Everyday Access: Technology Supports for Inclusive Classrooms
Course Instructors
Kristin Leslie, ATP, MAT, OTR/L
Access Dates
Course available for ASHA CEUs starting on XX and ending on XX.
Policies
For all of our policies including accommodations, refunds and complaints, please refer to the SETC Website Help Page.
Course Overview
Everyday Access is a practical, self-paced course focused on embedding Tier 1 technology supports and accommodations into everyday teaching and learning. Participants will examine their own classes and learning activities, identify where students may encounter barriers, and consider how universal technology supports can be intentionally built into instruction and made available as options for all learners.
Along the way, participants will explore tools such as Chrome accessibility features, Reading Mode with read aloud, Voice Typing, low tech supports, and other built-in technology supports. Throughout the course participants will consider how supports might reduce barriers to accessing information, participating, and demonstrating learning.
The course also explores how universally available supports can naturally help educators implement many students’ IEP accommodations within everyday classroom routines – rather than making accommodations feel separate from instruction or from peers.
The goal is to create learning environments where access is anticipated, supports are normalized, and students feel planned for from the start – fostering greater access, participation, independence, and belonging.
What You Will Learn
- Identify barriers within everyday lessons, routines, and learning environments that may affect students' access, participation, or ability to demonstrate learning.
- Identify Tier 1 technology supports that can be embedded into instruction and made available as options for a wide range of learners.
- Connect universal technology supports to common IEP accommodations and consider how accommodations can be implemented more naturally and consistently within everyday classroom instruction.
- Explore and practice using built-in and readily available accessibility tools, including Chrome accessibility features, Reading Mode with read aloud, Voice Typing, and other supports relevant to the learners they serve.
- Apply Tier 1 and UDL thinking to their own instruction by identifying at least one opportunity to embed greater access, flexibility, or choice into an existing lesson or classroom routine.
Course Completion Requirements
- Complete all required course lessons and activities.
- Complete required reflection activities and assignments.
- Complete required technology/tool exploration activities.
- Complete required knowledge checks/quizzes. Unlimited retakes are available.
- Complete the final implementation/reflection activity.
- Complete the final course survey.
Audience
This course is designed for general and special education teachers, paraeducators, related service providers, instructional coaches, assistive technology specialists, administrators, and other school staff who want practical ways to embed technology supports and accommodations into everyday instruction and increase access, participation, independence, and belonging for a wide range of learners.
No prerequisite learning or materials are required.
Cost: $45 | Make a Payment
Instructors
Kristin Leslie, ATP, MAT, OTR/L
Kristin Leslie is the Director of the Special Education Technology Center (SETC) at Central Washington University and an occupational therapist and Assistive Technology Professional. Her work focuses on assistive technology, Universal Design for Learning, inclusive technology, and practical approaches that help educators reduce barriers and increase student access, participation, and independence.
Kristin Leslie is employed by Central Washington University as Director of the Special Education Technology Center.
Course Organization
Everyday Access On-Demand Course Webpage Content
| Course Section | Activity | Time |
|---|---|---|
| Chapter 1: Start With the Learner and the Learning Experience | ||
| Course introduction, objectives, and connection to Inclusive Instructional Practices | Read text | — |
| Start With Your Why: Designing for Access | Read text | — |
| Map the Learning Experience - map a day or zoom in on a lesson | Read text | — |
| Identify learning demands and barriers | Read text | — |
| Chapter 2: Building Access From the Start | ||
| Tier 1 / universal technology supports | Read text | — |
| UDL and planning for learner variability | Read text | — |
| Access to information | Read text | — |
| Expression and communication | Read text | — |
| Organization and executive function | Read text | — |
| Teaching and modeling supports | Read text | — |
| Student independence | Read text | — |
| Where Are You Now? reflection | Reflect & write | — |
| Chapter 3: Accommodations in Everyday Instruction | ||
| Universal supports and accommodations | Read text | — |
| Accommodations and modifications | Read text | — |
| Connecting Tier 1 technology supports to common IEP accommodations | Read text | — |
| Embedding accommodations into everyday routines | Read text | — |
| Accommodation in Action: From Plan to Practice | Read text | — |
| Knowledge check | Reflect & write | — |
| Chapter 4: Technology Tools for Everyday Access | ||
| Chrome accessibility tools and features | Read text | — |
| Reading Mode with read aloud | Read text | — |
| Voice Typing / speech-to-text | Read text | — |
| Paper Handouts - Accessibility Options | Read text | — |
| Captioning and other instructional accessibility supports | Read text | — |
| Tool exploration connected to learners, learning tasks, and barriers | Read text | — |
| Chapter 5: Connecting Access to Practice | ||
| Return to the learning map | Read text | — |
| Identify a Tier 1 support or accommodation to embed | Read text | — |
| Plan how the support will be introduced and modeled | Read text | — |
| Plan opportunities for student practice and independence | Read text | — |
| Final implementation/reflection activity | Reflect & write | — |
| Course survey | Reflect & write | — |