Skip Navigation
Assistive Technology

This 15-credit certificate program prepares special educators, speech-language pathologists, and occupational therapists to integrate assistive technology with instruction for improving communication and social interaction of students with disabilities. Participants learn best practices for the evaluation, acquisition, training, and use of assistive technologies in teaching communication and social skills. Students design and evaluate technology-based communication strategies within a multidisciplinary team.

Applicants must hold a bachelor's or master's degree in education or in a related field from an accredited institution of higher education and possess skills equivalent to those taught in 893.515 Hardware, Operating, and Networking Systems for Schools.

In addition, students may combine this certificate with a second certificate in special education to pursue the Master of Science in General Special Education Studies.

Requirements (15 credits)

892.548 Assistive Technology Evaluation: A Team Approach
(Lab Class) Participants examine collaborative models for conducting assistive technology evaluations. Class members investigate a variety of methods for assessing how technology improves student performance and learning outcomes. Students explore methods of finding and developing resources to support team evaluations that identify how assistive technology can promote learning.
892.560 Assistive Technology for Educating Individuals with Low Incidence Disabilities
(Lab Class) Participants explore a wide range of assistive technology applications for children with disabilities. Students consider needs based on the type of disabling condition, such as physical, cognitive, sensory disabilities, or multiple complex needs, as demonstrated by children with pervasive developmental disorders such as autism. Exploration of technology emphasizes the integration of assistive technology into effective instructional practices that improve learning research on best practices for the implementation of technology-based solutions.
892.561 Advanced Applications of Assistive Technology for Individuals with Disabilities
Students study strategies for integrating assistive technology into instruction using an in-depth problem solving approach. This course utilizes a case study approach to support the application of research to effective instructional practices to the development of advanced technology-based interventions for students with special needs. Students analyze the individual needs of the child, environmental factors, task demands, and educational goals. Class members design projects that solve instructional dilemmas by skillfully applying assistive technology to improve access to learning.
892.562 Access to General Education Curriculum with Technology Accommodations
(Lab Class) Class members investigate student characteristics, the collaborative role of educators, and strategies for differentiating instruction for students with learning disabilities within the general education environment. Participants examine universal design for learning strategies and technologies to enhance student participation in educational programs.
893.850 Advanced Applications of Instructional Technology
The advanced applications course provides students the opportunity to individualize their program experience, to sharpen existing skills, to gain new skills, and to pursue their technology interests related to curriculum and professional development to support technology-based programs. Students work with their advisor to create a professional, customized learning experience that stretches the student through his/her participation in the development, design, implementation, or evaluation of high-quality technology products, projects, or services. The activities in this course are aligned to individual student’s schedules and can include collaborative opportunities with public and private sector organizations and agencies that have local, regional, national, or international interests. This course supports the development of leadership expertise in an area designated by the student as a set of skills needed to advance the individual in their chosen area of study and professional practice.

Students must earn a grade of B or better in the required internship.  If a student earns a grade below B in the internship, the student must repeat the internship, and earn a grade of B or A.  Students may not register for any other course during the repeated internship.


Gainful Employment Disclosure

In accordance with US Department of Education regulations, the JHU School of Education is required to disclose graduation rate data, median loan debt data, and other select information for all Title IV eligible gainful employment programs. To see the most recent data available for this gainful employment program, please view the attached disclosure.
 
Note: Fewer than 10 students graduated from this program in the 2012-13 academic year. Therefore, in accordance with US Department of Education guidelines on student privacy, the on-time completion rate and median loan debt data are not published. The JHU School of Education is seeking to change the CIP code currently assigned to this specific program to a more appropriate designation. The restrictions imposed by the current US Department of Education online disclosure form limit the number of jobs related to this program that can be displayed in this disclosure: the job(s) listed here represent only a sample of the jobs related to the program.

Contact Us

Faculty Contact
Dr. John Castellani

Academic Coordinator
Lori Scott, (410) 516-7928

Ginger Carlson

"The JHU Administration and Supervision ISTE program challenged and inspired me in ways I could not have imagined! It provided a solid theoretical background in effective leadership, curriculum, and supervision, and was coupled with a tremendous internship opportunity that allowed me to put that theory into practice.  Guided by thoughtful, professional, and caring instructors, as well as a strong partnership with ISTE that allowed many opportunities to explore and go deeper with my own unique interests, I have emerged from this program with strong educational leadership and technology skills, as well as a new position as a school administrator.  I am honored to have been a part of this unique program and to call myself a graduate of the JHU A&S/ISTE certificate program."
 

Ginger Carlson 
A&S certificate 2013
Assistant Principal
American Community Schools
Athens, Greece

 

Quicklinks

Attend Info Session
Request Information
Apply Now

Stay Connected

SOE Talk - Education Blog
SOE Newsroom

Facebook Icon Twitter Icon LinkedIn Icon