SPED 605 - Communication and Technology

1. Design and implement visual support strategies such as picture, object or word schedules, contingency maps, graphic organizers, video modeling etc. collaborative projects and assignments, progressive assignments with ongoing feedback, problem-based learning, performances, demonstrations and presentations, shared intellectual experiences.
2. Implement a variety of strategies to teach and support communication of students with ASD including Augmentative Communication techniques and materials, Pragmatics, Functional communication Training, Milieu strategies, Incidental Teaching and Initiation Training.
3. Collaborative projects and assignments, progressive assignments with ongoing feedback, problem-based learning, performances, demonstrations and presentations, peer mentoring, shared intellectual experiences, diverse and global perspectives.
4. Identify and demonstrate knowledge of a variety of programs and strategies for teaching specific social skills and use these to facilitate social networks and friendships, implementing them according to individual student needs.
5. These may include: Social Stories, Circles of Support, Script Fading. Conversation Books, Peer Mediated Strategies, Student Interest-based Social Activities or commercial packages.
6. Diverse and global perspectives, problem-based learning, performances, demonstrations and presentations, collaborative projects and assignments, progressive assignments with ongoing feedback.
7. Become familiar with the history and research regarding principle of UDL and the history, nature and definitions and evidence based practices of assistive technology and augmentative/alternative communication for students with disabilities.
8. Collaborative projects and assignments, progressive assignments with ongoing feedback, research experiences. Identify legislation and policy in assistive technology and augmentative/alternative communication for individuals with mild-severe disabilities. writing -to -learn, collaborative projects and assignments, research experiences.
9. Apply principles of collaboration through planning, participating in, and coordinating an AT consideration for and/or assessment and implementation of results.
10. Collaborative projects and assignments, progressive assignments with ongoing feedback, performances, demonstrations and presentations. Identify resource experts, agencies, organizations, and publications in low and high assistive technology for students with disabilities.
11. Research experiences, community based learning, field based learning.
12. Apply a variety of AT (across the spectrum), including use of “generic” tablets as well as Smart phones and other specialized equipment with sophisticated web applications for written and verbal communication with CCSS and other academic uses; techniques, systems, applications and the ability to implement and accommodate AT in education, community, employment training and transitional settings.
13. Progressive assignments with ongoing feedback, building cross-curricular perspectives, problem-based learning, performances, demonstrations and presentations.
14. Know and apply of principles of AAC, its assessment, and program development including assessment and implementation.
15. Problem-based learning, performances, demonstrations and presentations, shared intellectual experiences, field based learning.
16. Select and use appropriate technology to accomplish instructional objectives and to integrate AT into universally designed, differentiated instructional processes.
17. Collaborative projects and assignments, progressive assignments with ongoing feedback, building cross-curricular perspectives, diverse and global perspectives, problem-based learning, performances, demonstrations and presentations.