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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Supports for Vision and Literacy Across Platforms (iOS and Chrome) – 60 minutes

As Bring Your Own Device (BYOD) models become increasingly popular in schools and other settings, educators and other staff face both opportunities and challenges: on the one hand they have access to a variety of tools for creating the kinds of flexible environments our learners and clients need, but on the other hand it is difficult to keep up with the fast paced of innovation. In this session, we will explore a number of free and low cost tools for iOS and Chrome that you can use to provide access to information and flexible means of interaction and response for all, including apps and extensions for text to speech, dictation, word prediction and more. You will leave this session with a powerful toolkit for empowering all learners and clients to get the most from their technology, no matter what platform they use.

Supports for Vision and Literacy Across Platforms Handout

Luis Perez

Luis Perez

PhD

Luis Pérez, Ph.D. is an instructional designer, author, speaker, and inclusive learning consultant based in St. Petersburg, Florida. He has more than a decade of experience working with educators to help them integrate technology in ways that empower all learners. Luis holds a doctorate in special education and a master’s degree in instructional technology from the University of South Florida, and he is the author of Mobile Learning for All: Supporting Accessibility with the iPad, from Corwin Press. Luis was selected as an Apple Distinguished Educator (ADE) in 2009 and as a Google in Education Certified Innovator (formerly Google Certified Teacher) in 2014. He currently serves as the Professional Learning Chair of the Inclusive Learning Network of the International Society for Technology in Education (ISTE), which honored him as its 2016 Outstanding Inclusive Educator. His work as an accessibility advocate has been featured in publications such as CNET Magazine, the New York Times Bits Blog, the Sydney Morning Herald, THE Journal, and The Loop Magazine. Luis has presented at national and international conferences such as South by Southwest EDU, ISTE, CSUN, ATIA, and Closing the Gap.

Beginner

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Build the Brain When it Counts: Stimulate Literacy Development with Enriching Experiences – 45 minutes

Build the Brain When it Counts series offers three webinars to increase the knowledge and skills of educators to nurture children’s executive function skills through the cognitive, literacy and social-emotional thematic frameworks. The strategies and activities will illustrate an invigorating learning process to put Pre-K to Kindergarten children on a positive learning trajectory.

Part 2: Using the thematic framework of the ‘Literacy World’, this webinar incorporates best-practice strategies to promote and advance communication and literacy development of Pre-K and Kindergarten students. A popular children’s book will serve as the focal point for exploring the theme of literacy. Educators will learn how to design and deliver a variety of enriching experiences to spark children’s sense of wonder and advance their learning.
Build the Brain When it Counts: Stimulate Literacy Development with Enriching Experiences Handout

Padmaja Sarathy

Padmaja Sarathy

MA, Author & Educational Consultant

Padmaja Sarathy is a highly sought after, globally engaged educational consultant and author with extensive expertise in the fields of special education and early childhood education. Driven by an intense commitment to maximize learning outcomes for children with special needs, Padmaja uses evidence-based methods to guide educators to pursue innovative instructional techniques across the United States, and abroad. She inspires educators through webinars, onsite coaching, and workshops at international and regional conferences. She has also written multiple books focusing on autism, significant and multiple disabilities, paraeducators, early childhood education, and special education legal compliance. Earlier in her career, she was a diagnostician and served as Special Education Supervisor at the Ford Bend Independent School District. Visit www.infinitepossibilities-sped.com for more information.

She is also the founder and president of a nonprofit organization – Parent Engagement for Active Child Enrichment (PEACE). PEACE (www.peacenurtureskids.org) coaches and guides families, particularly those from marginalized populations, to enable and empower their children towards a positive and productive academic and life trajectory.

Beginner

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Literacy Journey: Invigorate Instruction to Engage Learners with Severe and Multiple Disabilities – 60 minutes

In this highly practical webinar session focusing on English Language Arts (ELA)-Reading instructional activities, participants will gain skills in planning and delivering academic content through a variety of literacy-rich activities to advance the learning outcomes for students with cognitive, communication and motor challenges. Through depicting a number of multi-sensory, hands- activities embedded in high-interest scenarios, the session will demonstrate how to address and advance the following ELA-Reading content area key concepts to:

• Expand vocabulary skills (linking literacy with personal life experiences)
• Understand the importance of print as a means of communicating ideas
• Develop comprehension skills to identify main theme, characters, events, and conflicts in story
• Increase concept knowledge
Applying the universal design for learning principles (UDL) framework centered on presentation, student engagement, action, and expression, this webinar session will demonstrate how to ensure accessibility and foster active learner participation in a variety of ELA-Reading activities. Participants will increase their knowledge of how to adjust the task complexity level aided with a diversity of teaching resources and assistive technology tools that correspond to individual students’ strengths and needs.

Padmaja Sarathy

Padmaja Sarathy

MA, Author & Educational Consultant

Padmaja Sarathy is a highly sought after, globally engaged educational consultant and author with extensive expertise in the fields of special education and early childhood education. Driven by an intense commitment to maximize learning outcomes for children with special needs, Padmaja uses evidence-based methods to guide educators to pursue innovative instructional techniques across the United States, and abroad. She inspires educators through webinars, onsite coaching, and workshops at international and regional conferences. She has also written multiple books focusing on autism, significant and multiple disabilities, paraeducators, early childhood education, and special education legal compliance. Earlier in her career, she was a diagnostician and served as Special Education Supervisor at the Ford Bend Independent School District. Visit www.infinitepossibilities-sped.com for more information.

She is also the founder and president of a nonprofit organization – Parent Engagement for Active Child Enrichment (PEACE). PEACE (www.peacenurtureskids.org) coaches and guides families, particularly those from marginalized populations, to enable and empower their children towards a positive and productive academic and life trajectory.

Beginner

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AAC Developing Participation: Part 5: Maximizing Participation

The purpose of Part 5: Maximizing participation is designed for the child to engage in social interactions, to share information, share responsibility, and contribute to conversations with as little adult assistance as possible. The child will continue to expand and mature with language expression and also learn how to regulate interactions such as initiating, repairing a message, staying on topic, or asking permission. The child will demonstrate social skills, use vocabulary to accommodate educational growth, and participate in a variety of life experiences. As in the previous four webinars, tips for activities, literacy, vocabulary, tools, access, and troubleshooting will be offered to support a child becoming independent with communication and social participation.

Sharon M. Rogers

&

Sharon M. Rogers

Ph.D., CCC-SLP

Sharon Rogers, Ph.D., CCC-SLP has recently retired as adjunct faculty in Communicative Disorders at California State University Fullerton, where she taught the seminar and practicum in Augmentative and Alternative Communication (AAC). She served as assistant professor in special education at Claremont Graduate University. As a speech language pathologist in public schools in California and Kentucky, she found her real passion was in assessing and developing communication of children with complex communication needs. She continues as a consultant with students as they participate using AAC. She published an article “Two Perspectives on Technology for Children with Special Needs” that included viewpoints of both parents and SLPs. Her writing with Mary Poplin has appeared in the Learning Disabilities Quarterly. She is a presenter at CSHA and the International Society of Augmentative and Alternative Communication (ISAAC) conferences in the United States, Ireland, Denmark and Spain.

Lesley E. Mayne

Lesley E. Mayne

Ph.D., CCC-SLP

Lesley E. Mayne PhD, CCC-SLP is the professor of Augmentative and Alternative Communication (AAC) at California State University, Fullerton and has been working in the public school, charter and private settings for 17 years. Lesley participates in special education trans-disciplinary diagnostic and treatment teams, lectures and writes on topics such as AAC, social skills, accommodations and modifications in the mainstream academic setting. She received a district award for Outstanding Achievement at the 2013 California Speech-Language and Hearing Association State Conference, District 7. She is the author of Let’s Talk Social Skills by Speechmark Publications (2008). She published an article titled, “Change of Scenery: Taking Clients and Treatment Plans Outdoors” (Advance, 2000, 10(35), 10-11). Her M.A. degree was completed at California State University, Fullerton in Communicative Disorders and her B.A. degree was completed at the University of Southern California in Communication.

Beginner/Intermediate

SGDs | AAC | Literacy | Vocabulary

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AAC Developing Participation: Part 3: Making Connections

The purpose of Part 3: Making Connections is designed for children to learn that, not only does their voice matter, but their communication makes a difference. The child may engage in pretend play with peers, complete projects in art and early childhood learning content, and begin to expand their language. Tips will be offered for 15-minute daily activities, building narratives in literacy, using adjectives, adverbs, and conjunctions with AAC, expanding contexts for communication tools, familiarizing easy access, and troubleshooting.

Sharon M. Rogers

&

Sharon M. Rogers

Ph.D., CCC-SLP

Sharon Rogers, Ph.D., CCC-SLP has recently retired as adjunct faculty in Communicative Disorders at California State University Fullerton, where she taught the seminar and practicum in Augmentative and Alternative Communication (AAC). She served as assistant professor in special education at Claremont Graduate University. As a speech language pathologist in public schools in California and Kentucky, she found her real passion was in assessing and developing communication of children with complex communication needs. She continues as a consultant with students as they participate using AAC. She published an article “Two Perspectives on Technology for Children with Special Needs” that included viewpoints of both parents and SLPs. Her writing with Mary Poplin has appeared in the Learning Disabilities Quarterly. She is a presenter at CSHA and the International Society of Augmentative and Alternative Communication (ISAAC) conferences in the United States, Ireland, Denmark and Spain.

Lesley E. Mayne

Lesley E. Mayne

Ph.D., CCC-SLP

Lesley E. Mayne PhD, CCC-SLP is the professor of Augmentative and Alternative Communication (AAC) at California State University, Fullerton and has been working in the public school, charter and private settings for 17 years. Lesley participates in special education trans-disciplinary diagnostic and treatment teams, lectures and writes on topics such as AAC, social skills, accommodations and modifications in the mainstream academic setting. She received a district award for Outstanding Achievement at the 2013 California Speech-Language and Hearing Association State Conference, District 7. She is the author of Let’s Talk Social Skills by Speechmark Publications (2008). She published an article titled, “Change of Scenery: Taking Clients and Treatment Plans Outdoors” (Advance, 2000, 10(35), 10-11). Her M.A. degree was completed at California State University, Fullerton in Communicative Disorders and her B.A. degree was completed at the University of Southern California in Communication.

Beginner/Intermediate

SGDs | AAC | Literacy

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AAC Developing Participation: Part 2: Building Fundamentals

The purpose of Part 2: Building Fundamentals is designed to help the children function with AAC because their communication matters. Children can learn to express their choices about daily preferences and take turns with peers. Their voice will be heard, even if that voice is a LITTLEmack, a BIGmack, or their own voice as they point to a communication board or use a communication switch. Remember that participation matters across contexts so we must continue to build literacy skills, expand language with question asking vocabulary, use more complex AAC tools, access, and troubleshoot for the children who are putting words and ideas together.

Sharon M. Rogers

&

Sharon M. Rogers

Ph.D., CCC-SLP

Sharon Rogers, Ph.D., CCC-SLP has recently retired as adjunct faculty in Communicative Disorders at California State University Fullerton, where she taught the seminar and practicum in Augmentative and Alternative Communication (AAC). She served as assistant professor in special education at Claremont Graduate University. As a speech language pathologist in public schools in California and Kentucky, she found her real passion was in assessing and developing communication of children with complex communication needs. She continues as a consultant with students as they participate using AAC. She published an article “Two Perspectives on Technology for Children with Special Needs” that included viewpoints of both parents and SLPs. Her writing with Mary Poplin has appeared in the Learning Disabilities Quarterly. She is a presenter at CSHA and the International Society of Augmentative and Alternative Communication (ISAAC) conferences in the United States, Ireland, Denmark and Spain.

Lesley E. Mayne

Lesley E. Mayne

Ph.D., CCC-SLP

Lesley E. Mayne PhD, CCC-SLP is the professor of Augmentative and Alternative Communication (AAC) at California State University, Fullerton and has been working in the public school, charter and private settings for 17 years. Lesley participates in special education trans-disciplinary diagnostic and treatment teams, lectures and writes on topics such as AAC, social skills, accommodations and modifications in the mainstream academic setting. She received a district award for Outstanding Achievement at the 2013 California Speech-Language and Hearing Association State Conference, District 7. She is the author of Let’s Talk Social Skills by Speechmark Publications (2008). She published an article titled, “Change of Scenery: Taking Clients and Treatment Plans Outdoors” (Advance, 2000, 10(35), 10-11). Her M.A. degree was completed at California State University, Fullerton in Communicative Disorders and her B.A. degree was completed at the University of Southern California in Communication.

Beginner/Intermediate

SGDs | AAC | Literacy | Vocabulary

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AAC Developing Participation: Part 1: Getting Started

The purpose of Part 1: Getting Started is designed to help practitioners and parents answer the question, “What am I supposed to do?” Drs. Rogers and Mayne will talk to you about social interaction behaviors that a child with predominantly nonverbal communication skills uses to communicate. Then we will address communication skills and activities to support emerging communication with teachable suggestions for facilitators who gradually become the child’s communication partners. We will discuss development of beginning literacy skills, choosing vocabulary for AAC, selecting different AAC tools, trying various access methods, and finally troubleshooting AAC options for beginning AAC users.

Sharon M. Rogers

&

Sharon M. Rogers

Ph.D., CCC-SLP

Sharon Rogers, Ph.D., CCC-SLP has recently retired as adjunct faculty in Communicative Disorders at California State University Fullerton, where she taught the seminar and practicum in Augmentative and Alternative Communication (AAC). She served as assistant professor in special education at Claremont Graduate University. As a speech language pathologist in public schools in California and Kentucky, she found her real passion was in assessing and developing communication of children with complex communication needs. She continues as a consultant with students as they participate using AAC. She published an article “Two Perspectives on Technology for Children with Special Needs” that included viewpoints of both parents and SLPs. Her writing with Mary Poplin has appeared in the Learning Disabilities Quarterly. She is a presenter at CSHA and the International Society of Augmentative and Alternative Communication (ISAAC) conferences in the United States, Ireland, Denmark and Spain.

Lesley E. Mayne

Lesley E. Mayne

Ph.D., CCC-SLP

Lesley E. Mayne PhD, CCC-SLP is the professor of Augmentative and Alternative Communication (AAC) at California State University, Fullerton and has been working in the public school, charter and private settings for 17 years. Lesley participates in special education trans-disciplinary diagnostic and treatment teams, lectures and writes on topics such as AAC, social skills, accommodations and modifications in the mainstream academic setting. She received a district award for Outstanding Achievement at the 2013 California Speech-Language and Hearing Association State Conference, District 7. She is the author of Let’s Talk Social Skills by Speechmark Publications (2008). She published an article titled, “Change of Scenery: Taking Clients and Treatment Plans Outdoors” (Advance, 2000, 10(35), 10-11). Her M.A. degree was completed at California State University, Fullerton in Communicative Disorders and her B.A. degree was completed at the University of Southern California in Communication.

Beginner/Intermediate

AAC | SGDs | Literacy | Vocabulary

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Advancing Communication and Choice-Making Skills Aided with Technology

Children with significant cognitive and communication challenges may not readily initiate communication and may typically use non-verbal forms of communication to express their thoughts and needs. In this session, you will learn how to: 1) Provide structured communication opportunities during literacy and daily routine activities to initiate and engage in communication with the aid of assistive technology devices and technology Apps; and 2) Use communication as the bridge to literacy learning.

Padmaja Sarathy

Padmaja Sarathy

MA, Author & Educational Consultant

Padmaja Sarathy is a highly sought after, globally engaged educational consultant and author with extensive expertise in the fields of special education and early childhood education. Driven by an intense commitment to maximize learning outcomes for children with special needs, Padmaja uses evidence-based methods to guide educators to pursue innovative instructional techniques across the United States, and abroad. She inspires educators through webinars, onsite coaching, and workshops at international and regional conferences. She has also written multiple books focusing on autism, significant and multiple disabilities, paraeducators, early childhood education, and special education legal compliance. Earlier in her career, she was a diagnostician and served as Special Education Supervisor at the Ford Bend Independent School District. Visit www.infinitepossibilities-sped.com for more information.

She is also the founder and president of a nonprofit organization – Parent Engagement for Active Child Enrichment (PEACE). PEACE (www.peacenurtureskids.org) coaches and guides families, particularly those from marginalized populations, to enable and empower their children towards a positive and productive academic and life trajectory.

Beginner

Literacy | AAC | Apps

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Adapting Early and Emergent Literacy Activities and Materials to Assess and Provide Intervention For Children With Complex Communication Impairments

This webinar aims to present the results of a systematic literature review of literacy assessment and intervention in children with complex communication needs, who also use AAC. Results of this literature review will provide the framework for discussing a case study involving an adapted literacy assessment and systematic instruction conducted via tele-practice in a young male with complex communication needs. This webinar has a clinical focus and will provide specific recommendations and resources for assessment and intervention within this population.

Schea N. Fissel

Schea N. Fissel

M.A., CCC-SLP

Schea N. Fissel M.A., CCC-SLP, is a practicing speech-language pathologist who has worked in both school and outpatient-based settings, specializing in pediatric intervention. Her primary areas of clinical and research interests include autism, augmentative and alternative communication and literacy. Fissel has presented regionally, nationally and internationally in the areas of child language, language sampling technology and autism. She is currently a Ph.D. student at Kent State University.

Intermediate

SGDs | AAC | Literacy

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