AT4LD is designed to provide participants with the knowledge, skills, and confidence to make informed decisions about the selection and implementation of assistive technology supports for students with learning and thinking differences – brain-based learning difficulties that include learning disabilities, ADHD, and executive functioning deficits, plus issues with processing information and memory.
This is a beginner to intermediate level course, appropriate for those looking to add assistive technology to their practice or their skill set, and those familiar with AT who want to delve into the nuts-and-bolts of creating effective solutions.
At the conclusion of the course, participants should be able to:
- Provide a working definition of assistive technology (AT) devices and services in the context of learning.
- List functional categories of AT that assist individuals with cognitive, physical, sensory, and communication limitations.
- Provide examples of how assistive technology can improve academic performance for students with learning differences as well as promote greater access, independence, participation, and self-confidence.
- Name and differentiate between the main laws that govern AT in education and describe their implications for students with learning differences.
- Explain the principles of Universal Design for Learning (UDL), and provide examples of how technology can facilitate practicing UDL in the classroom.
- Define Accessible Educational Materials (AEM), and explain their importance for students with learning differences and their role in UDL.
- Demonstrate understanding of how specific technology tools address the functional limitations that students with learning differences encounter with:
- Reading and comprehension
- Writing and composition
- Math and calculation
- Processing verbal and nonverbal learning
- Memory retention and retrieval
- Attention and self-regulation
- Organization, planning, and productivity.
- Demonstrate the ability to use certain "essential" AT tool features and strategies that address limitations in each of these areas.
- Apply a process for analyzing an individual's AT needs according to their learning profile, tasks, and environment, and making informed technology decisions based on the findings.
- Create an AT implementation plan that addresses issues such as tool selection and acquisition, support, training, application strategies, curriculum integration, and evaluating effectiveness.
- Demonstrate awareness of the factors that influence tool selection for individuals who need visual and hearing assistance, alternative computer/digital device access, and augmentative/alternative communication.
- Demonstrate awareness of local, national, and online resources for AT information, equipment, services, and professional development.