Authors:
Pamela Stephenson, OTD, OTR/L, BCP, FAOTA
Associate Professor in the occupational therapy program at Mary Baldwin University, VA
Mindy Garfinkel, OTD, OTR/L, ATP
Associate Professor and Assistant Program Director in the occupational therapy doctorate program at Yeshiva University, NY.
Credit: .15 AOTA CEUs (1.5 contact hours/1.88 NBCOT PDUs)
Description:
Occupational therapy practitioners are distinctly prepared to support students and school staff alike. We have the skills and knowledge to use assistive technology and universal design for learning across school contexts to build student participation, enhance occupational performance and improve overall student outcomes.
The Universal Design for Learning and Assistive Technology approaches described in this novice level course, enable school-based practitioners to expand their evidence-based practice to support more students at population and group levels.
This course provides a foundational understanding and definition of assistive technology and universal design for learning. Information on how these can be embedded into school-based practice is also provided. In addition, the course outlines the role of legislation in supporting the use of technology in school contexts.
Learning Objectives
1. Identify theories, frameworks, approaches, and legislation that underpins the use of universal design for learning (UDL) and assistive technology (AT) in school-based practice.
2. Describe UDL and AT and their roles in school-based practice.
3. Describe processes for assessment, implementation, and evaluation of UDL and AT supports and services.
4. Identify how AT and UDL support occupational performance and engagement in school-based practice
Audience: OT/OTA
Learning Level: Novice-Intermediate