Skip to main content

CRC AT for Physical Access and Participation Series

This series includes courses selected for Certified Rehabilitation Counselors working in the field of physical disabilities with Assistive Technology (AT).

CRC CEU Information for Courses included in this Series:

This series is eligible for up to 9.0 CRC Hours or 0.9 CRC CEUs.

This activity is valid with this Pre-Approval number from March 7, 2022, through March 6, 2023. The CRCC Pre-Approval number is included on the CRC Certificate issued once you complete a course and the appropriate evaluations.

This series includes nine courses. You may purchase one, multiple, or all courses included in this series. Each course expires 45 days after the date of purchase.

Before submitting your CEU(s) to CRCC for a course or courses included in this series, please be sure to complete all courses you intend to complete within this series. CRCC will only allow you to submit once for courses included in this CRCC pre-approval number. The CRCC system will not allow you to go back at a later date and add additional CRC hours to your initial submission for this pre-approval number.

Learning Objectives for the Series:

First Learning Objective: Identify at least 5 different spaces in the home that can be used as a maker's space
Second Learning Objective: Identify at least five different everyday items in the home that can be used for making AT devices
Third Learning Objective: Identify at least 10 different hand tools and materials that can be used for making AT devices at home
Fourth Learning Objective: Describe one or more considerations for physical access and Assistive Technology (AT)

First Learning Objective: As a result of this activity, participants will be able to discuss how the key features of 3 access method technologies such as eye-gaze, head-pointing, adaptive-mice meet specific visual, cognitive, and/or physical access needs
Second Learning Objective: Participants will be able to 4 ways to use a voice assistant such as Amazon Alexa and Google Home to engage Augmentative and Alternative Communication (AAC) Users
Third Learning Objective: Participants will be able to describe the 3 steps necessary to create their own simplified iPad switch recipes for launching a drone, accessing YouTube, or environmental controls.
Fourth Learning Objective: Describe one or more considerations for physical access and Assistive Technology (AT)
First Learning Objective: Discover ways to create 5 or more tough AT projects
Second Learning Objective: Discuss at least two variations for each device
Third Learning Objective: Demonstrate durability of 5 or more projects
Fourth Learning Objective: Describe one or more considerations for physical access and Assistive Technology (AT)
First Learning Objective: Compare three advantages and disadvantages of eyegaze assessment performed remotely
Second Learning Objective: Identify three technologies and features that will help you perform an effective eyegaze assessment
Third Learning Objective: Describe four common barriers to successful eyegaze access and how these can be identified and mitigated in a remote assessment
Fourth Learning Objective: Describe one or more considerations for physical access and Assistive Technology (AT)
Fifth Learning Objective: Describe one or more considerations for physical access and Augmentative and Alternative Communication (AAC)
First Learning Objective: Identify three benefits of switch access
Second Learning Objective: Demonstrate three steps needed to adapt a plush toy and 3D printed switch
Third Learning Objective: Identify three ways to build on switch access towards independent AAC use on a speech generating device
Fourth Learning Objective: Describe one or more considerations for physical access and Assistive Technology (AT)
First Learning Objective: Describe at least 3 DIY AT tools or ideas to use in daily practice (homemade tablet holders, communication object boards, and head tracker etc.)
Second Learning Objective: Identify at least 3 resources to use in virtual AT services (mirrors, multi-devices, green screens etc.)
Third Learning Objective: Discuss 3 potential challenges and 3 user outcomes to using DIY AT
Fourth Learning Objective: Describe one or more considerations for physical access and Assistive Technology (AT)
First Learning Objective: Define at least 3 benefits of using the Amazon Alexa devices for environmental controls in the home
Second Learning Objective: Compare at least three different environmental control communication protocols and discuss the benefits of using each protocol
Third Learning Objective: Describe at least 3 ways to maximize the effectiveness of the Amazon Alexa devices when they are implemented in the home environment
Fourth Learning Objective: Describe one or more considerations for physical access and Assistive Technology (AT)
First Learning Objective: Identify at least five common barriers in school-based settings for implementation of literacy instruction for students with low incidence disabilities, including complex communication needs.
Second Learning Objective: Name at least three components of literacy instruction that should be provided to all learners
Third Learning Objective: Explain at least three action steps that can be used in order to promote more robust literacy instruction for students with low incidence disabilities, including complex communication needs.
Fourth Learning Objective: Describe one or more considerations for physical access and Assistive Technology (AT)
First Learning Objective: At the end of this session, the participant will be able to identify two potential benefits of using a formal assessment tool in the provision of mainstream smart home technologies as assistive technology for persons with physical disabilities.
Second Learning Objective: At the end of this session, the participant will be able to identify mainstream smart home technologies that can be used to support at least 5 different daily activities which persons with physical disabilities may have difficulty completing independently.
Third Learning Objective: At the end of this session, the participant will be able to identify at least two key factors to advocate for provision of MSHT as AT in the service delivery process to increase access for persons with disabilities.
Fourth Learning Objective: Describe one or more considerations for physical access and Assistive Technology (AT)