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September 16, 2021

A Closer Look at Seating and Mobility as it Relates to Using AAC and AT within an Activity (Part 2)

The true activity that the student is expected to subsequently “learn” to demonstrate and gain competence and independence will be discussed. Activities vary greatly with a student’s age and experience and are also impacted directly by the student’s visual perception, receptive language, language processing, mobility, and current postural development and control. The student’s ability to participate and “engage” in the real activity depend not only on the AT equipment and the access to it, but also the equipment that is supporting the student’s body.

This session (part 2) will examine the student’s classroom and school environment and its impact on the use of AT. Participants will learn how to analyze the classroom environment for ensuring task engagement and differentiate between tasks that focus on motor practice or cognitive practice.

Learning Objectives:

  • Analyze the student’s classroom environment, identifying at least two different and exact locations for specific real activity within which the student needs to be engaged.
  • Define the term “mobility” within the context of task engagement.
  • Identify at least two classroom tasks utilizing access to AT as to whether the task focused on “motor” practice or “cognitive” practice.

Presenter: Karen Kangas
September 9, 2021

A Closer Look at Seating and Mobility as it Relates to Using AAC and AT within an Activity (Part 1)

The true activity that the student is expected to subsequently “learn” to demonstrate and gain competence and independence will be discussed. Activities vary greatly with a student’s age and experience and are also impacted directly by the student’s visual perception, receptive language, language processing, mobility, and current postural development and control. The student’s ability to participate and “engage” in the real activity depend not only on the AT equipment and the access to it, but also the equipment that is supporting the student’s body.

This session (Part 1) in this two-part series, will examine the student’s seating and mobility (specifically and individually). Participants will learn how to recognize when a student has active postural control while engaging in activities versus a resting posture and how to design activities that optimize activities for students to demonstrate task engagement.

Learning Objectives:

  • Identify three physical characteristics of an “active postural control” position of their students with complex bodies when engaged in using an AAC device.
  • Identify three physical characteristics of a “resting posture,” which may be precluding accurate access with a student’s use of AT.
  • Identify two real activities and subsequently describe how to create specific access opportunity for an individual student to demonstrate task engagement.

Presenter: Karen Kangas
September 2, 2021

Overview of Access Basics: Terminology, Definitions, and Historical Use of Access to AAC and AT

This session in the A Closer Look At Access series is meant to build the foundation before jumping into our Closer Look at Access series. This session's focus will include definitions, explanations, and specific discussion of the types of access currently available for use with augmentative communication devices and for other Assistive Technology devices (e.g., computers, iPad, Smartboard).

It will include the “standard and traditional” history of access techniques as well as assessment issues which need to be considered with each individual student when supporting her/his use of assistive technology.

Learning Objectives:

  • Define the term “access” as it relates to a student using assistive technology.
  • Identify and describe three types of scanning.
  • Describe two differences between electronic sensors and mechanical switches.

Presenter: Karen Kangas
April 1, 2021

Special Education Plans for Districts 2020

The Pennsylvania Department of Education (PDE) is responsible for ensuring that all special education programs in schools are appropriate and effective.  To do this, school districts must submit a Special Education Plan every three years to PDE as required under 22 PA Code 14.104. This training will provide school districts with necessary information to develop and implement required special education plans.
 

Presenter: Amy Deluca
October 14, 2020

Approaches from the CVI Companion Guide: Early Intervention and Preschool

This two-part training focuses on serving infants, toddlers, and preschoolers with CVI. It will draw from the CVI Companion Guide and provide a list of selected online resources related to the development of young children including those with visual impairments and deaf-blindness.

Developmental Issues That May Affect Young Children Who Have CVI Including Those Who are Deaf-Blind: Recommended Practices to Intervention Approaches

This session focuses on serving young children with CVI including those who are deafblind. Recommended practices of the Division for Early Childhood of the Council for Exceptional Children that guide intervention approaches will be identified. It will discuss how CVI may affect social-emotional, communication, cognitive, and fine and gross motor development and related interventions.

Developmental Issues That May Affect Young Children Who Have CVI Including Those Who are Deaf-Blind: Routines-Based Intervention and the Team Model

This session focuses on the early intervention and early childhood special education team models and the roles of different disciplines. application of key intervention practices in home-based early intervention and in preschool classrooms. It will discuss the use of routines-based approaches and identify how to embed interventions and learning opportunities across daily routines.

Session Dates

Wednesday October 14, 2020 3:30 PM - 4:30 PM
Wednesday October 28, 2020 3:30 PM - 4:30 PM


Presenter: Deborah Chen Ph.D, Elizabeth Hartmann, Amanda Lueck Ph.D.
September 23, 2020

Interventions for School-Age Students--Two Part Webinar

This two-part training provides a deep dive into interventions for children with CVI, including those with deaf-blindness, looking at connection to assessment, daily routines, and the ECC with an emphasis on multidimensional intervention approaches.

Multidimensional Intervention Approaches: Connecting Interventions to ECC

This session will focus on examining ways to tie interventions to ECC learning areas using assessment outcomes. We’ll also discuss ways to develop interventions that complement and support student’s strengths while addressing areas of challenge through home-school partnerships and professional collaboration.

Objectives Connecting Intervention to ECC:

Participants will:

  1. List approaches for intervention within home and classroom activities or routines
  2. Explain how to address intervention needs based upon goals, supports and barriers to learning
  3. Identify approaches to strengthen the home-school partnership and collaboration among professionals

     

Multidimensional Intervention Approaches:  Building Skills and Motivation

This session will emphasize approaches to intervention that build visual skills, motivate student participation and enjoyment, and improve overall task performance for different ECC learning areas.

Objectives Building Skills and Motivation:

Participants will:

  1. Identify approaches for intervention within ECC learning areas
  2. Explain ways in which intervention approaches for children with CVI can improve overall task performance ECC learning areas
  3. Identify collaboration approaches that address learning skills in ECC areas for children who have CVI

Presenter: Elizabeth Hartmann, Amanda Lueck Ph.D.
September 24, 2020

Print Assistive Technology Networking Days 2020: AT Consideration and Assessment for the Consultant

With the consideration of assistive technology being mandated for every student, many questions are generated about the proper way in how to conduct an assessment. What does it look like? Where does it take place? How long should it last? What data should be collected? For those who are in consultative positions, balancing the responsibilities between you and the local school team can be challenging.

These two days of sessions will inform all those questions and more, as well as provide participants the tools for further defining their individual roles in the AT Consideration and Assessment processes. During the first day, the emphasis will be on planning and executing the team process; the second day will bring the opportunity to evaluate assessment tools in the specific AT areas of AAC, Reading, and Writing.
 

Presenter: Kelly Fonner
September 9, 2020

Feature Match Closer Look: Sorting through Word Prediction Systems

Word prediction programs have had major upgrades in recent years. They are incorporated into alternative keyboards, built into major operating systems, and exist in our everyday technologies such as cellular phones. This webinar will describe and give examples of the features of word prediction programs that should be considered during the assessment and selection of writing supports. During this session, we will look at the word prediction features of stand-alone products that are useable with any text-accepting program and do a quick overview of products that have word prediction built-in such as dedicated word processors and onscreen keyboards. We will explore how programs control the prediction and how each customizes its vocabulary lists. This webinar is not about what product we think is the best, this is about sorting through the options available so that you can be more informed when making decisions.

By attending this webinar, participants will be able to:

  • List 5 major features available in word prediction system
  • Describe 3 types of word prediction packages
  • Create an assessment plan, including trial

Presenter: Kelly Fonner
September 3, 2020

Overview of Feature Matching in Assistive Technology

Assessment processes for assistive technology for individuals with disabilities have a common component referred to as feature matching. As a key component of an Assistive Technology Assessment, Feature Matching is often misunderstood, misused, or missed completely in the process of a consumer receiving an unbiased and full scoping AT evaluation. Often consumers are met with AT tool recommendations based upon the knowledge base of their local assessor, rather than the consumer's own full range of abilities and needs being matched to the features that are available throughout a wide range of products that are available throughout the marketplace. AT and Rehabilitation Technology providers do not always need to know ALL of the products that are available, but they do need to know how to do a proper Feature Match process and how to search for products beyond their immediate toolbox. During this webinar, we will explore these options and receive a full set of feature match charts that are composed to range a wide variety of AT areas.

By attending this webinar, participants will be able to:

  • List and describe 3 types of input features in assistive technology
  • List and describe 3 types of processing features in assistive technology
  • List and describe 3 types of output features in assistive technology
  • Create an assessment plan including a feature match matrix for a client

Presenter: Kelly Fonner
September 3, 2020

Feature Match Closer Look: Features of AAC Systems

Sorting through the variety of options available in augmentative-alternative communication (AAC) devices can be a challenging portion of the AAC assessment and decision-making process. During this webinar, AAC system features will be outlined through descriptions and examples of input, processing, output, and other key features that impact AAC decision making that pertain to people with communication impairments, physical disabilities, health impairments, and/or cognitive disabilities. Participants will receive a feature match matrix and matrices that they can use during their AAC evaluation process. The benefits of learning this feature match approach are that this process extends beyond the current knowledge base and comfort level of products by giving the clinician a means in which to incorporate new products.

By attending this webinar, participants will be able to:

  • List the input and output features of AAC products
  • Describe and discriminate between the types of language processing systems available in AAC products
  • Compare and contrast AAC products as they relate to the features needed by individuals seeking communication assistance
  • Create an assessment plan including trials for individual cases

Presenter: Kelly Fonner