This course provides students with current information on Autism and on how to embed assistive technology in student learning plans. Strategies to work with students with autism and to use assistive technology for all students will be discussed. Learning outcomes are based on the National Paraprofessional standards, Levels 1-3. Students are provided with numerous modes of learning, including lecture, group discussion, activities and classroom observations to assist them in learning and demonstrating the content of working with students with behavioral difficulties. (3 credits)
- ENG 101: English Composition 1
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Summarize what assistive technology is and why it is beneficial for students with disabilities.
- Describe the assistive technology continuum and give examples of assistive technology tools at each point on the continuum.
- Explain how paraeducators can work as a member of a team when working with students with disabilities and assistive technology.
- Identify problems that students with disabilities have with reading, writing, math, communication, executive functioning and social skills and align appropriate assistive technology to support them in each of the areas.
- Identify practices that a paraeducator can use to increase access to computers and mobile devises using assistive technology.
- Identify design and accessibility features of computers and mobile devices and align appropriate features with the needs of students with disabilities.
- Describe assistive technology approaches in Transition Planning.
- Explain critical issues in assistive technology implementation in the classroom.
Course Activities and Grading
Discussions (Weeks 1-8)
Quizzes (Weeks 1, 2, 3, 5 & 7)
Classroom Observation, Verification & Reflection Form (Week 4)
Assistive Technology Tools Paper (Week 6)
Final Case Study Paper (Week 8)
Available through Charter Oak's online bookstore
- Dell, Newton, Petroff, (2017). Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities, Third Edition. Pearson Publishing. ISBN-13: 9780134170411
- Students are required to complete one observation of a paraeducator working in an educational setting, where they will submit a signed verification form and reflection form in Week 4 of this course. Because it does take time to make arrangements to observe in a school setting, students are required to begin planning for these visits in Week 1. Students may contact the school of your choice. The College has provided a letter of introduction to assist students in arranging for the visit.
Readings and Exercises
Topic: Overview of Assistive Technology
Topic: AT to Support Writing and Reading
Topics: AT to Support UDL, DI, and Math
Topics: AT for Communication and Visual Supports
Topics: Access to Computers and Mobile Devices and AT that Supports Executive Function
Topic: Augmentative Communication
Topic: AT Implementation
Topic: AT for Transition
COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.