Course Description
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.
Prerequisite
- ENG 101: English Composition 1
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Summarize the characteristics of autism, including current statistics regarding individuals with autism.
- Describe strategies to assist students with autism to learn, as well as the role of paraprofessionals in supporting these students in the general education and special education classrooms.
- Explain how paraprofessionals can work as a member of a team when working with students with autism.
- List the types of assistive technology.
- Identify practices that a paraprofessional can use to increase the use of assistive technology in the learning process.
- Describe augmentative communication and list ways that it can be integrated into the classroom, home and community.
General Education Outcomes (GEOs)
Please check the applicable GEOs for this course, if any, by outcomes at GEO Discipline Search.
Course Activities and Grading
Assignment(s) | Weight |
Discussions (Weeks 1-8) | 32% |
Quizzes (Weeks 1, 2, 3, 4 & 6) | 20% |
Classroom Observation, Verification & Reflection Form (Week 5) | 20% |
Visit to assistive technology lab and report (Week 7) | 10% |
Final Paper (Week 8) | 18% |
Total | 100% |
Required Textbooks
Available through Charter Oak's online bookstore
- Cormier, Carolann. (2014). Assistive Technology Guide to Maximize Learning for Students with Autism. CreateSpace Independent Publishing Platform. ISBN-13: 9781495353154
Additional Requirements
Details posted in the Course Content section of the course
- Access to an educational setting and an assistive technology lab for observation.
Course Schedule
Week | SLOs | Readings and Exercises | Assignments |
1 | 1,2 | Topic: Overview of Autism View Powerpoint:
Readings:
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2 | 2 | Topic: Overview of Assistive Technology View Powerpoint:
Readings:
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3 | 2,3 | Topics: AT and Students with Autism View Powerpoint:
Readings:
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4 | 2,3,6 | Topics: AT for Communication and Visual Supports View Powerpoint:
Readings:
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5 | 2 | Topic: AT for Reading and Writing View Powerpoint:
Readings:
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6 | 4,5 | Topic: AT for Math View Powerpoint:
Readings:
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7 | 4,5 | Topic: AT for Executive Functioning and Computer Access View Powerpoint:
Readings:
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8 | 2,3,5,6 | Topics: AT for Transition and Implementation of AT View Powerpoint:
Readings:
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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.