Overview

This session will discuss how we can better support AAC users in higher education. Universal Design for Learning (UDL) provides a framework to increase participation and persistence for part and full-time AAC users. Mobile technologies and learning management systems may be tweaked to support these students by providing multiple options for participation. UDL can help higher education move away from the medical model and closer to the social model of disabilities. AAC users do not need to be “fixed”. Rather, society needs to change the way in which we define disability and make environments accessible to all.

Learning Objectives

1. Describe three barriers to successful entrance to college for AAC users.
2. Identify three ways in which high tech AAC may interface with university learning management systems (LMSs).
3. Discuss three ways in which the implementation of Universal Design for Learning (UDL) in higher education may increase equity for AAC users in higher education.

Strand(s)

Augmentative and Alternative Communication; Education & Learning: Early Intervention – 12/Higher Education

Target Audience

Accessibility Professional; ADA Coordinator; Administrators; Consumers/Individuals with Disabilities; Disability Services; Educators; Faculty/Instructors - Higher Education; Instructional Technologist; Occupational Therapists; Physical Therapists; Rehabilitation Counselor; Speech-Language Pathologists; Transition Coordinator; Vocational Rehabilitation

Experience Level

Intermediate

Primary Life Cycle Addressed

Higher Education

Session Delivery Format

In-person presentation with live stream

Course Schedule

This course was given at the ATIA 2024 Conference on Saturday, January 27 from 9:45 AM - 10:45 AM (EST)

Continuing Education Credits

For Satisfactory Completion and Continuing Education information, please visit: ATIA Online Education CEUs

This course is offered for the following CE Provider Credits:
ACVREP; AOTA; ASHA; CRC; IACET
For: 0.10 CEU Units or 1.0 CEU Hours

Speaker/s:

Kathryn Helland, MS, CCC-SLP

Temple University Department of Communication Sciences and Disorders, AAC Specialist and Clinical Instructor

Biography

Kathryn Helland, MS, CCC-SLP, is a clinical instructor in the Department of Communication Sciences and Disorders. Before joining the department, Kathryn worked at Temple’s Institute on Disabilities, where she provided augmentative and alternative communication (AAC) services. She evaluated non-speaking adults and children receiving early intervention services. Kathryn helped to create online preservice training materials to support the education of speech pathology students on the topic of AAC. Kathryn’s areas of specialization include autism and the use of AAC in post-secondary educational settings. She is working on a doctorate in higher education and plans to study the impact of the need to request accommodations, under the ADA, on students with complex communication needs.

Relevant Financial Relationship: Yes
I receive salary from my employment at Temple University.

Relevant Non-Financial Relationship: No