1) Identify appropriate ways in which learners can
a computer or communication device through consideration of both
and cognitive skills.
2) Identify computer programs which can be used to develop educational and language skills in learners.
3) Identify equipment which can be used to facilitate the successful use of computers and augmentative communication devices.
4) View real methods of interacting with learners which facilitate skill acquisition and personal autonomy.
From the person that wrote #4: You may be able to come up with better wording on this one. I do think that part of the power of your presentations is the way in which you interact with the students. Others commented on that also. You not only develop skills, but do it on the "learners' terms", giving them more control over the situation than do most teachers. The words personal autonomy don't quite catch that.
From another host:
1. Participants will be able to discuss various hardware and software to use when conducting an augmentative/alternative communication (AAC) evaluation.
2. Participants will be able to identify various hardware and software to use when providing AAC interventions.
3. Participants will be able to describe some techniques to facilitate expressive communication development in learners with AAC systems.
4. Participants will be able to identify access/positioning options to facilitate learners' use of AAC related systems.
From yet another host:
The workshop participant will:
1) learn how to incorporate simple assistive/adaptive technologies into students' IEPs
2) be able to list four (or more) examples of assistive technologies and apply them/identify them for their present caseload of students
3) be able to state (or list) five considerations for using AT when evaluating a student
Some examples could be:
positioning at the computer
body part access determination
cognitive level for identifying potential software programs
available school AT materials/equipment