Videos

Module 7 covers the important topic of communication partner skills. AAC literature reports that adult communication partners facilitate communication growth for their students when they learn how to model language using the form of AAC the student is learning to use, create communication opportunities, and respond to students’ use of their systems with descriptive feedback.

Module 8 presents a variety of strategies for teaching students core and extended vocabulary using their AAC systems. These strategies provide starting points for guiding POWER:AAC classroom teams in developing their own systematic approach to teaching vocabulary use with their students.

Module 9 addresses the four purposes of communication as defined by Janice Light in her work on Communicative Competence – wants and needs, information transfer, social closeness, and social etiquette. For students who use AAC, learning to communicate for these purposes puts them on a path towards increasing communication competence. IEP goals are also discussed in this module.

The Workforce Innovation and Opportunity Act (WIOA) requires vocational rehabilitation (VR) agencies to set aside at least 15% of their federal funds to provide "pre-employment transition services" to "students with disabilities who are eligible or potentially eligible for VR services." During this webinar, offered in collaboration with the National Community of Practice on Secondary Transition, presenters from across the country will present examples of effective strategies activities and resources that are currently being implemented in a variety of states to meet the five required pre-employment transition services areas.

This training will cover definitions of neurodiversity, as well as the challenges, and opportunities regarding college and employment of students with Autism. SAP, the global leader in enterprise software, will discuss trends among high profile employers and the creation of successful workforce programs. We will also offer an overview on training modules informed by the work at SAP. These materials provide practical approaches to preparing students for college and employment. Presenters will share the specifics of the new Workforce Innovation and Opportunity Act as well as the role the Office for Vocational Rehabilitation (OVR) plays in Secondary Transition, Early Reach, and Pre-Employment Transition Services.

This session provides updates on national trends for educators who work with students with Acquired Brain Injuries (both traumatic and non-traumatic brain injuries). Best practices for providing information to educators, (including interprofessional education), current thinking about TBI as a chronic condition, and suggestions for providing support in the classroom and community will be discussed.

A safe and supportive learning environment is crucial for students’ development and success. Educators and school leaders can be proactive about student behavior by implementing evidence-based practices to provide positive reinforcement, teach and maintain appropriate behaviors, and adapt instruction as needed. Behavior analysts Dr. Paulie Gavoni and Anika Costa join PaTTANpod to discuss the science of student behavior and prevention and intervention strategies that support a safe and supportive learning environment.

PaTTAN is the home of the Pennsylvania Department of Education’s AIM Center, which produces Braille, large print, and formatted PDF materials for eligible school-aged students. Accessible instructional materials play a crucial role in ensuring all students have equitable learning opportunities. Joining PaTTANpod to discuss the importance of prioritizing access for all students is David DeNotaris.

With so many math concepts and procedures to teach in mathematics and such a short amount of time, we need to consider how to get the most out of our instruction. Dr. Robin Codding helps us to understand how to think differently about our math content to achieve proficiency with our students

This webinar will discuss progress monitoring of multiple types of measurable annual goals including reading, writing, and communication as it relates to the assistive technology tools used in reaching the goal. Participants will state the definition and requirements for assistive technology in the school environment and the IEP and describe the difference between monitoring the assistive technology tool and the IEP goal.