What Do You Know About Twice Exceptionality? Groundbreaking Tools for Addressing the Needs of the Twice Exceptional Student. – 60 minutes

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? Groundbreaking Tools for Addressing the Needs of the Twice Exceptional Student. - 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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Where to start? Examining the Language Organization of Communication Devices and Strategies to Support Their Use – 60 minutes

Where do we start? How do we teach speech generating devices (SGD) to individuals who have exceptional and complex communication needs? This webinar examines the language representation and organization on various SGDs. We will also focus on strategies for working with a wide range of device users: users with language skills at the cause effect level up to those using dynamic communication devices. Join us to discuss symbol representation, vocabulary sets, and use/implementation of various forms of Augmentative and Alternative Communication. Where to start - Examining the Language Organization of Communication Devices and Strategies to Support Their Use Handout

Megan Mussano

Megan Mussano

M.S. CCC-SLP/L, ATP

Megan Mussano M.S. CCC-SLP/L, ATP is a full time Assisstive Technology Coordinator for an Illinois K-12 school district. She has been an Assistive Technology specialist for 6 years with an additional 8 years of experience as a Speech Language Pathologist. She provides professional development at various conferences and is the instructor for an AT course at the University of Wisconsin-Milwaukee.

Beginner

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Why is the Student Having Difficulty With Direct Access? – 60-minutes

Your student is using Direct Access to control a speech generating device, but is struggling. How do you determine if the issue is motor-based or something else? If the client is struggling due to motor skills, what can be done to optimize Direct Access and when are other access methods more appropriate? Why is the Student Having Difficulty With Direct Access? Handout

Michelle Lange

Michelle Lange

OTR/L, ABDA, ATP/SMS


Michelle is an occupational therapist with 30 years of experience and has been in private practice, Access to Independence, for over 10 years. She is a well-respected lecturer, both nationally and internationally and has authored numerous texts, chapters, and articles. She is the co-editor of Seating and Wheeled Mobility: a clinical resource guide, editor of Fundamentals in Assistive Technology, 4th ed., NRRTS Continuing Education Curriculum Coordinator and Clinical Editor of Directions magazine. Michelle is on the teaching faculty of RESNA. Michelle is a member of the Clinician Task Force. Michelle is a certified ATP, certified SMS and is a Senior Disability Analyst of the ABDA.

Intermediate

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All Aboard – 60-minutes

Educators from Bluffton Harrison Elementary School will present their AAC journey including experimentation, education, assessment, and growth. Presenters will demonstrate creative methods to increase AAC use across multiple settings with a variety of ages, levels of cognitive performance, and physical needs. Along the journey, participants will examine data collection procedures to help guide instruction. Additionally, presenters will demonstrate methods to educate and encourage non-AAC instructors to become vested participants. This is a timely piece because educators now have access to advanced technology that can aide in the enhancement of communication options for a variety of students. Empowering teachers, families and peers to take the plunge is eminent to meeting student communication needs on a daily basis. Since implementing multiple forms of AAC, it soon became evident that we needed to increase AAC knowledge in our school and community. In addition to our willing participants, we also encountered some participants who were less than eager to take part in the AAC experience. We will present instructional strategies to target the eager and reluctant participants. This presentation will give specific strategies to encourage families, paraprofessionals, therapists, community members, and typical students to jump on board to assist with modeling, prompting, and instructing. All Aboard Handout

Nicole Wingate

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Nicole Wingate

M.A. CCC-SLP

Nicole is a graduate of Ball State University with a bachelor's of science degree in speech-language pathology and audiology and a master's in speech-language pathology. She has worked in a school setting for 18 years. She is passionate about optimizing her students' communication abilities so that they may become competent communicators. Nicole has co-presented at PATINS, Indiana Principal's Association, Indiana AAC Summit, OCALICON and AAC in the Cloud. Nicole has had guest posts on the AAC Language Lab and PrAACtical AAC.

Angela Sheets

Angela Sheets

Interventions Teacher

Angela is a graduate of Ball State University with a bachelor's degree in special education. She has taught elementary intense interventions for 18 years. She is passionate about designing access for all students to meet their greatest potential. She is also a parent of a child who has cerebral palsy, who is an assistive tech user. Angela has co-presented at PATINS, Indiana Principal's Association, Indiana AAC Summit, and AAC in the Cloud. In addition, she has served two years on the ISTAR Content Review Panel and has had guest posts on the AAC Language Lab and PrAACtical AAC.

Beginner

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How Do I Determine How the Student Can Access Augmentative Communication? – 60 minutes

Augmentative and Alternative Communication (AAC) can provide communication for many non-verbal or difficult to understand students. However, the student must have the ability to “access” or control the device as efficiently as possible. This webinar will present general AAC access evaluation considerations. How Do I Determine How the Student Can Access Augmentative Communication? Handout

Michelle Lange

Michelle Lange

OTR/L, ABDA, ATP/SMS


Michelle is an occupational therapist with 30 years of experience and has been in private practice, Access to Independence, for over 10 years. She is a well-respected lecturer, both nationally and internationally and has authored numerous texts, chapters, and articles. She is the co-editor of Seating and Wheeled Mobility: a clinical resource guide, editor of Fundamentals in Assistive Technology, 4th ed., NRRTS Continuing Education Curriculum Coordinator and Clinical Editor of Directions magazine. Michelle is on the teaching faculty of RESNA. Michelle is a member of the Clinician Task Force. Michelle is a certified ATP, certified SMS and is a Senior Disability Analyst of the ABDA.

Intermediate

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ABCs & AAC: Alphabet Books in AAC Implementation – 60 minutes

There are a large variety of Alphabet books to cover many interest areas and age ranges. A wide diversity of students can relate to them, create custom ones, sing them, sign them, and repeat them over and over again. ABC books connect literacy to communication. These books can provide a prompt for a lesson, an opportunity for a child to read to themselves, or an engaged time for a parent to read with their child. Alphabet books can be rich in language and are prolific; you can be using more ABCs in your AAC! ABCs & AAC: Alphabet Books in AAC Implementation Handout

Kelly Fonner

Kelly Fonner

MS

Kelly is a self-employed consultant and trainer in assistive and educational technology. She has a BS in Special Education from Millersville University & an MS in Educational Technology with emphasis in Rehabilitation/Special Education Technology from The Johns Hopkins University. Her continuing education & research is in the area of Adult Education & Urban Education at the University of Wisconsin – Milwaukee. She holds an Assistive Technology Applications Certificate of Learning from California State University - Northridge. Kelly has been a teacher, para-educator, instructional media specialist, assistive technology specialist in early education, school & university settings. She has worked for a statewide AT project & has been an instructor in university courses.

Since 1986 Kelly has presented at schools, conferences, & to families in 48 states and internationally (Australia, Canada, South Africa). She speaks on a wide-range of topics including augmentative communication, computer access, electronic literacy, study skills, AT assessment & implementation strategies. Each year, she works with approximately 50 school-based teams & families supporting students’ implementation of AAC & literacy implementation in the classroom. Kelly is also the relative to individuals with CP, Aspergers & acquired disabilities, which impacts her perspective on the field. She is available to do seminars, webinars, consultations & workshops.

Beginner/Intermediate

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What Do You Know About Twice Exceptionality? – 60 minutes

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 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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Pediatric and School Based AAC Evaluations – 60 minutes

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 Pediatric and School Based AAC Evaluation Additional Handouts

Rachell Johnson

Rachell Johnson

M.C.D., CCC-SLP

Rachel Johnson 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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Classroom-wide Core Vocabulary Instruction for Students with Significant Cognitive Disabilities – 60 minutes

This webinar will review an implementation program, called Project Core, aimed at providing classroom professionals with the training, tools and ongoing support needed to deliver classroom-wide communication instruction to students with significant cognitive disabilities. The program specifically targets students who are not yet using speech, sign language or symbols to communicate in flexible ways. The instruction is delivered by teachers, teaching assistants and other classroom staff, and all students have individual access to an augmentative communication system with Universal Core vocabulary. The Universal Core vocabulary consists of 36 highly useful single words that can be used alone or in combination to communicate for a range of purposes on countless topics with a variety of communication partners. Available Universal Core vocabulary formats to support student access through direct pointing, touch, eye gaze selection, and partner-assisted scanning will be discussed, along with an online tool to guide the selection of suitable formats.

Modeling and explicit instruction of the Universal Core vocabulary is incorporated into daily activities and common instructional routines. An overview of available instructional planning guides and self-evaluation and observational checklists will be provided. The development and evaluation of the Project Core implementation program is supported by a Stepping Up Technology Implementation grant from the Department of Education, Office of Special Education Programs. Preliminary analysis of data from 17 classroom sites will be presented. All training materials, tools and support resources are available from the Project’s website at: www.project-core.com.
Required disclaimer: This presentation was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H327S140017. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this presentation is intended or should be inferred.
Classroom-wide Core Vocabulary Instruction for Students with Significant Cognitive Disabilities Handout

Lori Geist

Lori Geist

PhD, CCC-SLP

Lori Geist, PhD, CCC-SLP, is an Assistant Professor at the Center for Literacy and Disability Studies in the Department of Allied Health Sciences at the University of North Carolina at Chapel Hill. Lori is a certified speech-language pathologist with an emphasis in augmentative communication and assistive technology. She has worked in direct service, consultation, and product development related to AAC, language, and literacy intervention for students with complex communication needs. Lori currently serves as the project director for a research initiative called Project Core.

Beginner/Intermediate

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Play, Pause, Stop, Rewind: The Impact of Video in Instruction – Session 3 – 60 minutes

In this three-part webinar, we will explore a wide range of tools, apps, and software applications that can be used by learners and teachers in a variety of educational projects and classroom activities.

Video is an instructional tool that can support learning in unique and powerful ways. It has the ability to engage viewers more than other traditional types of instructional materials. If 'an image is worth a thousand words,' the use of moving images and sounds in a video can bring content to life and offer students a more concrete and realistic type of learning experience.
Teachers can use video to build comprehension skills, provide feedback to students, show experiments or procedures, give mini-lectures, stimulate critical thinking, or take virtual field trips. The use of video in the classroom supports different learning styles in addition to providing many opportunities for discovery, discussion, and problem solving.
Students use mobile devices on a daily basis. Thanks to modern technology, every mobile device from tablets to cell phones to Chromebooks, include high quality cameras that are able to record high quality video. By encouraging our learners to use everyday technology for academic purposes, we help them discover new and creative uses of mobile devices and teach them many fundamental skills such as research, collaboration, organization, planning, and time management.
Session 3: Will cover a variety of tools, apps, and alternative solutions to support and enhance expressive language and communication skills. Different and accessible ways for all students to express knowledge and understanding will be explored and presented to attendees.
Play, Pause, Stop, Rewind: The Impact of Video in Instruction - Session 3 Handout

Fiorella Quinn

Fiorella Quinn

M.S. Private Consultant, Developer

Fiorella (Fio) Quinn has an extensive background in special education, assistive technology, and music. Her expertise comes from thirty years in the educational field (both in Italy and the United States) as a teacher, trainer, presenter, and developer of learning resources.
At present, Fio lives and works in the U.S. but maintains her "educational ties" in two continents. She is an independent consultant and a developer of technology-based materials. She presents at national conferences and regularly gives workshops and training on specific software and apps.
Fio has co-authored several collections of ready-made activities and templates for different software applications such as Classroom Suite, Clicker 5 and 6, and Mind Express.

Beginner

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