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This module presents a growth model that embraces and supports the unique characteristics of students with complex needs. It will provide the reader with examples of how adults and peers can engineer the environment for rich and meaningful communication interactions and improve access to the regular curriculum.

Estimated Time to Complete: 2 hours

  • What's Included
  • 34 pages
  • Pre/post-assessments
  • Optional $20 certficate
  1. Assess the student's AT supports to determine where they fall on the continuum of the Presence to Contribution scale: Is the student merely physically present? Is the student cognitively engaged and fully participating? Is the student socially connected and contributing to the classroom learning experience?
  2. Identify barriers to participation and problem-solve possible solutions, such as classroom accommodations, instructional strategies, and assistive technologies.
  3. Identify their students' learning needs in the areas of visual and auditory processing, and access to language development.

Module Authors

Erin Sheldon, M.Ed.

Erin Sheldon, M Ed, is an assistive technology and education consultant who focuses on students with complex communication needs. She earned her graduate degree studying the educational needs of students with Angelman syndrome. Erin presents internationally and has authored journals, articles, and book chapters on the topics of school inclusion, emergent literacy instruction, access to the general curriculum, and person-centered planning. Erin is the CEO of Integration Action for Inclusion and led the Angelman Syndrome Foundation's year-long Communication Training Series. Erin is the mother of a daughter, Maggie, who is diagnosed with Angelman syndrome, vision impairment, and autism.

Module Content Provided By

This module was developed in collaboration with WATI and provides updated content from the Assessing Students' Needs for Assistive Technology (ASNAT) - IDEA discretionary grant #: 9906-23. 1992-2009

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