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, 2024, through March 6, 2025. 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 60 days after the date of purchase of this bundle.
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:
- Discuss three terms that define technology supports at all tiers of the MTSS model.
- Identify at least two strategies for leveraging a MTSS Framework for incorporating technology-based supports for students.
- Compare two different data-based decision making and problem-solving processes regarding technology supports at Tier 1: Standards-driving instruction, UDL/DI, Tier 2: Small group instruction, use of data and supplements Tier 1, Tier 3 greater intensification, individualized & targeted and diagnostic data.
- Describe three possible partners to support students with disabilities with access to AT.
- Identify three AT resources for support AT Service Delivery Models.
- Compare two mainstream solutions to support students with disabilities.
- Describe one or more differences between a PDF and an EPub.
- Identify two or more ways to provide EPubs to students.
- Demonstrate how to create one EPub from their own content.
- List five ways the AEM quality indicators can be strategically used to improve digital accessibility.
- Explain how the six C.A.L.M. campaigns have been used to market accessibility and develop buy-in and targeted outreach.
- Name three strategies for developing communities of practice that connect stakeholders across campuses for proactively addressing digital accessibility.
- Define one or more ways for an educational app to be accessible.
- List one or more ways to perform a simple test of keyboard (or switch) accessibility to identify any significant barriers on an educator selected app that might keep groups of learners from using the app for learning.
- Describe two built-in accessibility features on a mobile device to quickly test how well an educational app meets basic accessibility requirements before it can be considered for use with learners.
- Describe two or more benefits of the "co-design" approach when developing new resources/strategies for students with a variety of challenges.
- Identify at least two or more benefits of active and meaningful coding instruction for students with complex challenges for daily living skills development.
- List three or more inclusive resources and/or strategies that facilitate "necessary for some, good for all" during coding instruction.
- Identify three ways in which assistive technology can positively influence the identity of students with disabilities in higher education.
- Identify three ways in which assistive technology can negatively influence the identity of students with disabilities in higher education.
- Describe three changes in perceptions/use of assistive technology during the pandemic and its impact on sense of self.
- Describe one or more considerations for students using Assistive Technology in higher education.
- Describe at least two common barriers to listening in a classroom or online environment.
- Identify at least two classroom interventions that could be accommodations, components of Universal Design for Learning (UDL), or both.
- Develop at least three justifications for the use of captions in classroom and/or online environments.
- Describe one or more considerations for AT teams for students who are deaf or hard of hearing.
- Name three or more adapted book design features can benefit learners.
- Identify three or more ways technology can be used to assist in the production of adapted books.
- Recommend three or more resources in this workshop to learn more about adapting print to provide increased access for all.
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