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Finding, Understanding, and Using Research about Assistive Technology to Inform Your Practice – Part 2

This session will focus on research on the use of assistive technology for reading and writing for students with disabilities, including the latest analysis and reviews. Sources of AT research and references for all studies mentioned will be included.

Finding, Understanding, and Using Research about AT to Inform Your Practice – Part 2 Handout Finding, Understanding, and Using Research about AT to Inform Your Practice References

Penny Reed

Penny Reed

PhD, MA

Penny Reed has a bachelor’s degree in Elementary and Special Education from Indiana University and master’s and doctoral degrees in Special Education from the University of Oregon. She has been a teacher, consultant and administrator in the field of special education and assistive technology. Dr. Reed regularly provides consultation and training on a variety of topics related to assistive technology with a special focus on helping school districts improve their delivery of assistive technology services. She is the author of numerous publications about assistive technology services.

Beginner

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Finding, Understanding, and Using Research about Assistive Technology to Inform Your Practice – Part 1

This two part series will look at research about the selection, provision, and use of assistive technology for students with disabilities. It will include a review of the types of research being conducted and how each can be of value to you in the schools. Research about the use of augmentative communication and power mobility will be highlighted. Sources of AT research and references for all studies mentioned will be included.

Finding, Understanding, and Using Research about AT to Inform Your Practice - Part 1 Handout Finding, Understanding, and Using Research about AT to Inform Your Practice - References

Penny Reed

Penny Reed

PhD, MA

Penny Reed has a bachelor’s degree in Elementary and Special Education from Indiana University and master’s and doctoral degrees in Special Education from the University of Oregon. She has been a teacher, consultant and administrator in the field of special education and assistive technology. Dr. Reed regularly provides consultation and training on a variety of topics related to assistive technology with a special focus on helping school districts improve their delivery of assistive technology services. She is the author of numerous publications about assistive technology services.

Beginner

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Accessibility on Steroids – iOS, Chrome Extensions, Androids – Oh My!

In this session, participants will be provided with a short refresher on accessibility features offered on iOS 11, Google Chrome, and Android-based devices. The majority of the session will focus on application: participants will be provided with scenarios for applying accessibility tools for a variety of purposes including personal and professional productivity.

Accessibility on Steroids – iOS, Chrome Extensions, Androids – Oh My! Handout

Jennifer Courduff

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Jennifer Courduff

Ph.D.

Dr. Jennifer Courduff is an Associate Professor at Azusa Pacific University where she develops courses and teaches in the Master of Arts: Learning and Technology program. She is an active member of the International Society for Technology in Education (ISTE), and advocates for the needs of special education teachers in several professional learning communities. Her research and presentations focus on technology integration within inclusive learning environments and mobile learning.

Chris Wenger

Chris Wenger

CCC-SLP

Christopher M. Wenger is an ASHA-certified speech-language pathologist. He received a master’s degree in education (with emphasis in mild/moderate disabilities) from Cal State San Bernardino in 2005, and a master’s degree in communicative disorders from Cal State Northridge in 2011. Chris has a strong background in working with individuals with learning disabilities and in program improvements for high school students. Additionally, he holds an AT/AAC certificate from West End Selpa. He has a broad experience in working with technology integration for individuals with special needs.

Beginner

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Practical Uses of QIAT Session 2 – School Districts Using QIAT to Improve Assistive Technology Services

The Quality Indicators for Assistive Technology Services (QIAT) describe the characteristics of high-quality assistive technology services as they are provided in school settings. The eight service areas include: Consideration of AT Needs, Assessment of AT Needs, AT in the IEP, AT Implementation, Evaluation of Effectiveness of AT, AT in Transition, Administrative Support for AT, and AT Professional Development. For more than 15 years the indicators have been used in a variety of ways to assess assistive technology services and guide improvement efforts.

This AbleNet University webinar series will describe practical ways that parents, families and advocates; school districts and; state and regional programs use the QIAT Indicators and resources on behalf of children with disabilities who use assistive technology.
Session 2: How can the QIAT help school districts as they work to offer high quality assistive technology services aligned to federal, state and local mandates? How can QIAT be used as a tool for assistive technology service providers as they evaluate and work to continually improve their services? This session will address these questions and offer many examples of ways that QIAT has been used at a school-district level.
Practical Uses of QIAT Session 2 - School Districts Using QIAT to Improve Assistive Technology Services Handout

Terry Foss

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Terry Foss

M.Ed.

Foss has a B.S. from Fort Hays State University and a M. Ed. from the University of Kansas. She has been a special educator for 35 plus years in classrooms for students with severe multiple differences, autism, trainable mental differences, physical differences, and for the last 20 plus years as an AT resource facilitator for the Shawnee Mission School District in Kansas. She has certifications in regular elementary education; trainable mentally handicapped, educable mentally handicapped, and severely multiply handicapped. Terry is the co-author of Every Move Counts and Every Move Counts, Clicks and Chats.

Sue McCloskey

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Sue McCloskey

MS, CCC-SLP

Susan McCloskey, MS, CCC-SLP, is a speech language pathologist who worked for the PA Assistive Technology Center/PaTTAN in Pennsylvania and is now Chairperson of the Volusia Adaptive Assistive Technology Team (VAATT) in Daytona Beach, FL. She is a past Steering Committee member for ASHA's Division 12: Augmentative and Alternative Communication. Susan has consulted nationwide with teams whose focus has been to integrate assistive technology into the classroom. She has been a trainer of Environmental Communication Teaching (ECT) since 1989. She is currently involved in implementing the SCERTS project, focused on students on the Autism Spectrum, in her district and lives in Ponce Inlet, FL.

Kathy Lalk

Kathy Lalk

MS, BS

Kathy Lalk has a B.S. in Therapeutic Recreation, a M.S. in Educational Technology; and an Assistive Technology Professional (ATP) Certification by RESNA. Kathy works as an assistive technology specialist for a public school district. Her work includes support of students with disabilities, their families and their educational team in the consideration, implementation and evaluation of the use of assistive technology. Kathy is a Recreation Therapist; Lekotek Leader, CompuPlay Leader; Supervisor in Infant/Toddler program; and parent of 3 children.

Beginner

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Practical Uses of QIAT: Session 1- AT Service Improvement through Collaboration with Families & Advocates

The Quality Indicators for Assistive Technology Services (QIAT) describe the characteristics of high-quality assistive technology services as they are provided in school settings. The eight service areas include: Consideration of AT Needs, Assessment of AT Needs, AT in the IEP, AT Implementation, Evaluation of Effectiveness of AT, AT in Transition, Administrative Support for AT, and AT Professional Development. For more than 15 years the indicators have been used in a variety of ways to assess assistive technology services and guide improvement efforts.

This AbleNet University webinar series will describe practical ways that parents, families and advocates; school districts and; state and regional programs use the QIAT Indicators and resources on behalf of children with disabilities who use assistive technology.
Session 1: Many families of children with disabilities can imagine benefits of technology use for their children. Some are even using technology at home that is not being used at school yet. While IDEA requires the provision of AT for students who need it, it can sometimes be challenging to know how best to advocate for assistive technology devices and services. Parents and guardians are discovering that the QIAT Indicators can be a useful tool. This session will describe ways family members can use the QIAT Indicators for working within school district's procedures to ensure high quality assistive technology services for their children.
Practical Uses of QIAT: Session 1- AT Service Improvement through Collaboration with Families & Advocates Handout

Gayl Bowser

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Gayl Bowser

M.Ed

Gayl Bowser’s work as an independent consultant focuses on the integration of technology into the educational programs of students with disabilities. Ms. Bowser provides assistive technology consultation, training and technical assistance throughout the United States and internationally. Gayl has co-authored numerous publications about assistive technology services and is a member of the leadership team of the Quality Indicators for Assistive Technology (QIAT) Consortium. She is a member of the faculty for Portland State University and the University of Oregon. You can learn more about Gayl on her blog at http://www.integrateat.com

Kelly Fonner

Kelly Fonner

MS

Kelly is a self-employed consultant and trainer in assistive and educational technology. Since 1986, she has presented to schools, universities & families in 45 states & internationally in Australia, Canada and South Africa. Kelly has been working with individuals with disabilities since the mid 70s and with assistive technologies since 1983. Her teaching experiences have been as a teacher assistant, teacher and instructional media specialist in early childhood, preschool and school age programs. She worked 8 years as a consultant with PennTech, the state-wide technology project supported by the Pennsylvania Department of Education. Kelly has a B.S. in special education from Millersville University, an M.S. in educational technology with a minor in special education/rehabilitation technology from The Johns Hopkins University, and holds an Assistive Technology Applications Certificate of Learning from California State University - Northridge.

Beginner

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Universal Design for Learning: Back to the Basics – Session 3 Strategic Networks

In this 3-part series we will take a brief look at Universal Design for Learning framework and then spend quality time focused on each of the 3 principles. Each session will focus on a different network in the UDL framework. We will explore the research supporting the specific network and how students benefit when teachers predict and plan for common barriers. Join us for all 3 sessions, or choose the one that best meets your needs.

Universal Design for Learning: Back to the Basics – Session 3 Strategic Networks Handout

Judy Peacock

Judy Peacock

Ed. S

Judy Peacock is currently working as an AT Specialist in a Florida school district. For the past 6 years, she served as the Region 1 Technology Coordinator for the Technology and Learning Connections team, part of the PS/RtI Project in Florida. During that time, she worked with 17 local school districts in the Panhandle of Florida, many of which are small and rural districts. Judy worked closely with district administration and local assistive technology specialists (LATS) to identify and support needs ranging from technical assistance in the areas of assistive technology, accessible educational materials (AEM) and Universal Design for Learning (UDL) to providing professional development and implementation support in these areas. Judy received her BA in Elementary Education, her M.Ed. in Instructional Technology and Design and her Ed.S. in Educational Leadership from the University of West Florida. She is currently pursuing her doctorate in Curriculum and Assessment (ABD) from the University of West Florida.

Judy has also taught 5th grade in Escambia County, FL. While earning her Gifted Endorsement, she taught gifted and talented students in a resource model for K-5th grade. She then transitioned to the position of Instructional Technology Specialist for the Florida Diagnostic and Learning Resources System (FDLRS) for 7 years.

Beginner

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Universal Design for Learning: Back to the Basics – Session 2 Recognition Networks

In this 3-part series we will take a brief look at Universal Design for Learning framework and then spend quality time focused on each of the 3 principles. Each session will focus on a different network in the UDL framework. We will explore the research supporting the specific network and how students benefit when teachers predict and plan for common barriers. Join us for all 3 sessions, or choose the one that best meets your needs. Universal Design for Learning: Back to the Basics - Session 2 Recognition Networks Handout

Judy Peacock

Judy Peacock

Ed. S

Judy Peacock is currently working as an AT Specialist in a Florida school district. For the past 6 years, she served as the Region 1 Technology Coordinator for the Technology and Learning Connections team, part of the PS/RtI Project in Florida. During that time, she worked with 17 local school districts in the Panhandle of Florida, many of which are small and rural districts. Judy worked closely with district administration and local assistive technology specialists (LATS) to identify and support needs ranging from technical assistance in the areas of assistive technology, accessible educational materials (AEM) and Universal Design for Learning (UDL) to providing professional development and implementation support in these areas. Judy received her BA in Elementary Education, her M.Ed. in Instructional Technology and Design and her Ed.S. in Educational Leadership from the University of West Florida. She is currently pursuing her doctorate in Curriculum and Assessment (ABD) from the University of West Florida.

Judy has also taught 5th grade in Escambia County, FL. While earning her Gifted Endorsement, she taught gifted and talented students in a resource model for K-5th grade. She then transitioned to the position of Instructional Technology Specialist for the Florida Diagnostic and Learning Resources System (FDLRS) for 7 years.

Beginner

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Universal Design for Learning: Back to the Basics – Session 1 Affective Networks

In this 3-part series we will take a brief look at Universal Design for Learning framework and then spend quality time focused on each of the 3 principles. Each session will focus on a different network in the UDL framework. We will explore the research supporting the specific network and how students benefit when teachers predict and plan for common barriers. Join us for all 3 sessions, or choose the one that best meets your needs.

Universal Design for Learning: Back to the Basics – Session 1 Affective Networks Handout

Judy Peacock

Judy Peacock

Ed. S

Judy Peacock is currently working as an AT Specialist in a Florida school district. For the past 6 years, she served as the Region 1 Technology Coordinator for the Technology and Learning Connections team, part of the PS/RtI Project in Florida. During that time, she worked with 17 local school districts in the Panhandle of Florida, many of which are small and rural districts. Judy worked closely with district administration and local assistive technology specialists (LATS) to identify and support needs ranging from technical assistance in the areas of assistive technology, accessible educational materials (AEM) and Universal Design for Learning (UDL) to providing professional development and implementation support in these areas. Judy received her BA in Elementary Education, her M.Ed. in Instructional Technology and Design and her Ed.S. in Educational Leadership from the University of West Florida. She is currently pursuing her doctorate in Curriculum and Assessment (ABD) from the University of West Florida.

Judy has also taught 5th grade in Escambia County, FL. While earning her Gifted Endorsement, she taught gifted and talented students in a resource model for K-5th grade. She then transitioned to the position of Instructional Technology Specialist for the Florida Diagnostic and Learning Resources System (FDLRS) for 7 years.

Beginner

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A Techie Approach to Addressing Behavior

Whether you are a teacher, a parent, a school administrator, or an education professional, successful behavior management is key to success in school and all other settings. Whether you prefer to manage (or self-manage) behavior through strategies and low-tech supports, or you are keen on going all digital, there is a tech tool for that! Join us to explore techie resources and strategies for addressing unwanted behavior for all age groups and all settings! A Techie Approach to Addressing Behavior Handout

Madalina Tudora

Madalina Tudora

ATP

Madalina Tudora is a RESNA certified Assistive Technology Professional and experienced educator, currently serving as an Assistive Technology Specialist for the SC Department of Education. She worked and studied in Europe, earning her undergraduate degree in Special Education from the University of Bucharest, Romania, and her graduate degree in Psychology from Titu Maiorescu University, Bucharest.

Regular presenter at regional, national and international conferences offered through organizations like the Assistive Technology Industry Association (ATIA), SC Assistive Technology Program, SC Family Connection, South Carolina Education Association (SCEA), etc. she also supports school districts by providing guidance, resources and training for local assistive technology teams, education professionals, teachers, administrators, parents, and other stakeholders throughout the state.

Beginner

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What Do You Know About Twice Exceptionality?

Ground breaking tools for addressing the needs of the twice-exceptional student. In this session, participants will be introduced to the wild world of the twice-exceptional student. A brief overview of twice-exceptionality will be provided, followed by a discussion of strategies and tools that can be used to meet these students’ unique blend of brilliance and challenge in learning, communicating, and being in the world. Finally, a presentation of tools and strategies to help students learn to use strengths to buffer challenges will be provided. Let’s help these students shine!

What Do You Know About Twice Exceptionality? Handout

Jennifer Courduff

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Jennifer Courduff

Ph.D.

Dr. Jennifer Courduff is an Associate Professor at Azusa Pacific University where she develops courses and teaches in the Master of Arts: Learning and Technology program. She is an active member of the International Society for Technology in Education (ISTE), and advocates for the needs of special education teachers in several professional learning communities. Her research and presentations focus on technology integration within inclusive learning environments and mobile learning.

Chris Wenger

Chris Wenger

CCC-SLP

Christopher M. Wenger is an ASHA-certified speech-language pathologist. He received a master’s degree in education (with emphasis in mild/moderate disabilities) from Cal State San Bernardino in 2005, and a master’s degree in communicative disorders from Cal State Northridge in 2011. Chris has a strong background in working with individuals with learning disabilities and in program improvements for high school students. Additionally, he holds an AT/AAC certificate from West End Selpa. He has a broad experience in working with technology integration for individuals with special needs.

Beginner

View Now