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.

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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.

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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. 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.

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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.

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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.

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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.

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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

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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 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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