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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!

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

&

Jennifer Courduff

Ph.D.

Dr. Jennifer Courduff is an associate professor at Azusa Pacific University in the School of Education: Teacher Education. She is currently the Program Director for Azusa Pacific University's Master of Arts: Digital Teaching and Learning program. In this capacity, she develops and teaches courses, working with pre- and in-service teachers in the process of deep integration of technology (including assistive technology) into learning activities. The focus of Dr. Courduff’s research is technology integration for teachers of students with disabilities. Her publications and presentations bring to light the unique technology integration challenges found in diverse learning environments. Most recently, she has developed a theory on exemplary technology integration in special education instruction. This theory extends the constructs of TPACK to more clearly define knowledge, skills, dispositions, and belief necessary for authentic technology integration to occur in special education instruction. Her theory has been applied to revision of in-service professional development assistive technology / augmentative alternative communication certificate training in the county of San Bernardino, and in pre-service coursework within the Digital Teaching and Learning Master’s at Azusa Pacific University. Dr. Courduff is dedicated to improving the preparation and ongoing support for systematic, authentic technology integration for teachers of students with special needs.

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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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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Fun Activity Using Computers, Tablets, and Smartphones

This presentation will demonstrate how blending low technology with higher technology such as applications (“Apps”) run on an iPad can be used to help students with special needs participate in the classroom.

Fun Activity Using Computers, Tablets, and Smartphones Handout

Mary Hager

Mary Hager

MA, OTR/L, FAOTA

Mary Hager, MA, OTR/L, FAOTA has been an occupational therapist for over 38 years; most of this time spent working with children in the Kanawha County Schools System in West Virginia. She also served as the WV school liaison for many years. She received a BS in Occupational Therapy from the University of Wisconsin Madison and a MA in Special Education from Marshall University. Mary has presented at numerous national and state conferences. She enjoys sharing her knowledge and has mentored many OT and OTA students.

Beginner

Apps | iPad | Low Tech | High Tech

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Pediatric and School Based AAC Evaluations

When evaluating and treating someone a child with a communication disorder therapist can have a long and tedious process in helping secure a device for a pediatric patient or a school based child. There are several steps involved from the initial evaluation to submitting a device submission report. What tools are available to help us streamline the evaluation process? What are the dos and don’ts report writing when we are completing a device submission report? How can our treatment plan on the report and IEP help the user acclimate to their device?

In this presentation, participants will learn what needs to happen before, during, and after an AAC evaluation for pediatric and/or school based communication device user. The resources, tools and strategies learned during this presentation can help a therapist during each stage of an AAC evaluation and treatment plan. During the presentation tools and strategies for having the most effective AAC evaluations and device submission reports will be discussed and demonstrated. These resources can be easily implemented into a clinician’s evaluation process when working with school based children or pediatric therapy.
Pediatric and School Based AAC Evaluation Handout.

Rachell Westby

Rachell Westby

M.C.D., CCC-SLP

Rachel Westby has a Bachelor’s (BA) in Speech Pathology from Columbia College, Columbia, SC and a Masters in Communication Disorders (MCD) from the University Of South Carolina School Of Public Health.

Rachel has 12 years of experience in the field of speech language pathology and have worked as an expert with assistive technology since 2011. First serving as the Pediatric and Adult Neuro AAC Specialist for an outpatient rehabilitation center then transitioning to working with AT and ALS patients with the MN/ND/SD Chapter of the ALS Association's Herbek Sing AT Program, which led me to become the AT Program Manager of the DC/MD/VA Chapter of ALS Association. I am an experienced presenter, and I have presented at Closing the Gap, a national AT conference in 2013, 2014, 2015, 2016. During the last 2 years, I have presented at the Children’s Hospital AT Symposium, CollaborATe in Richmond, VA as well as a host of support groups, medical clinics, and in-services on the topic of AT/AAC for the ALS patient and/or other eye-gaze users.

Beginner

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Mobile Technologies for Everyday Cognitive Support

Mobile phones and tablets are rapidly evolving consumer technologies that offer rich opportunities for supporting everyday tasks and vocations. Drawing on a decade of research into the use of these tools as assistive technology for cognition, this presentation will include discussion of: (1) the strengths and weaknesses of consumer handhelds as cognitive-behavioral aids, (2) onboard apps for task support, (3) add-on apps for task management, behavioral support, way-finding, and healthy living, and (4) strategies for leveraging these tools for people with cognitive-behavioral challenges to support functional independence in everyday life.

Mobile Technologies for Everyday Cognitive Support Handout

Tony Gentry

Tony Gentry

PhD OTR/L FAOTA

Tony Gentry, PhD OTR/L FAOTA is an associate professor in the occupational therapy department at Virginia Commonwealth University. A graduate of Harvard College (BA), New York University (MA OT) and the University of Virginia (PhD), Dr. Gentry is a specialist in neurological rehabilitation whose research career has focused on neurological rehabilitation and assistive technology for cognition. He is the director of the Assistive Technology for Cognition laboratory at VCU, which conducts research on the use of mobile and smart home technologies to support people with cognitive-behavioral challenges. He is a widely published and much sought after public speaker who has conducted training workshops in 22 states and 4 foreign countries. In partnership with his wife, he owns and operates Neurological Expert Therapies, LLC, a rehabilitation therapy company.

Beginner

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Pediatric and Adult Eye Gaze Evaluations – Session 3

Session 3: Eye Gaze Evaluation and Treatment Plan

When evaluating and treating someone with a communication disorder coupled with severe physical impairments, eye gaze can often be one of the products we as evaluators will need to try. Pediatric and adult eye gaze evaluations are challenging not only because they require knowledge of high tech equipment, but also because of the steps involved from the initial consultation to device submission. Most importantly, for the therapist, it doesn’t end there. What tools are available to help us through the evaluation process? What are the dos and don’ts of eye gaze report writing when we are completing a device submission report? How can our treatment plan help the user acclimate to their device?
In this presentation series, participants will learn what needs to happen before, during, and after an AAC evaluation for eye gaze. The resources, tools and strategies learned during this presentation can help a therapist during each stage of the eye gaze evaluation and treatment process. During the presentation series resources for having the most effective eye gaze evaluations, report writing skills, and treatment plan after the device arrives will be discussed and demonstrated. These resources can be easily implemented into a clinician’s evaluation process whether working with pediatrics or adults.
Pediatric and Adult Eye Gaze Evaluations - Session 3- Handout

Rachell Westby

Rachell Westby

M.C.D., CCC-SLP

Rachel Westby has a Bachelor’s (BA) in Speech Pathology from Columbia College, Columbia, SC and a Masters in Communication Disorders (MCD) from the University Of South Carolina School Of Public Health.

Rachel has 12 years of experience in the field of speech language pathology and have worked as an expert with assistive technology since 2011. First serving as the Pediatric and Adult Neuro AAC Specialist for an outpatient rehabilitation center then transitioning to working with AT and ALS patients with the MN/ND/SD Chapter of the ALS Association's Herbek Sing AT Program, which led me to become the AT Program Manager of the DC/MD/VA Chapter of ALS Association. I am an experienced presenter, and I have presented at Closing the Gap, a national AT conference in 2013, 2014, 2015, 2016. During the last 2 years, I have presented at the Children’s Hospital AT Symposium, CollaborATe in Richmond, VA as well as a host of support groups, medical clinics, and in-services on the topic of AT/AAC for the ALS patient and/or other eye-gaze users.

Beginner

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Pediatric and Adult Eye Gaze Evaluations – Session 2

Session 2: Eye Gaze Evaluation Effective Report Writing (case studies)

When evaluating and treating someone with a communication disorder coupled with severe physical impairments, eye gaze can often be one of the products we as evaluators will need to try. Pediatric and adult eye gaze evaluations are challenging not only because they require knowledge of high tech equipment, but also because of the steps involved from the initial consultation to device submission. Most importantly, for the therapist, it doesn’t end there. What tools are available to help us through the evaluation process? What are the dos and don’ts of eye gaze report writing when we are completing a device submission report? How can our treatment plan help the user acclimate to their device?
In this presentation series, participants will learn what needs to happen before, during, and after an AAC evaluation for eye gaze. The resources, tools and strategies learned during this presentation can help a therapist during each stage of the eye gaze evaluation and treatment process. During the presentation series resources for having the most effective eye gaze evaluations, report writing skills, and treatment plan after the device arrives will be discussed and demonstrated. These resources can be easily implemented into a clinician’s evaluation process whether working with pediatrics or adults.
Pediatric and Adult Eye Gaze Evaluations - Session 2 Handout

Rachell Westby

Rachell Westby

M.C.D., CCC-SLP

Rachel Westby has a Bachelor’s (BA) in Speech Pathology from Columbia College, Columbia, SC and a Masters in Communication Disorders (MCD) from the University Of South Carolina School Of Public Health.

Rachel has 12 years of experience in the field of speech language pathology and have worked as an expert with assistive technology since 2011. First serving as the Pediatric and Adult Neuro AAC Specialist for an outpatient rehabilitation center then transitioning to working with AT and ALS patients with the MN/ND/SD Chapter of the ALS Association's Herbek Sing AT Program, which led me to become the AT Program Manager of the DC/MD/VA Chapter of ALS Association. I am an experienced presenter, and I have presented at Closing the Gap, a national AT conference in 2013, 2014, 2015, 2016. During the last 2 years, I have presented at the Children’s Hospital AT Symposium, CollaborATe in Richmond, VA as well as a host of support groups, medical clinics, and in-services on the topic of AT/AAC for the ALS patient and/or other eye-gaze users.

Beginner

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Speech Dude Tells More: Practical Technology for Moderate to Severe Students

In this presentation, participants will be introduced to a wide variety of innovative technology tools that can be easily integrated into teaching and learning in for students with moderate to severe disabilities. Google extensions and other cutting-edge tools will be discussed, along with simple implementation strategies to increase access to content and improve student engagement and productivity, with special emphasis on high school aged and transitional students.

Speech Dude Tells More: Practical Technology for Moderate to Severe Students Handout

Jennifer Courduff

&

Jennifer Courduff

Ph.D.

Dr. Jennifer Courduff is an associate professor at Azusa Pacific University in the School of Education: Teacher Education. She is currently the Program Director for Azusa Pacific University's Master of Arts: Digital Teaching and Learning program. In this capacity, she develops and teaches courses, working with pre- and in-service teachers in the process of deep integration of technology (including assistive technology) into learning activities. The focus of Dr. Courduff’s research is technology integration for teachers of students with disabilities. Her publications and presentations bring to light the unique technology integration challenges found in diverse learning environments. Most recently, she has developed a theory on exemplary technology integration in special education instruction. This theory extends the constructs of TPACK to more clearly define knowledge, skills, dispositions, and belief necessary for authentic technology integration to occur in special education instruction. Her theory has been applied to revision of in-service professional development assistive technology / augmentative alternative communication certificate training in the county of San Bernardino, and in pre-service coursework within the Digital Teaching and Learning Master’s at Azusa Pacific University. Dr. Courduff is dedicated to improving the preparation and ongoing support for systematic, authentic technology integration for teachers of students with special needs.

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

Pediatric and Adult Eye Gaze Evaluations – Session 1

Session 1: Eye Gaze Evaluation: Tools and Process

When evaluating and treating someone with a communication disorder coupled with severe physical impairments, eye gaze can often be one of the products we as evaluators will need to try. Pediatric and adult eye gaze evaluations are challenging not only because they require knowledge of high tech equipment, but also because of the steps involved from the initial consultation to device submission. Most importantly, for the therapist, it doesn’t end there. What tools are available to help us through the evaluation process? What are the dos and don’ts of eye gaze report writing when we are completing a device submission report? How can our treatment plan help the user acclimate to their device?
In this presentation series, participants will learn what needs to happen before, during, and after an AAC evaluation for eye gaze. The resources, tools and strategies learned during this presentation can help a therapist during each stage of the eye gaze evaluation and treatment process. During the presentation series resources for having the most effective eye gaze evaluations, report writing skills, and treatment plan after the device arrives will be discussed and demonstrated. These resources can be easily implemented into a clinician’s evaluation process whether working with pediatrics or adults.
Pediatric and Adult Eye Gaze Evaluations - Session 1 Handout

Rachell Westby

Rachell Westby

M.C.D., CCC-SLP

Rachel Westby has a Bachelor’s (BA) in Speech Pathology from Columbia College, Columbia, SC and a Masters in Communication Disorders (MCD) from the University Of South Carolina School Of Public Health.

Rachel has 12 years of experience in the field of speech language pathology and have worked as an expert with assistive technology since 2011. First serving as the Pediatric and Adult Neuro AAC Specialist for an outpatient rehabilitation center then transitioning to working with AT and ALS patients with the MN/ND/SD Chapter of the ALS Association's Herbek Sing AT Program, which led me to become the AT Program Manager of the DC/MD/VA Chapter of ALS Association. I am an experienced presenter, and I have presented at Closing the Gap, a national AT conference in 2013, 2014, 2015, 2016. During the last 2 years, I have presented at the Children’s Hospital AT Symposium, CollaborATe in Richmond, VA as well as a host of support groups, medical clinics, and in-services on the topic of AT/AAC for the ALS patient and/or other eye-gaze users.

Beginner

View Now