Technology can help struggling students leverage their learning strengths and bypass weaknesses to improve performance, independence, and self-confidence. In this online course aimed at teachers, learning specialists, educational therapists, and parents, you will learn about a wide range of tools to support students with learning disabilities, attention-deficit/hyperactivity disorder (ADHD), executive functioning deficits, and issues with processing information and memory. Through readings, lectures, video demonstrations, and hands-on activities, you will learn:

• How various tools address specific learning needs.
• How to match students with appropriate tools.
• Practical methods and strategies to implement technology solutions and integrate with curricula.
• How technology can facilitate Universal Design for Learning (UDL) practices in the classroom.
• Laws that govern assistive technology (AT) in education.
• Local, national, and online resources for AT information, equipment, training, and services.

Instruction is primarily online and asynchronous (self-paced). Live weekly sessions supplement online instruction with class discussion and technology assistance.

Necessary Knowledge

• To be successful in this class all students should have working knowledge of Google’s G Suite or Microsoft Office, proper email etiquette, and an essential understanding of Canvas.
• Students should have a basic understanding of the academic challenges faced by individuals who have learning disabilities, ADHD, and executive function issues. This can be satisfied in various ways, including (but not limited to):



• Professional experience addressing the needs of students with learning differences.
• Completion of "Understanding Learning Differences" (EDTH.X309) or equivalent coursework.
• Prior review of material on learning differences (provided by the instructor).
• Other requisites may be approved in advance by the instructor.

We recommend students understand the basics of using the Google Chrome browser (e.g., installing Chrome extensions) and Google Core Apps such as Docs, Sheets, and Drive.

Learning Outcomes

At the conclusion of the course, you 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.

Topics Include

• Defining assistive technology
• Key AT Concepts
• Tools for Processing & Memory
• Completing your assistive technology plan

Additional Information

TOOLS NEEDED:

Hands-on exploration of certain technologies is an essential part of this course. For these activities, students will need access to the following minimum tools:

• A computer: A PC with Windows 10 or above, a Mac with macOS 10.14 Mohave or above, or a Chromebook with the latest Chrome OS.
• The Google Chrome browser or Microsoft Edge browser.
• A personal Google account. (recommended: Google account specifically created for use with this course).
• The ability to download and install free and trial software, especially Chrome extensions. Specific titles to be provided in class.

FOR MORE INFORMATION, you can visit the instructor-created website.