Soraya Pharel ID portfolio

This is a template for the ID portfolio page, where you will document your instructional design work in progress during this semester. This template is used to organize your own portfolio page. See the video guide on how this project works and how to set up your ID portfolio page: Zoom Video If you need to see examples, see Gërt Arnold Portfolio Page; Sarah Stolberg's Portfolio Page.

Navigation links: ETAP 623 Fall 2024 | Supporting Communication in Children with Autism

About Me

Hi, I'm Soraya Pharel, an enthusiastic educator turned instructional designer with a passion for creating inclusive and innovative learning experiences. With a background in early intervention, special education, and teaching, I’ve transitioned into the field of instructional design to leverage my skills in crafting engaging and effective educational content.

Beyond my professional pursuits, I’m passionate about podcasting, traveling, reading, and graphic design. I’m also an avid runner who loves to stay active and explore new places. My goal is to blend my creativity and knowledge of educational technology to inspire meaningful learning experiences that make a lasting impact.

My Topic and Purpose

My mini course topic is going to be "Supporting Communication in Children with Autism" because, with my background as an early intervention service coordinator and experience as a teacher of the deaf, I understand the critical role communication plays in a child's development. My work with children who face various communication challenges has shown me the transformative impact of effective strategies and interventions. The purpose of focusing on this topic is to deepen my understanding of the most effective techniques to help children with autism express themselves and build meaningful connections with others, ultimately enhancing their overall quality of life and their ability to thrive in different environments.

Scope of Learning Outcomes and Content

This mini-course is all about understanding the unique communication challenges faced by children with autism and giving learners the tools they need to make a real difference. We’ll dive into practical strategies, like using AAC tools and creating individualized support plans, while also focusing on how to assess each child’s specific needs. But it’s not just about skills and knowledge; we also want to encourage a mindset of empathy, patience, and adaptability. Our goal is to help learners feel confident and ready to support kids with autism in communicating and connecting with the world around them.

Needs Assessment

The Educational Problem or Opportunity: Many educators and caregivers struggle to find effective strategies to support communication in children with autism, leading to missed opportunities for these kids to express themselves and connect with others.

The Learners/Participants Involved: The main participants are educators, caregivers, and early intervention specialists working directly with children with autism.

Analysis of Gaps in Terms of Know vs. Need to Know (Reality vs. Ideal): Currently, many professionals lack hands-on skills with communication tools like AAC systems and feel unsure about creating personalized support plans. Ideally, they would have the confidence and knowledge to tailor these strategies to each child's unique needs.

Existing Efforts to Address This Gap: While there are some training resources available, they often lack a practical focus or aren’t easily accessible, limiting their impact on educators and caregivers.

Intent Statement: This mini-course aims to bridge the gap by providing practical, evidence-based techniques to help participants confidently use communication tools and create personalized plans that truly support children with autism in expressing themselves.

Analysis of the Learner and Context

Participants (Learners): The primary learners for this mini-course are educators, caregivers, early intervention specialists, and other professionals who work directly with children with autism. These individuals may range from those who are new to working with children on the autism spectrum to experienced professionals looking to refine their skills and expand their toolkit for supporting communication development.

Prior Personal/Cultural Experiences, Knowledge, and Skills: Many participants will likely have some foundational knowledge of autism and child development, as well as experience working with children in educational or therapeutic settings. However, their familiarity with specific communication strategies and tools, such as augmentative and alternative communication (AAC) systems, may vary widely. Some may have cultural perspectives that influence their approach to communication and learning, emphasizing the need for culturally responsive techniques that consider the individual needs of each child.

Learning Context: Participants will primarily use this mini-course in professional settings, such as schools, therapy centers, or home-based interventions, where they directly support children with autism. The course is designed to be flexible, allowing learners to engage with the material at their own pace, making it suitable for both self-study and group learning environments.

Time Commitment: Learners are expected to spend around 2-4 hours engaging with the course content, including reading, interactive activities, and practical exercises. This duration is broken into manageable segments to fit into busy professional schedules.

Resources Needed: Participants will need access to a computer or tablet with internet connectivity to engage with the course materials. They will also benefit from having basic knowledge of digital tools and applications, as the course includes interactive components and examples that may involve AAC technology and other communication aids. A quiet space to focus and reflect on the content will enhance their learning experience.

Performance-Based Objectives

After completing this mini-course, learners will be able to:

Understand Communication Challenges: Identify common communication difficulties experienced by children with autism, including both verbal and non-verbal barriers.
Implement Effective Communication Strategies: Explore and apply evidence-based techniques and interventions that promote communication skills in children with autism, such as augmentative and alternative communication (AAC) tools, visual supports, and social communication strategies.
Assess Communication Needs: Analyze communication abilities and needs in children with autism to create tailored support plans.
Recognize Cultural and Individual Considerations: Describe the influence of cultural, linguistic, and individual differences on communication development in children with autism in their own words.
Collaborate Effectively: Identify the benefits of working with families, educators, and specialists to create a supportive environment that fosters communication growth in children with autism.