages of technological solutions that improve the social integration of people with disabilities;
- defines assistive technologies, information and communication technologies and the process of universal education design; understands differences and similarities;
- identifies the features of assistive technologies useful in education;
- explains the reasonableness of choosing specific technological solutions based on the user's needs.

Skills
Student:
- explains the reason of choosing specific technological solutions based on the user's needs;
- offer comprehensive support for the education of a child with disabilities;
- assess useful features of technological solutions for specific users.

Social competence
Student:
- understanding the needs of a person with disability
- conduct according to the netiquette
- a conscious analysis of your knowledge and ways to deepen it

Attendance - 1 absence allowed per semester
Activity - working in groups and individual, participation in the discussion
Completion of assingments

3.0 - defines various groups of technologies supporting people with disabilities, explains the differences between technology groups;
3.5 - defines different groups of technologies supporting people with disabilities, explains the differences between technology groups; lists educational areas in which a student with a disability can use supportive technologies; can name examples of specialized solutions for people with specific disabilities
4.0 - defines various groups of technologies supporting people with disabilities, explains the differences between technology groups; lists educational areas in which a student with a disability can use supportive technologies; can list the essential features of specialist solutions for people with specific disabilities
4,5 - can practically use diagnostic instruments to study technological needs, can classify selected technological solutions, can apply the basic functions of selected tools and / or specialized software
5.0 - can practically use diagnostic instruments to study technological needs, can classify selected technological solutions, can apply basic and advanced functions of selected tools and / or specialized software, can recommend appropriate solutions based on the diagnosis; can create a plan to prepare the student to use technology in various forms of education

Czerwińska K. (2007). Adaptacja materiałów do nauki czytania i pisania dla dzieci słabo widzących. Wychowanie na co dzień, 9, 16-21
Kończyk D. (red.), Zasady adaptacji materiałów dydaktycznych do potrzeb osób słabowidzących, Uniwersytet Warszawski, Warszawa 2008.
Wdówik P., Wyposażenie ucznia z dysfunkcją wzroku w sprzęt komputerowy, [w:] M. Paplińska (red.), Edukacja równych szans, Uniwersytet Warszawski, Warszawa 2008, s. 57-64.
Wiazowski J. (2009) Niewidomi a rewolucja technologiczna – doświadczenia amerykańskie. Niepełnosprawność i Rehabilitacja Nr 3.
Wiazowski, J. (2015). Proces efektywnego doboru technologii wspierających edukację osób niewidomych i słabowidzących. w Tyflopedagogika wobec współczesnej przestrzeni edukacyjno-rehabilitacyjnej.
Wiazowski, J. (2016). Rola technologii wspomagających w funkcjonowaniu społecznym uczniów z niepełnosprawnością wzroku w kontekście edukacji włączającej. Forum Pedagogiczne, UKSW, Warszawa, s. 101-114.

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of WNP-PS-TWA in USOSweb