The Freedom Series: Empowering Independence and Untethered Learning For Students With Moderate to Severe Disabilities.

Speech Dude Series - Part 1: In this presentation, participants will be introduced to a wide variety of innovative technology tools that can support independence and untethered learning for students with moderate to severe disabilities. We will focus on apps and social media resources that level the communication field for students who struggle. We will provide simple implementation strategies with special emphasis on high school aged and transitional students. The Freedom Series: Empowering Independence and Untethered Learning For Students With Moderate to Severe Disabilities 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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How Do I Develop Scanning Skills? – 60 minutes

Switches are often used to access various assistive technology devices. Switch scanning is a common strategy, particularly when accessing a speech generating device. This webinar will present strategies to develop scanning skills to optimize use of speech generating devices. How Do I Develop Scanning Skills? 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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How Do I Determine Where the Student Can Access A Switch? – 60 minutes

Switch Access can be used to control speech generating devices, computers, mobile technologies, and power wheelchairs. Switch access is one means of controlling these devices. Access evaluation is used to determine the optimal location for a switch. This webinar will present assessment criteria and a hierarchy of possible switch placements. How Do I Determine Where the Student Can Access A Switch? 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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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 Eye Gaze? – 60-minutes

Eye Gaze is a very powerful technology often used to access a speech generating device. What if a student is struggling with this access method? This webinar will address strategies to determine if a student is using the optimal access method and what can be done to optimize use of eye gaze. Why is the Student Having Difficulty With Eye Gaze? 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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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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Speech Dude Tells Even More: Innovative Assistive Technology to Help Your Moderate to Severe Students Flourish – 60-minutes

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 Even More: Innovative Assistive Technology to Help Your Moderate to Severe Students Flourish 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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Early AACtion: Using Augmentative and Alternative Communication with the Birth to Five Population – 60 minutes

Several myths about using Augmentative and Alternative Communication (AAC) with the birth-five population have been dispelled through research in the field of speech pathology. Early introduction of AAC has shown a positive impact on verbal speech, successful communication, and overall independence.

Learning objectives are as follows:
1. Attendees will briefly define AAC and some of its key components, as well as highlight the basic differences/give examples of a high tech/low tech AAC system.
2. Attendees will be able to dispel three “myths” about introducing an AAC system with birth-to-five children with language impairments and explain the benefits of introducing such a system as early on as possible.
3. Attendees will understand the concept of “Aided Language Input” and be able to explain its importance to a child’s development of language with an alternative communication system.
Early AACtion: Using Augmentative and Alternative Communication with the Birth to Five Population - Handout Early AACtion: Using Augmentative and Alternative Communication with the Birth to Five Population - Additional Handout

Meghan Reitz

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Meghan Reitz

M. Ed., CCC-SLP

Meghan Reitz is an SLP working at Children’s Hospital of Richmond at VCU for four years. She received her Master’s in Speech Language Pathology from the University of Virginia in 2012. She has always had a passion for working with the pediatric population, which continues to grow through her work at Children’s Hospital’s outpatient, long term care unit and assistive technology center. She has been a member of the AT team since 2013 and has assisted in AT Recipes for Success mini-grant program and planning two CHoR AT Symposiums to provide education and collaboration for community therapists. She has presented at several regional, state, and nation-wide conferences on the topic of AAC and caregiver training. She completes evaluations and family trainings for children and adults who require augmentative and alternative communication to communicate. She also enjoys working with a very diverse population and has created several caregiver handouts in Spanish to assist with carryover of device implementation at home. She values the importance of training and providing education to caregivers in order to empower families to target communication at home and anywhere on-the-go.

Cary Hastings

Cary Hastings

M. Ed., CCC-SLP

Cary Hastings received her B.A. from Randolph-Macon College in 2008 and earned her M.Ed. in Communication Disorders from The University of Virginia in 2012. She has worked as a Speech-Language Pathologist at Children’s Hospital of Richmond at VCU for four years, serving the birth to 21 population who present with a range of diagnoses and communication disorders. She specializes in Augmentative and Alternative Communication (AAC) usage and serves on the Assistive Technology Core team, providing transdisciplinary AAC evaluations, patient and caregiver training, and ongoing treatment in this area. She coordinates the hospital’s grant-funded ‘Ready, Set, Read’ program which provides books and therapy materials to patients to help families carryover therapy targets at home. Other areas of professional interest include working with children with pragmatic language needs and providing parent coaching for early language stimulation. When she is not working with children, she enjoys running, live music, and being outside with her husband and their yellow lab, Bedford.

Beginner

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Speech Dude Tells More: Practical Technology for Moderate to Severe Students – 60 minutes

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 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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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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