CEC technology in evaluating results; · work collaboratively

CEC Standards

(AT) Competencies

Curricular content knowledge: The candidate should display
 understanding of the foundations related
to the use of technology in the LD area

·     
Concepts of the use of Technology
in LD
·     
Communication of the philosophy
and  goals for using technology in LD,
·     
Terminology related to the use of technology
both in written  and oral
communication, and
·     
Omani legislations and regulations
and their implications for technology in LD.

Learner Development Individual learning differences:
Candidates must
 

·     
Exhibit an understanding of the influence
of technology at all stages of development on learners with LD.
·      Exhibit ability to provide information on the
differences among learners with LD through considering the role of technology
in tackling diversity.

Learning Environments: Candidates must demonstrate

·     
knowledge of the technology management
and security procedures when using technology for learners with LD;
·     
ability to apply technology to support
social acceptance in inclusive schools; and
·     
ability to specify the technology
demands for learners with LD.

Assessment: Candidates must

·     
use of technology to administer
assessments;
·     
use of technology to help in the
diagnosis and evaluation of learners with LD
·     
harmonize between the  characteristics of children with LD and the
features of  technology product or
software.
·     
Utilize technology to in the
collection, analysis, and reporting of data related to student performance in
order to inform instructional decision making (e.g. in CBM for children with
LD);
·     
Specify and screen for functional
needs and limitations, and determine if there is a need for a comprehensive
assistive or instructional technology evaluation;
·     
Observe outcomes of
technology-based interventions to reevaluate the use of technology with
learners with LD ;
·     
Support children with LD by providing
functional intervention, placing goals with regard to the use of technology in
evaluating results;
·     
work collaboratively with other
school professionals and general educators to identify (At) that can support children
with LD in meeting the academic, social and emotional  demands;
·     
Determine the provision of AT
devices for the learners  so that the
use of AT  or instructional technology
is optimized;
·     
examine vicarious solutions prior
to making decisions regarding the use of assistive or instructional
technology;
·     
Provide decision making related
informed by an evaluation of a continuum of options ranging from no
technology to high technology.

Instructional Planning and Strategies Candidates must

·     
provide technology realated
support to learners with LD; and
·     
Rehearse, test, and examine the
suitability  of potential AT devices or
other instructional technologies for learners with LD  before making decisions regarding the
purchase of any devices.
·     
Apply technology in planning and
managing the teaching and learning environment for learners with LD;
·     
Include and implement AT into the
individualized education plan (IEP) for learners with LD;
·     
Maintain evaluation procedures of AT
devices and instructional technologies that are used or can be used with
learners with LD;
·     
Determine elements of the
curriculum for which AT applications are adequate and methods they can be
used and applied to benefit learners with LD;
·     
Specify and operate AT devices
that meets educational objectives for learners with LD;
·     
Desgin or install AT devices and
instructional technology resources to fulfill the needs of learners with LD;
·     
Provide focused, structured
training to learners with LD to use instructional and adaptive AT devices and
other resources until become competent users.

Professional learning and Practice: Candidates must
demonstrate

·     
knowledge of ethics, human and legal
issues, importance of equity when using technology in the area of LD;
·     
knowledge of professional organizations
and published work relevant to the use of AT in the area of LD;
·     
ability to seek continuous  professional development to obtain knowledge
and skills in the area of AT for learners with LD;
·     
adherence to copyright laws about
duplication and distribution of software and other copyrighted technology
materials;
·     
ability to advocate for assistive
or instructional technology on individual and system change levels; and
·     
Participation in activities of
professional organizations relevant to the field of technology.

Collaboration: Candidates must understand

·     
Roles connected with the AT services provision that must be fulfilled;
·     
guidelines for the referrals of
learners with LD to other professionals inside or outside the school
·     
how to provide in-service training
in the AT applications in the area of LD;
·     
how to provide information to
other professionals and families of learners with LD about AT resources
·     
how to collaborate with other
school personnel in planning and implementing AT devices and resources to
support learners with LD
·     
How to teach other professionals
and parents of learners with LD about the operation, maintenance, and
troubleshooting of AT devices.