Information For

Assistive Technology Certificate

A West Orange County Consortium for Special Education and California State University San Marcos partnership

Program Overview:

This 45-hour course is designed to give working professionals an understanding of the principles of Assistive Technology including: an understanding of the assessment process, background in feature-matching, knowledge in different software and hardware commonly used by students with cognitive, physical and learning disabilities. The course provides information about Augmentative and Alternative Communication (AAC) devices; iPads/tablets, literacy and math software, “skills” software for supporting IEP goals. Instruction will be approximately half “live” on site at WOCCSE, and half “take home” where work will be completed in partnership and/or independently, with support from your instructor(s) as needed. 

Prerequisites:

Course Participants must possess competence in and knowledge of, at either the Emerging (E) level, Knowledge (K) level or Application (A) level: 

  • (K, A) Knowledge of basic computer and tablet applications (Note: this class will not instruct in basics like how to operate an iPad or basic computer applications) 
  • (E) Professional, legal and ethical practices 
  • (K) Educating diverse learners with disabilities 
  • (E) Using educational and assistive technology 
  • (E, K) Characteristics of students with mild/moderate disabilities 
  • (E, K) Characteristics of students with moderate/severe disabilities 
  • (E, K) Communication Skills 
  • (E, K) Developing social interaction skills and facilitating social context 
  • (E) Assessment, program planning and instruction 
  • (E) Augmentative and alternative communication 

Learning Outcomes: 

Upon successful completion of this 45-hour course, participants will be familiar with and able to: 

  • Identify terms, trends, history, and current information on specialized technology 
  • Demonstrate emerging understanding of procedure and best practices relating to adaptive technology and learners with specialized learning needs
  • Recognize technologies for learners with mild, moderate, and significant disabilities within classrooms and education programs, support students who utilize these technologies on a basic level
  • Participate in a multidisciplinary assessment of a student being evaluated for Assistive Technology
  • Plan for the use of technology that can be used to assist/enable persons with physical disabilities in accessing curriculum and their environments
  • Make informed recommendations and decisions for a student who may require AT as a member of a multidisciplinary team
  • Support students who need and/or use AT with their various software, hardware, high tech and low tech equipment; evaluate software and hardware for its potential usefulness with students 
  • Gain knowledge in Augmentative and Alternative Communication: whom is it appropriate for & when; how to assist in evaluating students; what types of technology may be appropriate for learners 
  • Knowledge of system components and configuration of special and adaptive devices. Competency-based, lab work to be completed outside of the scope of the live course 

Course Schedule:

45 Hours, Live & take home Labs/Independent Study and Capstone Project 

All “live” times on Tuesdays, from 3:30-6:30 @ WOCCSE unless otherwise noted 

Mandatory Information Session: 

Tuesday, September 24, 2013, 3:00 

Class 1: October 8, 2013: 

Intro to Assistive Technology; Course overview & expectations This class will be held at Willmore School, WSD: 7122 Maple Street, Westminster (Corner of Hazard & Chestnut) in the TLX Room (portable behind the school) 

Class 2: October 29, 2013: 

Beth Kalish from Don Johnston: First Author, SOLO Literacy software & Start-to-Finish core curriculum 

Class 3: November 19, 2013 

Augmentative and Alternative Communication (AAC) Session I: Screening/Assessment process, assessing as a team, TASP, TECEL, Ordinal Scales, consideration process 

Class 4: December 17, 2013 

Low(er) Incidence technologies: switches, adaptive toys and tools, functional literacy. Lower incidence assessment and reporting 

Class 5: January 14, 2014 

High(er) Incidence technologies, including those affecting RtI and Common Core: Inspiration, Read & Write Gold, PAR. Higher Incidence assessment and reporting. Go over final project requirements 

Class 6: February 4, 2014 

AAC Session II: Feature Matching- Static display device features, dynamic display devices; the iPad and related communication apps 

Class 7: February 25, 2014 

Identifying appropriate apps on the iPad to support student goals and promote access to curriculum and environments 

Class 8: March 11, 2014 

Final: Project PresentationsCase Study Student Reports in the form of the SETT Framework; WATI; ASNAT/LifeSpace Profile 

All work must be submitted by/before the due date in order to be accepted, no exceptions. Significant circumstances (illness with physician’s note) may be able to be honored, work with the course instructor and your director in the event of illness/emergency. 

In case of illness/emergency for instructor/facility, all classes will be made up the following Tuesday (that school is in session at 3:00—i.e., if 10/28 class must be cancelled for unforeseen circumstances, class would be held 11/5; if 12/17 had to be cancelled, class would be rescheduled for 1/7/14—be prepared to attend class a week later (when school is in session, if a class must be cancelled, please allow room in your schedule in advance for this event.) Course participants must receive a minimum of 81/100 points in order to receive a passing mark to receive the recommendation for certificate. 

Registration Information:

If you have any questions about the program, or would like an application, please contact: 

Melissa Pattullo, Assistive Technology Specialist

West Orange County Consortium for Special Education 

mpattullo@hbuhsd.edu 714-903-7000 x4622 

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