Preconference Workshops
Tuesday and Wednesday October 19-20, 2010
Twenty-four, full-day, in-depth preconference workshops will be presented by experts in the field in very practical and effective ways.
See list of preconference presenters.
Below are the workshops and unsurpassed content that will be offered.
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Tuesday and Wednesday, October 19-20, 2010
Multi-Modal Communication Strategies for Children Who Have Complex Communication Needs — PODD Communication Books (Two-Day Introductory Workshop)
Description:
Children who are non-speaking or have only limited speech, in addition to other challenges, often struggle to interact and communicate. This may include children who have physical disabilities, multiple disabilities, sensory processing challenges, limited social interaction skills and/or a range of cognitive limitations and learning difficulties. This two-day workshop will demonstrate the use of a Pragmatic Organization Dynamic Display (PODD) approach developed by Gayle Porter (Melbourne, Australia). Generic templates for multi-page “light tech” communication books have been carefully designed to support genuine communication for a variety of functions throughout the day. These templates may be customized for a range of access methods and other individual needs. Come learn strategies for creating multi-modal language learning environments that provide receptive models and expressive opportunities for language development. Learn strategies for teaching and using PODD with children and their communication partners. Videos and case examples will be shared. Participants will have an opportunity for hands-on practice with PODD communication books. There is a $15 fee for the PODD course manual in addition to the $480 cost of the two-day workshop.
Presenters:
Linda J. Burkhart, B.S., is a Special Educator/Augmentative Communication Specialist/Technology Integration Specialist in private practice, Eldersburg, MD and Dale Gardner Fox, M.S., RPT, is an Assistive Technology Consultant, Hampshire Educational Collaborative, CCATT, Northampton, MA.
Date: Tuesday, October 19, 2010
Time: 8:00 am - 4:30 pm
Tuesday, October 19, 2010
Getting Writing on the Radar for Students with the Most Significant Disabilities, Including Deaf-Blindness
Description:
From the very start, writing is an unquestioned component of literacy development for children without disabilities. However, for children with significant disabilities, including deaf-blindness, writing is often impossible due to their vision, speech and motor problems. This workshop will focus on getting writing on their radar! Individual and group emergent writing activities connected to state standards will be demonstrated, along with teaching strategies, sample goals, informal assessment methods and ways for students to write and scribble using “alternative pencils.” Videos and very beginning writing samples will be shown of real students with significant disabilities in preschool to high school classrooms.
Presenters:
Gretchen Hanser, Ph.D., is the Associate Director of School-Aged Services, Center for Literacy and Disability Studies, University of North Carolina, Chapel Hill, NC and Toy Dills Booth, M.Ed., NBCT, is a Special Educator, The North Shelby School, Shelby, NC.
Date: Tuesday, October 19, 2010
Time: 8:00 am - 4:30 pm
Reaching Every Learner with Free Technology
Description:
How can I implement UDL without breaking the bank? This confident-beginner- to intermediate-level workshop will explore some of the best FREE applications for overcoming barriers and for facilitating independent learning. These free tools provide learners with multiple means of expression, engagement and representation. Programs that install on your computer, online applications and resource Web sites will be examined. Multiple text-to-speech options, software to support vision, ways of using voice recording as an alternative to writing or keyboarding and other free AT will be presented. Multimedia tools that engage learners and offer alternative ways of showing what has been learned will be explored. Participants will be shown the potential of classroom blogs and programs, such as Scratch or Google Sketchup, to engage and motivate learners. Participants MUST bring their own laptop computer (PC or Mac), with wireless network card and Firefox browser installed, to the workshop. Some software will be preloaded on DVDs for installation during and after the workshop.
Presenters:
Paul Hamilton, M.Ed., is an Assistive Technology Consultant, SET-BC (Special Education Technology), Courtenay, BC, Canada.
Date: Tuesday, October 19, 2010
Time: 8:00 am - 4:30 pm
Facing the Challenges of Access with Students Who've Had Less Than Successful Experiences
Description:
Access is truly a part of an activity, not an act that must be "solved" first, to proceed. Control of access, and its mastery, come with activity engagement. Activity engagement occurs when individual interests and learning specific information are married. This intermediate- to advanced-level workshop will focus on students who present real challenges – those students who are non-speaking, non-ambulatory, who have difficulty demonstrating postural control and who appear to exhibit inconsistent behaviors of intention. However, it will also focus on our preconceived, inadequate assessment techniques, and it will support our need to refocus on the activity itself, its task analysis and our learning environment.
Presenters:
Karen M. Kangas, OTR/L, ATP, is an Occupational Therapist, AT Specialist, Seating and Mobility Specialist and Clinical Educator in private practice, Karen M. Kangas OTR/L, Shamokin, PA.
Date: Tuesday, October 19, 2010
Time: 8:00 am - 4:30 pm
Evaluation of Effectiveness: The Role of Data in AT Assessment and Implementation
Description:
This workshop will address the following points of interest regarding data and discuss evaluating the effectiveness of assistive technology tools and strategies for both low and high incidence students during the assessment and implementation processes. What should assessment data include? How do assessment and implementation data relate? What kind of data will best support implementation? What kind of data should be collected to support equipment recommendations and funding requests? What is the goal for the technology (or strategy)? What is the "minimum performance criterion" for the task at hand? What would it take to convince you that the intervention was successful? Who will collect, analyze, summarize and share the data? Through formal presentation and small group participation, participants will learn and discuss a variety of strategies through which to address the above concerns.
Presenters:
Jane Korsten, M.A., is a Speech Language Pathologist, AT Resource Specialist and Co-Author of EMC, Every Move Counts, Inc., Lee's Summit, MO and Terry Foss, M.Ed., is an AT Resource Facilitator, Shawnee Mission Public Schools and Co-Author of EMC, Every Move Counts, Inc., Lee's Summit, MO.
Date: Tuesday, October 19, 2010
Time: 8:00 am - 4:30 pm
Assistive Technology Supports for Struggling Students: Hands-On!
Description:
Participants in this workshop will have a hands-on experience using a full range of off-the-shelf tools, enabling students to function more independently and successfully. From hand-held devices, such as the iPhone, iPad and iPod touch, talking pens, and the applications that make them tick, to photo key chains, visual assistants, Web conferencing for therapy, Web sites that support learning and more, workshop participants will learn by doing. Throughout this fast-paced show-and-play session, participants will learn by using the most current and emerging technology tools, enabling a wide range of students, including the participant him or herself, to become more efficient at a variety of tasks! From the hardware and software that drive them, to the innovative ideas that open a world of possibilities for use, today’s tools for access and success are waiting for you! (Hands-on activities will be conducted on both PC and Macintosh computers – one computer for every two participants.)
Presenters:
Pati King DeBaun, M.S., is a Speech Language Pathologist/Consultant specializing in assistive technology, Creative Communicating, Park City, UT and Dan Herlihy is an Assistive Technology/Technology Resource Specialist, Connective Technology Solutions, Inc., Hoosick, NY.
Date: Tuesday, October 19, 2010
Time: 8:00 am - 4:30 pm
Expressive Communication Needs Across the Autism Spectrum — From AAC to Social Communication: Tech Tools for Assessment and Intervention
Description:
This workshop will provide participants with an in-depth review of the functional expressive communication needs for all students with Autism Spectrum Disorder (ASD). The entire range of expressive communication abilities exhibited by students with ASD will be addressed, from students who are pre/non-verbal, to students with echolalia, to students who are extremely verbal yet lack the social communication skills to be successful communicators. Core communicative functions (essential life skills for communication!) will be reviewed, as well as where to start and where to go with AAC systems for students with ASD who are not effective verbal communicators. Assessment tools and curriculum-based programs to address the social communication difficulties exhibited by verbal students with ASD due to social thinking skill deficits will be explored in depth. Numerous examples of technology to teach various expressive communication skills to students with ASD will be shared, through a combination of video clips, actual materials and personal stories.
Presenters:
Susan L. Stokes, M.A., CCC-SLP, is an Educational Autism Consultant and Trainer in private practice, Fond du Lac, WI.
Date: Tuesday, October 19, 2010
Time: 8:00 am - 4:30 pm
"Help!, I'm an AT Specialist and I Can't Get Up!" Creating Manageable School-Based AT Services
Description:
Feeling the pressure of delivering AT services in your district? Well, we are a handful of folks serving a large district of over 63,000 students in approximately 95 schools and we’re here to help. We know that many AT professionals working actively in the schools are left with little or no time to assess their programs, develop targets for change and produce a focused plan to address these targets. This workshop will provide an active program analysis and planning opportunity for attendees to develop a plan to improve their services and meet the needs of students, staff and families. Specific elements addressed in the planning process will include differentiated referral systems (e.g. high and low incidence), consultative services, systems of follow up, training and technical assistance, equipment management, documentation, participation in district planning and initiatives, methods of self-evaluation and reporting, and strategies to build site capacity for AT decision making. Networking, brainstorming, practice and discussion will be an integral part of the workshop and ample resources will be disseminated to allow participants to leave with ideas for immediate change.
Presenters:
Keri Huddleston, M.A., CCC-SLP, is an Assistive Technology Specialist, Teru Langsdale, M.S., CCC-SLP, is a Special Education Consultant, and Moira Soulia, M.S., CCC-SLP, is an Assistive Technology Specialist, all, Washoe County School District, Reno, NV.
Date: Tuesday, October 19, 2010
Time: 8:00 am - 4:30 pm
Teaching Reading When Students are at Emergent Level: For Students with Autism and Other Severe Disabilities of All Ages
Description:
This fast-paced workshop looks at the important development of emergent literacy skills for children with autism and other severe disabilities. Extensive video clips highlight the importance of relationship development, adapted supported reading and sound and letter play/work. Woven throughout is the foundational underpinnings of augmentative communication and technology. Participants will leave with an understanding of how to use supported readings and how to establish communication and interaction around reading with students with more severe disabilities. An understanding of the Building Blocks Model will be established and adapted in light of working with children who are non-verbal. The morning will cover the building blocks of supported reading, concept and vocabulary development and print concepts. The afternoon will cover the building blocks of phonemic awareness, writing and letter names and sounds. This workshop is perfect for special education teachers who are working with young or older students who are at an emergent level developmentally or cognitively. Hands-on computer activities will help integrate technology into the emergent reading strategies. (Hands-on activities will be conducted on both PC and Macintosh computers – one computer for every two participants.) There is a $30 materials fee in addition to the cost of the workshop.
Presenters:
Susan Norwell, M.A., is an Educational Specialist in private practice/Focused Learning Solutions and Instructor, Northeastern Illinois University, Buffalo Grove, IL.
Date: Tuesday, October 19, 2010
Time: 8:00 am - 4:30 pm
Supporting Students Using AAC Through a Core Vocabulary-Based Curriculum
Description:
Normally developing children enter school having "learned to talk" so they can "talk to learn." However, children with speech and language disorders, including those who rely on augmentative and alternative communication systems, need intervention that helps them "learn to talk" so they can "talk to learn." This intermediate workshop provides curriculum strategies for students with emerging language who use AAC systems that help them learn to talk so they can talk to learn. The emphasis is on developing critical language and literacy skills through curriculum strategies that 1) target language development (The Pixon Project Kit), 2) support play-based learning (Stories and Strategies), and 3) enhance literacy development (Bridge to Literacy). Lecture, demonstration, videotape examples and small group activities will be used to meet workshop learning objectives. The workshop is geared toward promoting the use of core vocabulary and language output that should be observed in 3- to 5-year-old children by the end of their pre-kindergarten experience.
Presenters:
Gail M. Van Tatenhove, M.S., CCC-SLP., is an AAC-focused Speech Language Pathologist in private practice and the President, AACell, Inc., Orlando, FL.
Date: Tuesday, October 19, 2010
Time: 8:00 am - 4:30 pm
Helping Teachers Integrate AIM in Classroom Instruction
Description:
After an IEP team determines that a student needs accessible instructional materials (AIM) and chooses the tools that a student with disabilities will use to gain access to core instructional materials, the work has only begun. Implementation planning, inclusion strategies and evaluation of the effectiveness of the use of AIM are essential if it is to become useful for student learning. What should teachers do to ensure that individuals who use AIM are able to participate as fully as possible in classroom activities and learning opportunities? What can research about classroom management and organization contribute to AIM implementation for individual children? How can principles of Universal Design and Differentiated Instruction help teachers plan for students' use of AIM in daily, classroom instruction? In this workshop, we'll share ideas and stories, and work together in teams with a focus on improving conditions for AIM-based learning.
Presenters:
Gayl Bowser, M.S. Ed., is an Independent Consultant, Roseburg, OR and Joy Smiley Zabala, Ed.D., ATP, is the Director of Technical Assistance, CAST and the National Center on AIM, Wakefield, MA.
Date: Tuesday, October 19, 2010
Time: 8:00 am - 4:30 pm
Keeping Current with Lite Tech AAC Systems and Innovations While Avoiding Technology Overload
Description:
You have acquired basic knowledge about lite tech AAC systems, but keeping track of the many new technologies and innovations has become a chore. Staying abreast of the latest technologies and acquiring new skills is not an option, it's a must! Gathering and sorting through information on over 300 commercially available lite tech products, understanding features and options for each and making decisions can be overwhelming. Throughout the day, participants will have hands-on opportunities to examine a multiplicity of lite tech communication devices and employ systematic procedures for reviewing devices to gain insight into features and functions. Assessment procedures, tools to aid in identification and selection of the best system for meeting the needs of those developing communication skills or for complementing the use of a current communication system will be reviewed. Strategies for enhancing the use of personal communication systems will be addressed, with participants receiving "print and share brochures" to reprint/share in their work setting. Participants will receive a CD with copies of aforementioned resources ("print and share" for use of sequencers; single, double and multiple message devices; tools for analyzing/selecting devices; and assessment procedures). CD includes current chart, The Resource for Lite Tech Low Cost AAC, reviewing approximately 300 devices (those costing less than $1,500) with photos, features, possible client characteristics and vendor information for each system. CD will contain glossary of lite tech terminology and a PDF of a PowerPoint presentation on lite tech for training others.
Presenters:
Elizabeth (Libby) S. Rush, M.A., CCC-SLP, CPM, is an AAC Consultant in private practice, Durham, NC and Celeste Helling, M.A., CCC-SLP, ATP, is a Speech Language Pathologist, North Carolina Assistive Technology Program, Charlotte, NC.
Date: Tuesday, October 19, 2010
Time: 8:00 am - 4:30 pm
Wednesday, October 20, 2010
Literacy Frameworks that Guide Technology-Supported Assessment and Intervention
Description:
Literacy curricula and technologies come in a variety of boxes and binders. All work for some students. None work for all students. To help all students succeed, professionals and parents need to understand the cognitive processes that contribute to literacy learning success. In this intermediate workshop, we will explain two basic models of reading and writing. Then we will help participants learn how to use the models to assess student needs, identify appropriate teaching and learning strategies, and select (mostly free and Internet-based) technologies to support identified student needs. Participants will learn how to be more intentional in planning and delivering technology-supported literacy interventions to students with disabilities. Note: Although this is a demonstration workshop, participants are encouraged to bring their own laptop computer with wireless access to try many of the activities as they are presented.
Presenters:
David A. Koppenhaver, Ph.D., is a Professor, Dept. of Language, Reading and Exceptionalities, Appalachian State University, Boone, NC and Barbara Wollak, M.S., CCC-SLP, is a Speech Pathologist, AAC and Assistive Technology Specialist, St. Paul Schools, St. Paul, MN.
Date: Wednesday, October 20, 2010
Time: 8:00 am - 4:30 pm
iPod touch, iPhone and iPad as Assistive Technology: From AAC to Planning Tool
At this time, PC-14 is FULL. You can select it as your first workshop choice, but must also choose a second choice. You will be put on a waiting list for PC-14 and will be registered for your second choice.
Description:
Originally developed for the consumer market, the iPod touch, iPhone and iPad have proven to provide a wealth of possibilities for assistive technology with their brilliant graphics, audio and multi-touch interface. Participants in this workshop will learn about and will have an opportunity to try many applications that could make a difference for their students and/or clients, preschool through adult. While the hands-on activities will be on the iPod touch, the iPhone and iPad will also be discussed. The presenters will begin with Proloquo2Go, a complete AAC solution, and will follow with applications for sign language, planning, story telling, reading/writing and much more. Participants will learn how these solutions can make a difference for people with various disabilities, such as traumatic brain injuries, autism, fluency disorders, mild cerebral palsy and others. At the end of the day, participants will know what hardware and applications to recommend, and will have learned to use some of the most promising AT applications available today. (Hands-on activities will be conducted on iPod touches – one iPod for every one participant.)
Presenters:
David Niemeijer, Ph.D., is the CEO, AssistiveWare, Amsterdam, Netherlands; Mark Coppin, B.S., is an Apple Distinguished Educator and the Director of Assistive Technology, Anne Carlsen Center for Children, Jamestown, ND; Eric Sailers, M.A., CCC-SLP, is a Speech Language Pathologist and Assistive Technology Specialist, La Mesa-Spring Valley School District, La Mesa, CA; and Jennifer Marden, M.S., M.A., is a Speech Language Pathologist, Technically Speaking, Roslindale, MA.
Date: Wednesday, October 20, 2010
Time: 8:00 am - 4:30 pm
Powered Mobility Assessment and Training with Children: How to, With What, Where, When and Why (especially for those children never previously considered candidates for powered mobility)
Description:
The times have changed; however, the assessment and training of powered mobility with children has not. This intermediate workshop will focus on seating, access and mobility, the equipment needed, its program and its use. Who the candidate is, how the chair performs, where the parts are mounted and the adapted seating are still "small" replicas of adult configuration. We will share the strategies and equipment that will create systems for children to support increased independent mobility. We will focus on first teaching mobility, and then on driving. We will share successful strategies of seating/positioning/access and equipment that have allowed children to develop functional independence.
Presenters:
Karen M. Kangas, OTR/L, ATP, is an Occupational Therapist, AT Specialist, Seating and Mobility Specialist and Clinical Educator in private practice, Karen M. Kangas OTR/L, Shamokin, PA and Lisa Rotelli, A.S. in Physical Therapy, is an Educational Consultant, Adaptive Switch Labs, Inc., Spicewood, TX.
Date: Wednesday, October 20, 2010
Time: 8:00 am - 4:30 pm
Asperger Syndrome and School: What Does It Take, REALLY?
Description:
Though many of us are familiar with interventions for students with Asperger Syndrome, why can supporting student success seem challenging? As consultants working in the schools, we know that though this population may comprise a small part of the student body, trying to effectively program for them can consume a lot of time and energy. In this workshop, we will expand the discussion from single, child-centered interventions, such as schedules or social stories, to big picture issues in classrooms and at school and district levels that impact the success of this population. In order to promote successful participation in school, professionals must learn about the factors that set these students apart, examine the educational barriers that can impede their learning, and identify strategies to remove these barriers. School districts must also adopt a philosophy that supports the social, academic and emotional needs of students with Asperger Syndrome. To address these issues, we created the Self-Evaluation and Planning Tool: Educational Programming for Students with Asperger Syndrome, which consists of standards we identified as essential for student success. Participants will learn how these standards can be used to target specific areas of change in their classrooms or districts. Additionally, a Social Resource classroom model that the presenters helped to design, based on the standards, will be highlighted so that workshop participants can leave with replicable ideas to infuse in their own settings right away. Technology used in these classrooms will also be discussed.
Presenters:
Keri Huddleston, M.A., CCC-SLP, is an Assistive Technology Specialist and Teru Langsdale, M.S., CCC-SLP, is a Special Education Consultant, Washoe County School District, Reno, NV.
Date: Wednesday, October 20, 2010
Time: 8:00 am - 4:30 pm
Literacy Instruction for Individuals with Complex Communication Needs
Description:
The development of literacy skills has a profound positive impact on all aspects of life for individuals who require AAC. This workshop will discuss evidence-based practices for teaching basic reading skills to individuals who use AAC and demonstrate how to support the use of these skills in meaningful reading activities. The instructional activities are based on the recommendations of the National Reading Panel; they were developed and evaluated as part of a literacy intervention research project funded by the National Institute on Disability and Rehabilitation Research, as part of the AAC-RERC. The instruction targets phonological awareness skills, letter sound correspondences, single word decoding skills, application of decoding skills in book reading, recognition of sight words, reading and understanding connected text, and writing skills. The workshop will include video examples of the use of the instructional practices with children and young adults with cerebral palsy, autism, Down syndrome and other disabilities. (Co-author Dr. Janice Light will not be presenting; however, she will appear/present in many of the videos shown.)
Presenters:
David McNaughton, Ph.D., is a Professor of Education, Dept. of Education Psychology, School of Psychology and Special Education, Penn State University, University Park, PA.
Date: Wednesday, October 20, 2010
Time: 8:00 am - 4:30 pm
Using 21st Century Tools for Teaching and Accessible Learning
Description:
From streaming video to Web 2.0 tools, solutions abound for in-class teaching and teaching beyond the classroom walls, as well as tools for access and support. Learn, hands-on, how you can stream a lesson live to more than one location, use Web conferencing tools to address diverse learners in multiple locations at the same time, support AAC providers and users or provide technical support. Learn what free or inexpensive Web-based solutions allow you to assign work, review work in progress and provide comments and supportive materials that students can access from any Internet connection. Learn how to make use of free portable applications and online Web 2.0 applications, install Web browser add-ons, find solutions for access to the computer, access to text, supports for writing, note taking, online file storage and more. (Hands-on activities will be conducted on both PC and Macintosh computers – one computer for every two participants.)
Presenters:
Dan Herlihy is an Assistive Technology/Technology Resource Specialist, Connective Technology Solutions, Inc., Hoosick, NY and Liz Medvetz is an Applications Training and Support Specialist, University at Albany, Albany, NY.
Date: Wednesday, October 20, 2010
Time: 8:00 am - 4:30 pm
Designing, Implementing and Evaluating Universal Design for Learning Interventions
Description:
As schools seek to implement Response to Intervention (RTI) models, it is useful to provide teachers with advanced training in Differentiated Instruction (DI) and Universal Design for Learning (UDL). The purpose of this intermediate workshop is to provide participants with experience in planning and implementing instruction for diverse learners and provide a forum for professionals who have been exploring the application of UDL and desire to implement advanced strategies in their classroom or scale-up UDL implementation. Participants will evaluate claims of UDL to refine their vision of what UDL is and is not. Access to new UDL tools will be provided for exploration and evaluation. Finally, the presenter will provide tools for gaining access to the research base concerning UDL and UD assessment. As a result of this workshop, participants will leave with new tools, resources and insights about the potential and the realities of UDL. Note: Given the practical nature of this hands-on workshop, participants MUST bring their own laptop computer (Windows XP/Vista/Windows 7 or Macintosh OS X) that includes a wireless network card, a Web browser and Microsoft Word, to the workshop.
Presenters:
Dave L. Edyburn, Ph.D., is a Professor, Dept. of Exceptional Education, University of Wisconsin-Milwaukee, Milwaukee, WI.
Date: Wednesday, October 20, 2010
Time: 8:00 am - 4:30 pm
Adding MORE to Your Bag of Tricks ... and Treats!
Description:
Teaching children with autism includes many modifications and accommodations to insure that the students are successful. These should take place from the second the bell rings in the morning until the moment you finally get to sit down and take a deep breath at the end of the day after the children leave. There are constantly new and creative ways to do this, therefore I am continuously updating and adding to my "bag of tricks." These will include physical setup, visual strategies, social skills strategies, academic modifications and much more. Visuals can help with memory, comprehension, achievement, processing, independence and behavior. From the use of graphic organizers, picture symbols, highlighting, color-coding and more, academics can be more visual and provide clarity and support comprehension. Many of our students also have social deficits. Making social information visual will improve a child's ability to socially interact. Social stories, visual bridges, scripting and video taping/modeling are some techniques to teach social skills. During this fun and fast-paced beginner- to intermediate-level workshop, participants will make some of the visuals needed to create more successful environments. A list of free Web sites to support student achievement, many new ideas, real life stories and a CD filled with pre-made visuals that can be used immediately to get the ball rolling will also be shared. There is a $35 materials fee in addition to the cost of the workshop.
Presenters:
Mo Buti, M.A., is the Chicago Public Schools' Coordinator of Autism and Cognitive Disabilities, Chicago, IL.
Date: Wednesday, October 20, 2010
Time: 8:00 am - 4:30 pm
Teaching Non-Verbal Children to Read: The Link Between Reading and Communication
Description:
This exciting workshop will focus on teaching non-verbal children with severe disabilities to read and write, utilizing a Balanced Approach to reading, while stressing the efficacy of literacy as an instructional tool for language development. Hands-on experiences with computer technology that supports reading instruction will be explicitly integrated into the learning. Often, technology is seen as an "add-on" to the instructional sequence; but in this workshop, it will be integrated so participants can better grasp the need for an integrated use of technology in instruction. The needs of the student who is non-verbal or "less than verbal" will be highlighted. Participants will learn to understand that these needs dictate how to "tweak" a Balanced Literacy Approach to work for a particular child. Extensive videos illustrate key points and techniques in the instruction of decoding, guided reading and comprehension. Writing and self-selected reading will be explored as various technologies are utilized for the child who is unable to hold a pencil or even a book independently. The integration of augmentative communication and technology as a platform for giving children with disabilities a research-based approach to reading, similar to the more typical peers, is the focus. (Hands-on activities will be conducted on both PC and Macintosh computers – one computer for every two participants.) There is a $30 materials fee in addition to the cost of the workshop.
Presenters:
Susan Norwell, M.A., is an Educational Specialist in private practice/Focused Learning Solutions and Instructor, Northeastern Illinois University, Buffalo Grove, IL.
Date: Wednesday, October 20, 2010
Time: 8:00 am - 4:30 pm
COMMUNICATION CIRCLES: With a Little Help From My Friends
Description:
Janice Light (1989) defines communicative competence as "... the ability to communicate functionally in the natural environment and to adequately meet daily communication needs." For students who use augmentative and alternative communication (AAC) and are in inclusive settings, this goal is very appropriate ... and challenging! WHERE do we find the time to support students in learning the linguistic, operational, social and strategic skills they need to engage in successful interactive communication? We suggest starting "communication circles" or circles of peers who support AAC users in learning and practicing skills. Additional goals include peer interaction, generalization of AAC-related skills learned in speech and occupational therapy, and integration of AAC and curriculum objectives. Communication circles support target students weekly, carrying out activities designed jointly by professionals and team members. Circle members also provide support by keeping data and anecdotal notes. This workshop will include lecture, demonstration, brainstorming and case studies. There is a $15 materials fee in addition to the cost of the workshop.
Presenters:
Caroline Musselwhite, Ed.D., CCC-SLP, is an Assistive Technology Consultant and Author, AAC Intervention, Litchfield Park, AZ; Jerolyn Allen, M.Ed., OTR/L, ATACP, is an Occupational Therapist and Assistive Technology Coordinator, Litchfield Elementary School District, Litchfield Park, AZ; Jane Odom, M.Ed., is an Education Segment Manager, Prentke Romich Company, Surprise, AZ; Jan Pilling, M.S., is a Speech Language Pathologist, Brandon Public Schools, Brandon, MB, Canada; and Deanna Wagner, M.S., CCC-CLP, is an Assistive Technology Specialist, Madison Elementary School District, Phoenix, AZ.
Date: Wednesday, October 20, 2010
Time: 8:00 am - 4:30 pm
Flipping Over Adobe Acrobat
Description:
Getting work digitized for students is a constant concern for teachers. They need it done as fast as possible, but they also need a program that is inexpensive and works on a variety of computers and other technologies. Adobe Acrobat Professional version 9 is a program that best offers special educators and their students these tools. This intermediate- to advanced-level, hands-on workshop is designed to be a tutorial on the use of this program. It is designed to provide participants with examples of when and where to use the program in a variety of creative, timesaving ways that are not covered in the manuals. Participants will learn how to create a variety of PDF files and transfer them to other devices, use and unlock publisher-created PDF files, create comments and audio notes, use built-in accessibility features, create on-screen worksheets, make diagrams, label maps with pictures, bind multiple files, create presentations, create hypertext, use links and more. (Hands-on activities will be conducted on Closing The Gap-provided Mac computers – one computer for every two participants; or, participants are welcome to bring their own laptop computer (Mac or PC) with Adobe Acrobat Professional version 9 pre-installed.)
Presenters:
Judith P. Sweeney, M.A. Special Education, is an AT Consultant and the President, Onion Mountain Technology, Inc., Canton, CT.
Date: Wednesday, October 20, 2010
Time: 8:00 am - 4:30 pm
Teaching AAC
Description:
This hands-on workshop is a must for anyone who supports, evaluates or works with students using AAC. Emphasis will be placed on improving the quality of instruction available to all students who use alternative and augmentative communication (AAC), from inclusive situations to special education programs with a range of student ability levels. Practical strategies, teaching tips and instructional strategies will be highlighted. A variety of systems will be available for hands-on use throughout the day, including DynaVox devices and Prentke Romich devices, as well as some light tech systems. Practical strategies for monitoring student progress, writing learning objectives and data collection ideas will be shared. In addition, light tech methods to support AAC during “the waiting period” and/or to determine potential use of more sophisticated systems will be addressed. Videotaped examples of students will be used to illustrate concepts and strategies. Each participant will receive a CD that includes Making Language Visible in the Classroom (commercially available) and other resources pertaining to AAC instructional strategies. There is a $20 materials fee in addition to the cost of the workshop.
Presenters:
Pati King DeBaun, M.S., is a Speech Language Pathologist/Consultant specializing in assistive technology, Creative Communicating, Park City, UT and Karen Biggerstaff, M.S., is a Speech Language Pathologist/Consultant, San Antonio, TX.
Date: Wednesday, October 20, 2010
Time: 8:00 am - 4:30 pm
Quick Downloads
* Pass accepted Saturday, October 23, 9:00 am - 2:00 pm
What participants have said
This is definitely a conference I will recommend to BOTH regular and special education teachers.
~Special Education Consultant
Great sessions, great vendors, and invaluable opportunity to earn CEUs and academic credit.
~Consultant
Closing The Gap has given me a sense of direction to go with my son, and has helped me to find a method of communication for my son. The workshops, the friendships, the brainstorming with parents, vendors and presenters, and the hands-on experiences have all presented wonderful opportunities to discover options to try with my son. The conference is truly awesome!
~Parent