In Step 1, learners watch videos portraying the real world dilemma of a child’s use of assistive technology in a family child care setting. Learners are asked to describe the dilemma in an activity following the videos.
In Step 2, learners use a tool called PICO to turn the dilemma in Step 1 into an answerable question. The activity helps learners create a focused question that is answerable through research.
In Step 3, learners are presented with relevant sources of general evidence to consider in answering the question they posed in Step 2. Assistive technology interventions involve a range of strategies to promote a child's access to learning opportunities, from making simple changes to the environment and materials to helping a child use special equipment. Combining AT with effective teaching promotes the child's participation in learning and relating to others. Handouts of evidence are provided on research and policies related to assistive technology interventions. Learners listen to audio clips of a family and practitioners sharing experience-based knowledge on the use of assistive technology. Activities for learners to check their knowledge are provided throughout this Step.
In Step 4, learners listen to audio perspectives of those involved in the dilemma to gain a better understanding of their contexts. In an activity, they integrate the general evidence from Step 3 with perspectives and contexts unique to the dilemma in Step 1 to make an informed decision. Finally, learners are introduced to planning and implementation. Learners are asked to complete an assistive technology plan to consider which types of assistive technology and what teaching strategies would be best for the child.
In Step 5, learners consider ways to evaluate the decision to use the practice. Learners determine:
if the intervention was implemented, and
if the intervention was effective.
Handouts are provided showing sample assessment methods.