2026 1345

Presenter(s)

Event Details

Topic:

instruction, literacy & inclusion

Format:

lecture

Subject Level:

intermediate

Age Span:

infant / toddler
preschool
kindergarten - grade 6
grades 7-12
adult

Target Audience:

AT specialist
autism specialist
consultant
deaf / hard of hearing
educator
family member / caregiver
healthcare administration
K-12 administration
occupational therapist
paraprofessional
physical therapist
special educator
speech language pathologist
teacher of the visually impaired
university professor / personnel
vision impairment specialist

Professional Development Credits

IACET CEUs:

0.01

ACVREP CEs:

1

Presentation Length: 1 hour

Date and Time (Central Daylight Time):

  • October 21, 2026
  • 8:00 AM - 9:00 AM

Location:

Plaza 6

Description:

Participants will explore using visual supports purposefully to develop communication and comprehension, moving beyond simple labeling to build language. The session guides attendees through critical decisions, starting by differentiating between expressive and receptive visual use. Attendees will examine the logistics of effective environments, including purposeful placement, height, access, and the impact of partner-worn visuals. Discussions dive into creating diverse visual types, like Social Stories and Task Analyses for executive function support. A key focus involves distinguishing essential CORE vocabulary from ephemeral Fringe vocabulary to support future language growth. Presenters will share practical experiences using GLINT, LessonPix, SymbolStix, and BOARDMAKER. Ultimately, these strategies, including Descriptive Teaching, provide educational staff a solid platform to model language and offer AAC users a springboard for future literacy skill development.

Learning Outcomes:

As a result of this activity, participants will be able to:

• Differentiate between expressive vs. receptive use of visuals and use this decision making in creating visuals.

• Identify purposeful locations for visual presentation based on your student population.

• Describe three points to advocate for a visual system for a student outside of a specific language system first model - (Fits their language level, fits their vision profile, is already a familiar referent, gives opportunity for generalization and descriptive teaching)

Disclosures:

Heather receives a salary from Southwest Cook County Cooperative.
Non-Financial: Heather is an ASHA member

Sayard is an employee of Southwest Cook County Cooperative, College of DuPage, accepts small contracts under IMI AT Consulting, LLC.

Non-Financial - Member of the QIAT Leadership Team, RESNA Member, ASHA Member