Specific

1. Students will identify appropriate adaptations for positioning and functional skills of students with severe disabilities.
   1.a. Evaluate the appropriateness of adaptations for positioning and functional skills.
   1.b. Be familiar with commercially and locally available equipment and materials for positioning and functional skills.
   1.c. Be aware of local resources and skills, including the range of personal skills, for constructing/creating adaptations for children.
   1.d. Develop ideas for activities-based instruction based on children's individual needs and skills.

2.Students will be familiar with assistive technology for the related services assistant.
   2.a. Identify the scope of assistive technology from low to high tech.
   2.b. Be familiar with computers and computer software to support the child with disabilities at home and school.
   2.c. Create and use digital photos to develop learning materials
   2.d. Create and use assistive technology supports for vision and hearing impairments

3. Students will be knowledgeable about basic concepts in nutrition for the child with special health needs.
   3.a. Recognizes the qualities and characteristics of the three major food groups.
   3.b. Discuss the local diet and the local, regional, and other influences on changing diets.
   3.c. Identifies three ways to measure height/length of a child.
   3.d. Plot and use growth charts including BMI, height, weight, and head circumference.
   3.e. Assess food intake including quantity and quality.
   3.g. Make nutritional recommendations based on assessment data.
   3.g. Be familiar with the nutritional qualities of local foods.

4. Students will be knowledgeable about basic concepts of feeding the child with special health needs.
   4.a. Determine normal versus abnormal oral motor skills
   4.b. Explain the progression of feeding skills in typically developing children.
   4.c. Identify appropriate and inappropriate positions for feeding children with specific disabilities.
   4.d. Explain the typical progression of food textures and how to progress textures for children with disabilities.
   4.e. Identifies common problems with feeding (e.g., head extension, tongue thrusting, munching), and strategies to address them.
   4.e. Identify respectful practices for feeding individuals with disabilities.
   4.f. Identify the typical feeding problems encountered by children with specific disabilities.
   4.g. Make specific recommendations for improving feeding skills in a specific child.

5. Students will be familiar with the scope of receptive and expressive communication needs for the child with special health needs.
   5.a. Explain the impact of disabilities including motor, cognitive, hearing, and visual skills on communication skills.
   5.b. Describe typical development of receptive and expressive communication skills.
   5.c. List the structures involved in speech production, and their major functions.
   5.d. Explain visual support strategies to facilitate communication.
   5.e. Describe the range of augmentative and alternative technologies for communication.
   5.f. Make specific recommendations for improving speech and communication for a specific child.