Videos

The application of universally designed instruction is currently mandated by education law. The Universal Design for Learning (UDL) process encourages a proactive approach to planning so that potential barriers to student learning can be avoided. Educators who consider options for differentiating the presentation of information, expression of student learning, and methods to promote engagement in the planning stage are able to provide instruction that is accessible to all learners. New lesson plan frameworks have been developed to support teachers in the planning phase and they encourage the consideration of accessible and feasible technologies for assisting students in the learning process. One framework being presented has been linked to a variety of resources that can support considerations for students with diverse learning needs. The planning structure aids in the selection of materials, presentation modalities, options for expression, strategies for supporting prerequisite skills, and methods of engagement. Participants are encouraged to bring a laptop to this session.

The Planning for the Future Checklist is designed to support youth with disabilities, as well as their family and IEP team members, to ensure they are reviewing all aspects of transition planning at age appropriate intervals. This video depicts how the Planning for the Future Checklist could be utilized during an IEP meeting for a high school senior with an intellectual disability and physical mobility needs.

Employment is a hallmark of adulthood and should be available for every person. The benefits of employment are significant for people with and without disabilities. Employment is feeling proud, having self-confidence, getting a paycheck, meeting new people, paying taxes, and building new skills. Daily Life and Employment is one of the Life Domains of the Charting the LifeCourse™. This webinar will feature the employment elements of the Daily Life and Employment Life Domain, including school, employment, volunteering, communication, routines, and life skills. Participants will learn how to use these LifeCourse Tools to help students envision and plan for their employment goals.

School climate is a key factor in social, emotional, and academic outcomes for students, but what about their teachers? In alignment with Pennsylvania’s dedication to attracting, preparing, and retaining practitioners in education, specifically in special education, Dr. Salome Thomas-El, better known as “Principal El,” joins PaTTANpod to discuss the relationship between school culture and teacher retention.

Students who use AAC benefit from support both at school and at home in order to become proficient communicators. When families and professionals partner to provide this support, they are able to maximize functional communication across environments and identify new potential areas of growth. This session will highlight specific ways to invest, empower, and support team members. Participants will learn about numerous resources and strategies that can be used with families and professionals who have varying levels of AAC experience.

Module 1 provides an overview of the series and materials. POWER:AAC is designed to build the capacity of those who serve students with complex communication needs who require the use of of augmentative and alternative communication (AAC) systems. The materials are appropriate for self-directed or professional learning community use.

Module 10 focuses on the role of parents and the family in their child’s AAC communication success . This module is designed to help school staff support parents and families as they use their child’s AAC system and core vocabulary at home.

This module provides guidelines, resources, and some starting points for collecting data on students’ progress in their use of their personal AAC systems.

Module 2 of the POWER:AAC series addresses common classroom practices with students who may have very low or no speech, who may need or already use AAC systems. A variety of effective classroom practices are introduced, including the use of flexible, generative, potentially powerful words known which are referred to as "core" vocabulary or "core words". As a means of identifying your current educational practices and adopting POWER:AAC classroom practices, you will be asked to complete a self-assessment profile.