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CRC Assistive Technology in Education and Higher Education Series

This series includes courses selected for Certified Rehabilitation Counselors working in the field of K-12 and Higher Education with students with disabilities. Education Assistive Technology (AT) covers a range of supports for students with disabilities including: communication needs, deaf and hear-of-hearing impairment, intellectual and developmental disabilities, learning disabilities, physical disabilities and vision impairments.

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: Describe at least one advantage of social media-based Personalized Learning Networks (PLNs) and using Twitter for professional learning at conferences.
Second Learning Objective: Develop a list at least 3 social media-based resources for your #PLN related to AT, AAC, and PD.
Third Learning Objective: Demonstrate knowledge of steps to begin using Twitter, how to curate resources from Twitter, and locate chats relevant to professional practice areas.
Fourth Learning Objective: Describe one or more considerations for students using Assistive Technology with social media.
First Learning Objective: Identify three ways in which assistive technology can positively influence the identity of students with disabilities in higher education.
Second Learning Objective: Identify three ways in which assistive technology can negatively influence the identity of students with disabilities in higher education.
Third Learning Objective: Describe three changes in perceptions/use of assistive technology during the pandemic and its impact on sense of self.
Fourth Learning Objective: Describe one or more considerations for students using Assistive Technology in higher education.
First Learning Objective: Identify three or more ways to incorporate technology into life skills instruction and community-based learning
Second Learning Objective: Describe one of more benefits that life skills instruction and community-based learning have on students.
Third Learning Objective: Develop two of more ways to incorporate life skills and community-based learning into personal practices.
Fourth Learning Objective: Describe one or more considerations for educators using Assistive Technology in instruction and community-based learning.
First Learning Objective: Identify the four critical components of effective leadership in schools.
Second Learning Objective: Describe three important issues to consider when designing virtual AT services.
Third Learning Objective: Define two steps they can take in making positive changes in virtual AT Services in their district/school.
Fourth Learning Objective: Describe one or more considerations for AT teams with K-12 implementations.
First Learning Objective: Participants will identify at least three useful assistive technology resources and strategies for implementing UDL math instruction.
Second Learning Objective: Participants will explore at least three accessible learning materials for math that can be used with their students with multiple learning preferences and differing abilities in their classrooms.
Third Learning Objective: Participants will identify how to contribute ideas and resources to an online community of professionals to provide ongoing support in teaching math to struggling learners.
Fourth Learning Objective: Describe one or more considerations for AT for UDL math instruction.
First Learning Objective: Participants will describe the function of and be able to implement at least five free or low cost tools and resources to help educators provide more options to increase student engagement and empowerment to personalize learning.
Second Learning Objective: Participants will describe the function of and be able to implement at least five free or low cost resources to help educators provide more options for how to represent content in a way that honors learner variability and provide students with options for demonstrating they understand what they have learned.
Third Learning Objective: Participants will create at least one digital artifact to share with other participants that explains the purpose of an inclusive technology tool.
Fourth Learning Objective: Describe one or more considerations for AT teams in schools for implementing low cost/ free resources.
Fifth Learning Objective: Identify one or more examples of using AT based student engagement tools or resources.
First Learning Objective: 1. Identify three virtual and print resources to support Assistive Technology Assessment Services that might be conducted either in-person or remotely.
Second Learning Objective: 2. Describe two critical aspects of quality AT services to administrators and families including the availability of supporting resources.
Third Learning Objective: 3. Cite three ways in which you can use the quality indicators and selected resources in planning remote delivery of AT services.
Fourth Learning Objective: Describe one or more considerations for AT teams for remote or virtual service provision.
First Learning Objective: Describe 4 steps in developing an effective process for an Assistive Technology Service Delivery COVID-19 Preparedness Plan with worldwide collaboration.
Second Learning Objective: Identify 6 components of AT Service Delivery within three different learning environments.
Third Learning Objective: Discuss one case study of a student utilizing Assistive Technology in each of the 3 different learning environments resulting from COVID 19.
Fourth Learning Objective: Describe one or more considerations for AT teams in developing COVID-19 service delivery plans.
First Learning Objective: Describe at least two common barriers to listening in a classroom or online environment.
Second Learning Objective: Identify at least two classroom interventions that could be accommodations, components of Universal Design for Learning (UDL), or both.
Third Learning Objective: Develop at least three justifications for the use of captions in classroom and/or online environments.
Fourth Learning Objective: Describe one or more considerations for AT teams for students who are deaf or hard of hearing.