EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-03 Session Title: Getting to Communication Competence When Individuals Use AAC
Speaker/s: Yvonne Gillette, The University of Akron
Abstract: Looking for ways to make collaborating more efficient and interventions more effective? Do
you think assessments should provide direction for intervention? Consider a system that employs daily
partners and communication opportunities to achieve communication skill. This presentation will
provide ways you can promote communication competency by systematically assessing environments
and communication within environments then planning and reporting progress when implementing AAC
across individuals with severe communication disabilities. First, assess the individual s communication
environment, then select the environments, communication opportunities, and communication partners
for the plan. Next, note the individual s message needs and communication skills to derive the
messages, communication goals and partner strategies for the plan. Collaborate to develop an
intervention schedule. Use a progress reporting tool to collect data, then updating the plan. Videos will
illustrate the competencies of various individuals who use AAC. Participants will see how a series of
one-page templates can guide a planning team to create an understandable, one - page plan to be
implemented across environments, communication opportunities, and partners. Participants will leave
the session with a set of planning tools and guides they can use to streamline their workload to allow
more time for intervention.
Learning Objectives: Outline the components of an interactive assessment required for effective
intervention planning with AAC, Complete the components of an effective intervention plan which
employs daily partners, environments, and communication opportunities to achieve communication
skill, Review the templates provided to create the plan and summarize the function of each):
Target Audience: Caregiver, Educators, Faculty/Instructors, Family Members, Speech-Language
Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-05 Session Title: Literacy Assessment for Students with Significant Disabilities: Tools
and Tricks!
Speaker/s: Caroline Musselwhite, AAC Intervention
Abstract: It can be tricky to support literacy development for students with disabilities when
standardized tests and tools just don t work! And how do we use assessment results to set goals that
lead to real reading and writing intervention rather than reading-ish activities? This session will begin by
discussing accommodations to standard tools such as DIBELS, considering when these accommodations
yield data that can be compared to district and national benchmarks, and when data must be used only
for intra-student comparisons, and information to guide instruction. The primary focus will be on
assessment tools developed for students with significant disabilities. A range of assessment tools will be
shown and discussed, from observational checklists (e.g., The Bridge, Literacy Rubric, Intervention
Planning Tool) to tools that are directly administered (e.g., Developmental Spelling Tests and Dolch
word ID tasks). For each tool, focus will be on: who it is for, how to locate the tool, accommodations for
students with various impairments, and how data generated can be used to guide instruction and / or
monitor progress across time.
Learning Objectives: Review strategies for providing accommodations to standard tests, and indicate
how to appropriately record those accommodations., Summarize at least three tools for literacy
assessment, and identify the purpose and target audience for each., Select at least one tool for literacy
assessment that they plan to administer in the month following the workshop.
Target Audience: Advocates, AT Specialists, Communication Specialist, Curriculum and Instruction,
Educators, Family Members, Occupational Therapists, Speech-Language Pathologists, Special Education
Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-08 Session Title: Million-Dollar Ideas on a Dollar-Store Budget
Speaker/s: Lori Dahlquist, Adaptivation, Inc.
Abstract: The application of technology in the classroom for children with disabilities is only limited by
your imagination! Our goal is for our users to become active participants in functional activities that will
expand their social and educational opportunities. Due to the increasing number of students we need
to serve and lack of funding, we need to use technology that is versatile, easy to use and budget
friendly. What can be surprising to some is that it can be done effectively using relatively simple
technology. For technology to be successful it must be user friendly and practical for the environment in
which it is going to be used. It must also be used frequently and consistently. There is no point spending
thousands of dollars on a high tech system if there is no one who understands how to use it. For this
presentation, we will show a large variety of economical applications for literacy, games, choice-making,
self-help, community outings and many more! We ll show you creative ways to combine Adaptivation s
lite tech product features with off-the-shelf dollar store purchases. You ll be amazed at the number of
ways to create functional activities that can be used again and again.
Learning Objectives: List three useful features offered by lite technology., Incorporate lite technology
into at least one current classroom., Create a never used classroom.
Target Audience: Administrators, Advocates, AT Specialists, Caregiver, Communication Specialist,
Consumers/Individuals with Disabilities, Curriculum and Instruction, Disability Services, Educators,
Faculty/Instructors, Family Members, General Interest, Government/Non-Profit Agencies, Occupational
Therapists, Paraprofessionals, Physical Therapists, Rehab Therapists, Social Workers, Speech-Language
Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-10 Session Title: Navigating the Waters of AAC Mentorship
Speaker/s: Faye Warren, OCPS Catherine George Orange County Public Schools
Abstract: This presentation outlines key concepts for consideration when hiring an AAC mentor as a
Communication Coach. Both AAC Mentor and Administrative perspectives are shared. Mentor: As an
AAC user and consumer of multiple assistive technologies, I have found myself engaged in a satifying
career choice. All through grade school, high school and college, my friends and family encouraged me
to keep up my studies so I could get a job. After college, the job opportunities I had made me realize I
was a "people person" and needed interaction to sustain the "essential" me. This presentation
addresses some of the hurdles (many unexpected)and resultant solutions that came with an AAC
mentoring position as a Communication Coach I held through Orange Co. Public Schools in my
hometown of Orlando FL during 2010-2011. Administrator: Issues addressed relate to funding,
navigating the maze of new employee-ship, computer compatibility,communication,
scheduling,documentation and levels of support. Join us as we share with you the results of our labors.
Learning Objectives: Participants will discover some of the real life obstacles to be met when hiring a
person with disabilities, Participants will see exaples of increased student participation while interacting
with an AAC mentor, Participants will gain awareness of job requirements of an AAC Mentor.
Target Audience: Administrators, Advocates, AT Specialists, Communication Specialist,
Consumers/Individuals with Disabilities, Disability Services, Educators, Family Members, Professional
Development/Training, Speech-Language Pathologists, Special Education Educators, Vocational
Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-12 Session Title: The Power of PODD: From Emergent to Independent
Communication
Speaker/s: Linda Burkhart, Self
Abstract: One of the challenging issues in AAC is the consistency of tools that span the range of
development of language from the very emergent communicators through competent independent
communicators. Systems necessarily look and operate differently to meet the developing needs of the
child s language, cognition, and access skills. Sometimes changes are made because there is a new SLP
working with the child, or a new product becomes available, and the risk is that whatever the child has
been learning to use is then discarded or replaced. This presents many challenges to the child, who may
have to re-learn the patterns and organization of the next level. This session will discuss the PODD
(Pragmatic Organization Dynamic Display) system, created by Gayle Porter (Melbourne, Australia).
PODD is a vocabulary organization system that can span the full range of language development from
emergent language to autonomous and independent communication. More than just an organizational
system, it is also a method for teaching language through aided symbols, based on the ways typically
developing children learn language. Come learn how to provide beginning communicators with an
autonomous communication system that can grow with their language and access abilities. Videos and
case examples will be shared.
Learning Objectives: Describe the challenges of providing AAC systems that will grow with the child
across a wide range of language development levels and developing access methods, Discuss how
typically developing children learn language and how that process should guide the learning of
augmentative and alternative forms of communication, Discuss the features of a PODD communication
system in terms of vocabulary organization, layout, design, range of access strategies and customizing
for individual requirements across a range of page sets
Target Audience: AT Specialists, Communication Specialist, Consumers/Individuals with Disabilities,
Educators, Faculty/Instructors, Family Members, Occupational Therapists, Paraprofessionals, Physical
Therapists, Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-14 Session Title: First Steps Camp: Family Education & Experience Program
Speaker/s: Brandi-Lynn Greig, Inspiring Talkers Jill Tullman Jill Tullman and Associates, LLC Lisa Martin
The Children's Hospital
Abstract: The Children's Hospital in Denver, Colorado sponsors a program called "First Steps Camp". This
camp is for young children, 2-7 years old, who have recently received or are soon to receive their "first"
speech-generating device, AND their parents and siblings. Children enjoy programs while the parents
participate in sessions designed to help them take their "first steps" in learning about how to use
augmentative communication systems. In this session you will learn about First Steps Camp, the
process, the presentations and session that families attend, and the outcomes so that you have the
knowledge to start a similar camp.
Learning Objectives: Identify the methods and procedures for starting a "First Steps Camp", Review
outcome and data to assess program quality., Learn about benefits of parent participation in camp.
Target Audience: Caregiver, Communication Specialist, Consumers/Individuals with Disabilities, Family
Members, General Interest, Government/Non-Profit Agencies, Occupational Therapists,
Paraprofessionals, Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-16 Session Title: AAC Evaluations Including Mobile Technology: Questions to Ask
Speaker/s: Debby McBride, Boulder Community Hospital & AAC TechConnect, Inc.
Abstract: The latest mobile technology options (iPads/iPods, Apps, etc.) have heightened the interest in
AAC today. Due to the ease of access and the availability of this technology, there are considerably
more device choices available for persons with complex communication needs (CCN). There is an
opportunity to build upon the enthusiasm surrounding these new mobile technologies by including all
stakeholders in the AAC evaluation process. It is especially important in situations when the "solution"
may be provided before the communication needs have been identified (i.e. parents or schools are
providing mobile technology without the benefit of an AAC evaluation).
The purpose of this session is
to suggest new ways to revisit the basics of a comprehensive AAC evaluation in order to better ensure
that individuals who use AAC are being provided with the tools and features they need to meet their
communication needs. This session will include a "question" format which both sparks conversation and
discussion to assist in evaluation, the feature-matching, and the decision-making format. Participants
will leave with forms/tools/resources which can assist in their AAC evaluations and decision-making
process - and is especially helpful when including all of the stakeholders (i.e. parents, communicators,
AT team members, school administrators).
Learning Objectives: Identify 3 key questions to ask and answer during the evaluation process., Name
the key stakeholders to include in the AAC device decision-making process (including AT team members,
parents, administrators, and communicator)., List 5 key features of a device when doing feature matching for either / or Apps or communication software.
Target Audience: Administrators, AT Specialists, Communication Specialist, Consumers/Individuals with
Disabilities, Educators, Family Members, Occupational Therapists, Paraprofessionals, Physical Therapists,
Pre-service, Professional Development/Training, Rehab Therapists, Speech-Language Pathologists,
Special Education Educators, Visual Impairment Specialists
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-18 Session Title: Simple, Hi-tech Communication Software with a New Twist
Speaker/s: Tanya Curtis, AugCom Solutions, LLC
Abstract: By keeping communication strategies simple, it is much easier to teach effective AAC
communication skills. Simplified programming, using standard word processing programs, enables those
near and dear (with limited AAC experience) to support the individual in ways that feel comfortable and
familiar. This requires a powerful program that is simple to understand, teach and use. Use of standard
software such as Microsoft Word to prepare preprogrammed vocabulary for communication allows
more support people to have input regarding the vocabulary and communication needs of the
augmented communicator, and provides a means for creating simple backup communication systems.
Learn how Word tables can be used to program Instant Phrases in E Z Keys. E Z Keys can also be used to
deliver sequenced social scripts, without complex programming, using any word processing program.
While E Z Keys can be used by children to develop literacy and computer skills, this session will be
geared towards people with at least basic literacy skills. Attendees will be given a link to download
sample social scripts, and a backup communication system. Through comparison of E Z Keys and other
typical AAC software programs, participants will discover how hi-tech can indeed be simple.
Learning Objectives: Describe a model for device implementation where non-AAC skilled support people
manage communication content and computer access, while the AAC specialist establishes and supports
access to the SGD software., Describe how tables from word processing programs can be transferred
into pre-programmed messages in E Z Keys, and used to create a backup communication system that
mirrors the pre-programmed vocabulary., Describe how to teach an AAC user, or an assistant or peer, to
generate, save, and recall sequenced social scripts using standard software.
Target Audience: Academic Technologist, AT Specialists, Caregiver, Communication Specialist,
Consumers/Individuals with Disabilities, Educators, Family Members, General Interest, Instructional
Technologist, Occupational Therapists, Professional Development/Training, Rehab Therapists, SpeechLanguage Pathologists, Special Education Educators, Visual Impairment Specialists, Vocational
Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-20 Session Title: Using AAC Device Data Logging to Develop Therapy Sessions
Speaker/s: Russell Cross, Prentke Romich Company
Abstract: Automatic data logging is a feature of some voice output communication aids. Such data is
critical for providing clinicians with information on how a client is using a device and, more importantly,
how well that client is using it to communicate effectively. it is possible to use the raw data generated
by a log file to get an overview a client s communication skills and, based on this, develop a program
from future intervention. The data can give vital information of such issues as:
1. Rate of utterance.
2. Encoding methods used. 3. Vocabulary size. 4. Morphological development. 5.
Communication opportunities. During this session, examples will be given of client-generated log files
and analysis of these files will be demonstrated. Attendees will also be introduced to the simple, paperbased QUAD Profile (Quick AAC Developmental Profile). This is a tool to help in the analysis of clientgenerated language samples. The QUAD Profile looks at language at the levels of vocabulary,
morphology, syntax, and semantics, using available developmental norms to allow comparisons with
normal language growth. Using the results of the analysis, action plans can be developed that can be
used for therapy sessions.
Learning Objectives: Be able to explain how language operates at multiple levels: words, morphology,
syntax, and semantics., Understand how the QUAD profile tries to provide a "snapshot" approach to
expressive language production in a simple fashion., Know how to complete a QUAD profile from raw
text data
Target Audience: Academic Technologist, AT Specialists, Communication Specialist, Curriculum and
Instruction, Educators, Faculty/Instructors, Paraprofessionals, Professional Development/Training,
Rehab Therapists, Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-23 Session Title: A New Symbol Taxonomy Unites 40 Years of AAC
Speaker/s: Bruce Baker, University of Pittsburgh Lyle Lloyd Purdue University Eric Nyberg Carnegie
Mellon University
Abstract: This paper presents a new taxonomy describing three types of semantic representations in
aided AAC systems. This new taxomony has been presented at several U.S. and international
conferences. However, the focus of this paper is to show that Type 2 symbol systems, as described by
this paper can be configured into Type 3 systems using the same symbols. Using altered symbols, a Type
3 symbol system can be reconfigured into a Type 2 symbol system. This taxonomical approach will
account for important aspects of all semantic encoding systems and integrate polysemous icon systems
into the taxonomy. The typology will be based on the following four criteria: 1) The number of symbols
in a collection or system, 2) The relatedness of the symbols to each other, 3) The methods for generating
new language units, and 4) The relationship of the symbol system to Natural Language. The value of
this approach will be seen by teachers and therapists as a method for determining which of the three
symbol types are called for with a particular augmented communicator and how to switch between and
among these symbol types for educational and linguistic progress.
Learning Objectives: Learn how to distinguish among the different symbol types and apply that
knowledge to language teaching., Learn how to change between a Type 2 symbol system and a Type 3
symbol system., Learn the benefits of learning natural language structures evident in Type 3 symbol
systems.
Target Audience: Academic Technologist, Administrators, Advocates, AT Specialists, Caregiver,
Communication Specialist, Consumers/Individuals with Disabilities, Educators, Faculty/Instructors,
Family Members, General Interest, Instructional Technologist, Occupational Therapists,
Paraprofessionals, Physical Therapists, Pre-service, Professional Development/Training, Rehab
Therapists, Speech-Language Pathologists, Special Education Educators, Vocational Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-25 Session Title: Providing Access to Students Challenged with High Tone
Speaker/s: Karen Kangas, Karen M. Kangas OTR/L
Abstract: This workshop provides a paradigm shift of one in discovering access sites, to recognizing that
access must be a part of activity, as well as postural control. Providing activity which supports the
student's intentions and providing seating which supports individual postural control is as necessary as
choosing adequate switch sites to begin. Zero pressure (electronic) switches are also necessary to
promote a transparency of access to the activity itself. Three critical factors for success: Seating for true
control of tone; transparency of switch access; and activity engagement. These three will be
emphasized with practice based evidence, and through case study sharing.
Learning Objectives: Analyze 3 characteristics of both hardware and software as to its expected postural
demands and its "intentional" components., Apply head access with electronic switches and at least 2 or
3 switch scanning to activity to support increased efficient access., Apply a "feature/match" approach to
their student's current access method, activity and interests to the devices chosen to use and work at
school.
Target Audience: AT Specialists, Communication Specialist, Consumers/Individuals with Disabilities,
Curriculum and Instruction, Educators, Faculty/Instructors, Family Members, IT, Occupational
Therapists, Paraprofessionals, Physical Therapists, Rehab Therapists, Speech-Language Pathologists,
Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-27 Session Title: My iPad Belongs to Me
Speaker/s: Lisa Domican, Grace App Communications
Abstract: Consumer accessible devices like iPad, iPod Touch and iPhone installed with augmentative
communication Apps should be the property of the User - to replace inappropriate behaviour with
communication of needs and interests. Introduce the device or App as a Communication Tool only. And
use a different App or other learning materials to teach additional speech or language goals. Teach to
the Taste: Make a commitment to making the device or App relevant to the the user. Our brains work
fastest when 2 of our senses are engaged in learning; so if you can taste, play or watch what you just
asked for - you will remember how to get it again. Don t over complicate the introduction of the device
or App with your own understanding or technical interest. - Remember, the user of the device does not
care how it works, but is only interested in: "What Can it Do for Me?" Honor the device or App as the
User s Own Voice - and don t use it to tell them what to do. Us an alternative device for schedules or
social stories or use the same device but a different App.
Learning Objectives: Understand the best way to implement an alternative communication system App
on an iDevice in order to reduce the communicative power of inappropriate behaviours., Respect the
independence and mobility of the user in owning their iDevice when it is introduced as an AAC platform
and keeping it mobile., Learn ways to make that iDevice truly relevant to the User while discussing
alternatives for introducing other communication goals via different platforms.
Target Audience: Advocates, Caregiver, Communication Specialist, Disability Services, Educators,
Faculty/Instructors, Family Members, General Interest, Government/Non-Profit Agencies, Occupational
Therapists, Paraprofessionals, Physical Therapists, Rehab Therapists, Social Workers, Speech-Language
Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-29 Session Title: AAC Device Decision-Making: "Apples" (iPads/iPods) or "Oranges"
(Traditional Devices)
Speaker/s: Debby McBride, Boulder Community Hospital & AAC TechConnect, Inc.
Abstract: The AAC field finds itself in a whirlwind of options with the availability of new low-cost
consumer devices (iPads, iPods, etc.) and inexpensive downloadable Apps. No matter whether one is
considering mobile technology ("apples") or traditional AAC devices ("oranges"), the decision-making
process should be the same. Options will be discussed from a variety of perspectives (including
various stakeholders such as therapists, parents, educators, manufacturers, and App developers, etc.).
Participants will also be asked to share experiences as well including benefits and limitations of each
"type" of AAC devices for various situations. In addition, the needs of the communicator will be
highlighted as well as the identifying the specific features and functions required for the type and uses
of communication technology. These can include the simplicity or complexity of language in the
apps/communication software, multiple uses (i.e. educational, leisure, etc.), short or long-term
solutions, amount of support needed, funding options, among other important considerations. Our
goal is for participants to leave with new resources, ideas, and perspectives to assist them in this allimportant decision-making process of providing AAC solutions for the person with complex
communication needs whether it be "apples", "oranges", or a combination of various communication
tools
Learning Objectives: Identify 3 benefits of using downloadable apps on newer technology (iPads, iPods,
Droids, etc.) and 3 benefits of using manufactured devices., Name at least 3 steps in a device decisionmaking process., Discuss 3 reasons that an AAC device may be abandoned.
Target Audience: Administrators, AT Specialists, Communication Specialist, Consumers/Individuals with
Disabilities, Educators, Faculty/Instructors, Family Members, Occupational Therapists, Physical
Therapists, Rehab Therapists, Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-31 Session Title: Data Collection in AAC: Gathering Performance and Outcomes
Evidence
Speaker/s: Deborah Witkowski, ICAN Talk Clinics
Abstract: Evidence-based practice is a critical aspect of the field of speech-language pathology.
Evaluation of a client s speech and language needs requires the collection of baseline data through
standardized and non-standardized measures. These baseline guide the decision making process for
intervention. Once intervention is initiated, performance and outcomes data are necessary to enable
the clinician to determine the effectiveness of treatment. Evidence-based practice is no less vital in
the area of AAC. Information collected through the evaluation process is used not only to guide
intervention for our AAC users, but perhaps more importantly, to determine which AAC strategies and
tools best meet the needs of our clients. Performance data need to be collected to determine how
language should be represented within their AAC systems, the amount and type of vocabulary that
needs to be represented, the language structures independently demonstrated and how the system can
be accessed most successfully. This presentation will review general data collection strategies for
assessment and intervention in the field of speech-language pathology. The application of these
measures to individuals using AAC will be discussed. Additional tools and strategies for use with AAC
speakers will be highlighted, as they apply to both assessment and intervention.
Learning Objectives: Identify three data collection principles that should be applied to the AAC
evaluation and intervention processes., Understand the role of various data points in the decisionmaking process within AAC evaluations and intervention., Learn specific data collection techniques and
tools that can be used to gather assessment and intervention information for use with low-tech, midtech and high-tech AAC tools.
Target Audience: AT Specialists, Communication Specialist, Consumers/Individuals with Disabilities,
Educators, Family Members, Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-33 Session Title: From the Mouths of Babes: Jordan & Hannah AAC Communicators
Speaker/s: Jordan Preshong Brown, n/a Hannah Reed n/a Stephanie Reed n/a Stephanie Preshong
Brown na
Abstract: The youngest of ATIA presenters Jordan and Hannah speak with the use of Augmentative and
Alternative Communication (AAC) devices to uniquely share their personal journey. From the mouths of
babes, these young learners will amaze you through their innovative and inspiring out-of-the box cutting
edge creativity to live their lives fully integrated within their respective Florida and South Carolina
communities. In partnership with supports and services, these aspiring speakers share their
extraordinary lives and future goals. Hannah and Jordan with the loving support of their mothers share
this remarkable journey of early intervention, early childhood, inclusive education, low incident,
multiple disabilities, resources and funding as these are key indicators of their children s success.
Stephanie Reed and Stephanie Preshong Brown s separate individual journey s mirror each others in
many ways as they researched AAC, experienced literally the trials and tribulations of AAC access and
device availability, the ongoing implementation and learning curve of AAC. Together with a team of
specialist including educators, therapist and other professionals, these children through the advocacy of
their mothers are the future leaders and innovators bring this fully inclusive education and community
vision to fruition for all individuals with and without disabilities to achieve their individual dreams!
Learning Objectives: Describe the journey through life of child using AAC with eye tracking technology.,
State a parents perspective of research, trials, and implementation of AAC., Discuss full inclusive
education, social integration and access utilizing cuting edge technology: AIM, alternate format, media
capture and streaming, mobile communication, web and media accesibility.
Target Audience: Advocates, AT Specialists, Caregiver, Communication Specialist, Consumers/Individuals
with Disabilities, Curriculum and Instruction, Faculty/Instructors, Family Members, General Interest,
Instructional Technologist, IT, Media Specialist, Occupational Therapists, Paraprofessionals, Physical
Therapists, Social Workers, Speech-Language Pathologists, Special Education Educators, Web Designer
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-35 Session Title: Where do I Start?... Practical AAC
Speaker/s: Allison Yates, AMDi
Abstract: This presentation provides a walkthrough of Practical AAC: A Guide to Functional
Communication. It will encourage group discussion of important foundational skills SLP s need to
successfully implement AAC with beginning users. Learn how this guide provides procedures, goals,
techniques, and activities to build a foundation for more complex communication skills.
Learning Objectives: Explain how to utilize the Starting Point Checklist to determine the correct
communication entry point for individual students., Discuss how to utilize information gathered from
the individual s performance to create effective goals and objectives to promote progression of
augmentative communication skills., Describe how to utilize the guide s tools in order to set up an
environment conducive to fostering communication as well as how to conduct specific activities to
introduce specific communication skills.
Target Audience: Administrators, AT Specialists, Communication Specialist, Educators,
Faculty/Instructors, Family Members, Paraprofessionals, Professional Development/Training, SpeechLanguage Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-37 Session Title: CVI and Multiple Challenges: Strategies for Communication and
Access
Speaker/s: Linda Burkhart, Self
Abstract: Children who have severe physical and multiple disabilities may face a combination of learning
challenges in areas such as: motor, language, communication, cognition, and sensory processing. These
barriers to learning present complex challenges for teachers and therapists who work with these
children. For those students who also exhibit difficulties using their vision effectively, due to
neurological impairment such as Cortical Visual Impairment (CVI), the task of meeting their complex
communication needs is even more difficult. This presentation will focus on practical strategies for
beginning communication and access. We will explore characteristics of Cortical Visual Impairment
(Christine Roman-Lantzy) in terms of how these impact communication, access and the development of
vision. What types of adaptations facilitate vision? How can technology help enhance attention,
perception and cognitive processing? How do we provide the critical feedback that these children need
for their limited motor movements. Come learn about simple strategies to provide these children with
a productive learning environment.
Learning Objectives: Discuss the characteristics of children who have cortical vision impairment (CVI),
Explain adaptations and communication strategies that would be most effective with this population,
Discuss strategies to enhance attention, perception, and cognitive Processing through using technology
Target Audience: AT Specialists, Communication Specialist, Educators, Faculty/Instructors, Family
Members, Occupational Therapists, Paraprofessionals, Physical Therapists, Rehab Therapists, SpeechLanguage Pathologists, Special Education Educators, Visual Impairment Specialists
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-40 Session Title: Seeing is Believing... and Doing
Speaker/s: Gina Keene, Baptist Memorial Hospital Rehabilitation Marilyn Ruscoe USDA-ARS
(Agriculture Research Center) Kym Heine Prentke Romich Company
Abstract: This case study will emphasize the importance of using Aided Language Stimulation (ALS)
when teaching the use of a Speech Generating Device (SGD). Participants will view videos showing
facilitators using ALS and the progress made over an eighteen month time period with respect to
language use and structure. Also discussed will be the importance of issues related to: team
collaboration, the revision of therapy goals and procedures, and the need for ongoing training for the
facilitators.
Learning Objectives: Learn the importance of training communication partners to become competent
facilitators able to use Aided Language Stimulation and a consistent prompt hierarchy., Learn factors to
consider when developing a long range intervention plan that focuses primarily on language
development and the generation of spontaneous novel utterances., Learn the importance of providing
client focused therapy and how to address issues that may arise from using such an approach.
Target Audience: Administrators, AT Specialists, Caregiver, Communication Specialist, Educators, Family
Members, Occupational Therapists, Paraprofessionals, Physical Therapists, Speech-Language
Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-42 Session Title: Alexicom Tech - The APP and more!
Speaker/s: Karen Suhm, Alexicom Tech
Abstract: Today's advancements in computer engineering and access to the internet via multiple
platforms are ushering in remarkable progress in assistive technology for the disabled community. This
presentation will provide information on an affordable, effective, and accessible augmentative and
alternative communication system, Alexicom Tech. The language impaired population is diverse. We
will demonstrate how this versatile system best provides communication to those with complex
communication needs. We will address unique features and advantages of our internet-based system
that also has android and apple applications. We will provide hands-on demonstrations of how to
create and modify pages to meet a user s specific needs. Time will be provided for hands-on exploration
of our Public Pages and language structure that assist emergent communicators as well as adults
capable of formulating spontaneous language. You will also receive a free 45-day trial!
Learning Objectives: Demonstrate how Alexicom Tech can be used by people with complex
communication needs in a variety of environments, Develop and use personalized communication pages
to stimulate language development, Apply Alexicom's language system to a variety of academic and
social activities to encourage language interactions
Target Audience: Administrators, Advocates, AT Specialists, Caregiver, Communication Specialist,
Consumers/Individuals with Disabilities, Disability Services, Educators, Family Members, General
Interest, IT, Occupational Therapists, Paraprofessionals, Rehab Therapists, Speech-Language
Pathologists, Special Education Educators, Vocational Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-44 Session Title: Aided Language Stimulation: Increase Input to Increase Output!
Speaker/s: Stacy Springer, South Carolina Department of Education Carol Page University of South
Carolina/South Carolina Assistive Technology Program
Abstract: Aided Language Stimulation is one of the most effective communication partner strategies for
facilitating a child s skills to become a functional and effective augmentative communicator.
Understanding how to provide and model the use of AAC is directly related to the success of the
individual s AAC system. Examples of various supports and research supporting Aided Language
Stimulation intervention will be reviewed. Come learn one of the most critical elements that influence
success of AAC systems! Videos and case examples of students will be provided.
Learning Objectives: Be able to define Aided Language Stimulation., Be able to identify readily available
resources for supporting Aided Language Stimulation intervention., Be able to demonstrate the use of
Aided Language Stimulation with a communication partner.
Target Audience: AT Specialists, Caregiver, Communication Specialist, Disability Services, Educators,
Family Members, General Interest, Occupational Therapists, Pre-service, Professional
Development/Training, Rehab Therapists, Speech-Language Pathologists, Special Education Educators,
Vocational Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-46 Session Title: TBOXAPPS' Range of AAC Applications on the iPad
Speaker/s: Rebecca Bright, Therapy Box Ltd
Abstract: tboxapps will provide an overview of their current AAC app range. The latest versions of
Predictable and Scene&Heard will be overviewed, allowing attendees to understand the functions and
features of the applications and explore how the apps can be implemented for a range of client groups.
Learning Objectives: Identify a range of applications for AAC available on the iPad, Be able to compare a
range of applications to aid in feature matching AAC systems for various client groups, Understand the
features of the apps discussed to allow customisation for their client groups
Target Audience: Academic Technologist, AT Specialists, Caregiver, Communication Specialist,
Consumers/Individuals with Disabilities, Curriculum and Instruction, Disability Services, Educators,
Family Members, General Interest, Occupational Therapists, Paraprofessionals, Rehab Therapists,
Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: AAC-48 Session Title: Lite Tech: Back to the Basics
Speaker/s: Lori Dahlquist, Adaptivation, Inc.
Abstract: Adaptivation was born out of necessity, and founded in functionality, durability and quality.
This ethic continues to guide our assistive technology service to individuals with disabilities. Our
products have earned a reputation for being affordable, durable and innovative. We continue to create
new products and ideas. Our goal is to let our products speak for themselves (some literally) so each
time we introduce a new assistive device, our customers know, without ever having seen it, that is
practical, well-built and backed by personal attention. With the fast-paced, ever-changing world of
technology, it is important to remember that simple technology is appropriate for many of our clients. If
you are new to the area of assistive technology, come and learn about our line of switches,
communication aids and simple environmental aids for daily living. If you are currently familiar with our
products, attend our session to refresh your memory about new and sometimes forgotten features that
increase the versatility of these products. Along with product features, we will show ways to incorporate
the technology into fun and functional activities that can be used at home, school, work and play.
Learning Objectives: Be able to list three useful features offered by lite technology., Be able to compare
and contrast two types of switches that can be used to enhance communication activities., Be able to
incorporate lite technology into an activity for one current client.
Target Audience: Administrators, Advocates, AT Specialists, Caregiver, Communication Specialist,
Consumers/Individuals with Disabilities, Educators, Faculty/Instructors, Family Members, General
Interest, Government/Non-Profit Agencies, Occupational Therapists, Paraprofessionals, Physical
Therapists, Professional Development/Training, Rehab Therapists, Social Workers, Speech-Language
Pathologists, Special Education Educators, Vocational Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: CT-01 Session Title: Life Skills Training Software
Speaker/s: Elliot Pludwinski, Judy Lynn Software, Inc.
Abstract: The World Health Organization has defined life skills as, "the abilities for adaptive and positive
behavior that enable individuals to deal effectively with the demands and challenges of everyday life".
In this presentation, two areas of life skill training will be examined, "sequencing" and "prevocational
transition skills". The first part of the presentation will focus on sequencing and the software program
"In Sequence - Daily Living Skills". The presenter will demonstrate how to create customized sequencing
activities using video and still images from a digital camera. The second part of the presentation will
focus on prevocational transition skills training and the software program "Listen & Respond". This
program virtually puts the student in a role play environment working behind the counter at various
stores. The presenter will demonstrate the many options in the program and how to add your own
customers. Switch accessibility will be demonstrated for both programs.
Learning Objectives: Learn how to create accessible sequencing activities, Provide a simulated
environment for a student to work behind the counter at various stores, Learn how to customize the
software using a digital camera
Target Audience: AT Specialists, Consumers/Individuals with Disabilities, Curriculum and Instruction,
Disability Services, Educators, Faculty/Instructors, General Interest, Instructional Technologist,
Occupational Therapists, Physical Therapists, Professional Development/Training, Special Education
Educators, Vocational Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: CT-03 Session Title: AIM To Go! Portable Accessible Instructional Materials; E-Readers and
More!
Speaker/s: Jeff Bond, PATINS Project
Abstract: This presentation will provide participants with practical and student focused information on a
variety of e-readers currently available. Exploration of screen size, keyboard type, navigation,
compatible file formats, among other features of the e-reader will be demonstrated in this session along
with format conversion and other tips, resources and tricks relating to the challenges that a student with
a disability may face when accessing digital content.
Learning Objectives: Have an understanding of the primary differences between many of the eReaders
on the market currently., Have an understanding of differences in file formats, format conversion tools
and procedures., Have an understanding of the importance of Accessible Instructional Materials and the
differences between "digital" and "accessible digital."
Target Audience: Academic Technologist, Administrators, Advocates, Alternative Media Specialist, AT
Specialists, Caregiver, Communication Specialist, Consumers/Individuals with Disabilities, Curriculum
and Instruction, Disability Services, Educators, Faculty/Instructors, Family Members, General Interest,
Instructional Technologist, IT, Media Specialist, Occupational Therapists, Paraprofessionals, Physical
Therapists, Rehab Therapists, Speech-Language Pathologists, Special Education Educators, Visual
Impairment Specialists, Vocational Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: CT-05 Session Title: Creating an Inclusive Online Environment Using Text-To-Speech
Technology
Speaker/s: Jonny Kirk, BrowseAloud
Abstract: Legislation such as the Americans with Disabilities Act and Section 508 require that websites
are designed with accessibility in mind thus allowing equal access to online content. Up to 40% of the
US population experience some difficulty when reading information online. This includes persons with
cognitive disabilities, low literacy, dyslexia, a mild visual impairment and English as a second language.
In this presentation Jonny Kirk from BrowseAloud discusses the difficulties faced by users when
interacting online and the benefits organizations have derived by adding text-to-speech technology to
their websites. BrowseAloud extends the accessibility of a website and provides a standardized reading
support tool for websites. By reading website content aloud and highlighting each word as it is spoken,
BrowseAloud provides audio-visual support; improving reading comprehension, aiding word recognition
and enhancing concentration.
Learning Objectives: Learn how text-to-speech technology has been successfully employed to extend
the accessibility of a website., Develop a better understanding of the challenges faced by persons who
find it difficult to interact online., How to better address the needs of persons with cognitive disabilities
visiting your website.
Target Audience: ADA Coordinator, Advocates, AT Specialists, Communication Specialist,
Consumers/Individuals with Disabilities, Disability Services, Educators, Faculty/Instructors, Family
Members, General Interest, Government/Non-Profit Agencies, Instructional Technologist, IT,
Professional Development/Training
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: CT-09 Session Title: Using the iPod/iPad for Functional Independence with Video
Modeling
Speaker/s: Mike Schmitz, The Conover Company
Abstract: For some, going on a shopping trip, using basic literacy skills, understanding what to do when
seeing a warning sign or transitioning from school to work are very difficult tasks. This session will teach
how one can use the iPod and iPad to become more capable of functioning independently in their
homes, schools, communities and workplaces by using these mobile technologies (along with the
concept of video modeling) to teach and reinforce these key functional skills.. The iPod and iPad can be
utilized to increase a learner's ability to make appropriate choices, as well as motivate them in gaining
functional literacy, social, life and work skills which allow for freedom and independence. These are
practical tools for anyone trying to become more functionally independent in our society.
Learning Objectives: Understand the concept of video modeling and why it is an effective way to teach
functional skills, Learn how to apply the concept of video modeling to the iPod/iPad as a visual
prompting tool, Learn how to use several iPod/iPad applications to promote functional independence
Target Audience: AT Specialists, Caregiver, Educators, Faculty/Instructors, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: ECA-04 Session Title: Making the Magic Accessible: Walt Disney World Touring Tips.
Speaker/s: Sandra I Bostwick, PassPorter.com and Creative Learning Studios, LLC
Abstract: This presentation will explore basic strategies for making a Walt Disney World visit as magical
as possible. A variety of disabilities will be discussed. Links to online resources will be provided. The
presenter is a contributing author for PassPorter Walt Disney World Guides and The Open Mouse Guide
for special needs. The content of several articles on visiting Walt Disney World with special needs (see
below) will be discussed. http://occupational-therapy.advanceweb.com/Web-Extras/OnlineExtras/Accessing-the-Magic-2.aspx http://occupational-therapy.advanceweb.com/Web-Extras/OnlineExtras/Accessing-the-Magic.aspx http://occupational-therapy.advanceweb.com/Web-Extras/OnlineExtras/Firsthand-Account-of-Handheld-Device.aspx I*Managing: Case Examples on ADVANCE for
Occupational Therapy Practitioners I Managing on ADVANCE for Occupational Therapy Practitioners
I*Managing: Strategies and Resources on ADVANCE for Occupational Therapy Practitioners
Learning Objectives: Understand the Guest Assistance Card, Identify resources for planning a Disney
Visit with Special Needs, Learn strategies for best accessibility in the parks
Target Audience: Academic Technologist, ADA Coordinator, Administrators, Advocates, AT Specialists,
Caregiver, Communication Specialist, Consumers/Individuals with Disabilities, Disability Services,
Educators, Faculty/Instructors, Family Members, General Interest, Occupational Therapists,
Paraprofessionals, Physical Therapists, Pre-service, Professional Development/Training, Rehab
Therapists, Social Workers, Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: ECA-10 Session Title: Computer Accessibility for Those with Physical Impairments
Speaker/s: Mel Dashner, Origin Instruments Corporation
Abstract: This session will provide an overview of the complete line of Origin Instruments hardware,
Windows software, Mac OS software offerings in the areas of computer access for physical impairments,
language and communication, access for vision impairments and speech synthesis. As a highlight, two
offerings will be showcased during the presentation, including PageBot for Kindle, the first switch-based
access to the Kindle eReader and, Tornado, which provides switch access to the iPad, iPod touch and
iPhone devices.
Learning Objectives: Be able to provide expertise regarding the features and benefits of the Extreme
Products, including the HeadMouse Extreme, and how to best utilize these offerings to make
computers easier to access and use for those with disabilities, Be able to provide eReading knowledge to
their respective organizations and/or persons they support regarding a switch-based accessibility
solution for Amazon s Kindle DX, Kindle 2 and Kindle 3, Be to communicate and share information on
how to provide switch-based access to Apple iOS devices (iPad, iPod touch and iPhone)
Target Audience: Academic Technologist, Advocates, AT Specialists, Caregiver, Communication
Specialist, Consumers/Individuals with Disabilities, Disability Services, Family Members, General Interest,
Government/Non-Profit Agencies, IT, Occupational Therapists, Physical Therapists, Rehab Therapists,
Speech-Language Pathologists, Special Education Educators, Visual Impairment Specialists, Vocational
Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: ECA-14 Session Title: Sail Away with Software That's Age-Appropriate and Interactive for
Learning
Speaker/s: Julie Dutchess, NCATP
Abstract: For some individuals, the use of computer technology is an important component to their
learning environment. When working with adults with disabilities, it is essential to select ageappropriate and interactive software. The presenter runs one of North Carolina's assistive technology
centers, which hers is unique in that is housed in a community rehabilitation facility. The presenter will
share information and experiences relevant to using age-appropriate and interactive software to
increase individuals' independence, self-direction, efficiency, productivity and learning. The session will
demonstrate the gains that may be made when individuals use software that increases growth in all
developmental areas, as well as, using functional/relevant situations and content. Videos and pictures
will be used to illustrate how individuals benefit from being able to utilize software where they are able
to make choices in an accessible format. A variety of age-appropriate, interactive (and sometimes free)
software/websites will be explored.
Learning Objectives: Understand the importance of selecting age-appropriate software for adults with
disabilities, Identify age-appropriate and interactive software/websites that can be utilitized with adults
with disabilities to encourage learning, Learn best practices for the integration of software into the
learning environment
Target Audience: Academic Technologist, AT Specialists, Communication Specialist,
Consumers/Individuals with Disabilities, Curriculum and Instruction, Educators, Family Members,
General Interest, Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-01 Session Title: Literacy Learning with Boardmaker Studio: A Hands-On Lab
Speaker/s: Lisa Kehoe, DynaVox Mayer-Johnson Enid Hurtado DynaVox/Mayer-Johnson
Abstract: This practical session will provide hands-on exploration of the Studio Starter Templates in
Boardmaker Studio that can be used to create a range of literacy learning instructional activities.
Templates that will be used in this session provide learners with the access to the following key
opportunities: to read with instructional supports, to engage in phonological learning through
exploration and to develop knowledge of words through words study and to write for varied purposes
and audiences. Participants will leave this session with confidence using the vast collection of Studio
Starter Templates. In addition, participants will learn how to use the Project Setup menu to present
Studio Starter Template activities to address a variety of student needs. The knowledge participants
leave this session with can be easily generalized to all instructional uses of Boardmaker Studio outside of
literacy learning.
Learning Objectives: Identify the activities that can be included to create varied and rich literacy
learning instruction., Identify and use Studio Starter Templates to support their literacy learning
instruction., Adjust the activity specific options of Studio Starter Templates to adjust for the varied
needs of her/his students.
Target Audience: AT Specialists, Curriculum and Instruction, Educators, Paraprofessionals, SpeechLanguage Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-07 Session Title: iPod/iPad App Review
Speaker/s: Amanda Peters, Atomic Learning
Abstract: Bring your iPod, iPhone, or iPad to this session and share your favorite app for use in special
education. Share about the students you use the app with the success they are having. We'll document
the reviews in an online tool that you'll be able to access and add to after the conference.
Learning Objectives: Identify apps that others have successfully used with students with special needs.,
Discuss the strengths students need to benefit from each app., Develop a list of apps that have been
reviewed by their peers that they can reference in the future.
Target Audience: Academic Technologist, Alternative Media Specialist, AT Specialists, Caregiver,
Communication Specialist, Consumers/Individuals with Disabilities, Curriculum and Instruction,
Educators, Family Members, Instructional Technologist, Media Specialist, Occupational Therapists,
Physical Therapists, Professional Development/Training, Speech-Language Pathologists, Special
Education Educators, Visual Impairment Specialists
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-15 Session Title: Universal Design for Learning Implementation for 21st Century
Students
Speaker/s: Ronald Rogers, State Support Team Region 1 Jeff McCormick Ohio Center for Autism and
Low Incidence
Abstract: In Ohio the State Support Team Region 1 along with The Center for Applied Special Technology
(CAST) and The Ohio Center for Autism and Low Incidence (OCALI) directly worked with 5 districts to roll
out and implement Universal Design for Learning. We are almost through our first year and will soon be
offering RFP s for these districts to move into year 2 of UDL implementation. We will be sharing what
has worked and what has not worked for UDL implementation. Our 5 districts consisted of Prek -12, a
Career Center and a Virtual School.
Learning Objectives: Identify best presentation practices for rolling out Universal Design for Learning.,
Develop a plan to rollout and implement UDL in their district or building., Measure implementation of
UDL.
Target Audience: Academic Technologist, Administrators, AT Specialists, Communication Specialist,
Curriculum and Instruction, Educators, Faculty/Instructors, Government/Non-Profit Agencies,
Instructional Technologist, Media Specialist, Occupational Therapists, Paraprofessionals, Physical
Therapists, Professional Development/Training, Speech-Language Pathologists, Special Education
Educators, Visual Impairment Specialists
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-18 Session Title: Materials in Minutes for Structured Teaching: Free & Practical Tools
Speaker/s: Phyl T. Macomber, Practical Assistive Technology Solutions & Make A Difference, Inc.
Abstract: Learn how to systemize countless free instructional downloads for adapting curriculum using a
4-step, language-based structured teaching model. Receive step-by-step instruction on how to utilize
no-cost and practical Internet-based tools, along with Power Point, and quickly turn them into
vocabulary flashcards, materials for various language-based games, portable pocket dictionaries &
thesauruses, onscreen talking glossaries and knowledge books, adapted writing activities, and mini-oral
presentations - to increase your efficiency when providing "one-size-does-not-fit-all" customizing of the
ever-changing curriculum. Walk away with a resource CD containing a multitude of "getting started"
samples that you can begin using immediately to build comprehension and improve expression.
Learning Objectives: List and define the four steps for structured teaching to systemize and use
instructional downloads based on how a learner acquires, comprehends, processes, and expresses
language., Name free Internet-based resources and describe how to use to build comprehension in the
area of word knowledge and adapted literacy supports., Describe how these same free Internet-based
resources can be adapted and used to improve expression in the area of adapted writing and sharing
factual knowledge.
Target Audience: AT Specialists, Communication Specialist, Curriculum and Instruction, Educators,
Faculty/Instructors, Family Members, Instructional Technologist, Paraprofessionals, Speech-Language
Pathologists, Special Education Educators, Vocational Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-20 Session Title: Early Literacy Tools and Accessibility for Severe and Multiple
Disabilities
Speaker/s: Pati King-Debaun, Creative Communicating
Abstract: We are clearly in an exciting era of technology where professionals who work with children
who have the most significant disabilities can not overlook the power of portable technologies such as
the IPAD but can not overestimate it s power. Highlights include online resources, easy to use
computer activities, IPAD apps, and how to access them for students who have severe and multiple
disabilities. Participants will walk away with a clear understanding of how children can access materials
at home and at school with a variety of different resource tools. Door prizes will be a part of this session!
Learning Objectives: Be able to list at least three programs, Apps ,online resources, that are accessible
for students with severe and multiple disabilities., Be able to describe at least 3 different strategies for
using the tools mentioned above to develop early literacy skills., Understand the importance that
computer technologies play in early literacy development for both home and school.
Target Audience: AT Specialists, Communication Specialist, Family Members, Occupational Therapists,
Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-23 Session Title: Writing with Symbols: The Next Generation!
Speaker/s: Dana Rowe, Widgit Tina Detheridge Widget Software
Abstract: As the first company to deliver symbol word processing through "Writing with Symbols,"
Widgit Symbol solutions have evolved. New and improved software applications, online tools, and
consultative symbol services have been developed to provide symbol support anywhere individuals
might need them. Print and onscreen resources can be developed through Widgit s Communicate
Series or in partnership with Widgit s Accessible Information Services. Online symbol support can be
accessed through websites like SymbolWorld.org or through the use of Point and Insite, Widgit s online
symbol tools. However you wish to provide symbol support, Widgit has a solution. This session will
demonstrate many different ways to provide symbol support to increase independence and make a
positive difference in the lives of individuals of all ages.
Learning Objectives: Be able to identify many ways to provide symbol support to increase the
independence of individuals with additional needs, Be able to explain how symbols support
communication and learning, Be able to describe how symbols can be used in print, onscreen and online
to increase independence for all ages
Target Audience: Academic Technologist, ADA Coordinator, Administrators, Advocates, Alternative
Media Specialist, AT Specialists, Caregiver, Communication Specialist, Consumers/Individuals with
Disabilities, Curriculum and Instruction, Disability Services, Educators, Faculty/Instructors, Family
Members, General Interest, Government/Non-Profit Agencies, Instructional Technologist, IT, Media
Specialist, Occupational Therapists, Paraprofessionals, Physical Therapists, Pre-service, Professional
Development/Training, Rehab Therapists, Social Workers, Speech-Language Pathologists, Special
Education Educators, Visual Impairment Specialists, Vocational Rehabilitation, Web Designer
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-25 Session Title: Latest and Greatest from Clicker to Support Reading and Writing
Speaker/s: Ann Crick, Crick Software
Abstract: Are you looking for ways to easily engage your students through innovative reading and
writing activities? Clicker is a proven reading and writing tool designed to be used by all learners to allow
them to engage with text through a range of resources, from early sentence building activities and
talking books to writing frames and digital storytelling templates. Come discover all of the latest and
greatest developments from Clicker that help students of all abilities achieve rapid and permanent gains
in their levels of reading and writing.
Learning Objectives: identify the latest developments from Clicker that enhance the benefits of the
program in your classroom even further., recognize the extensive range of innovative Clicker activities
available to support reading and writing., understand how to easy it is to create or alter a Clicker activity
in order to provide access to curriculum for students of all abilities and using different learning styles.
Target Audience: Alternative Media Specialist, AT Specialists, Communication Specialist, Curriculum and
Instruction, Educators, Instructional Technologist, Media Specialist, Speech-Language Pathologists,
Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-27 Session Title: Curriculum Access in a Multimedia World for Students with
Disabilities
Speaker/s: Jessica Brodey, JMB Policy Consulting
Abstract: For many years, the Chafee Amendment (and now the NIMAS provisions within IDEA) have
been the "gold standard" for providing access to print instructional materials for children with
disabilities. Unfortunately, both NIMAS and the Chafee Amendment have significant limitations, and do
not provide educators with the full capacity to provide complete access to all instructional materials for
all students with disabilities, particularly online and multimedia materials. This presentation will focus
on identifying new materials, acquiring accessible instructional materials, and converting materials into
accessible formats. We will discuss options beyond just Chafee and NIMAS for providing access to
instructional materials (including online materials and multimedia materials) in a manner consistent
with the US Copyright Laws.
Learning Objectives: Learn about the different accessibility laws and policies governing access to
instructional materials., Learn to identify accessible materials for acquisition., Learn the ways to convert
inaccessible materials, including online and multimedia materials, into accessible formats.
Target Audience: Academic Technologist, Administrators, Advocates, Alternative Media Specialist, AT
Specialists, Communication Specialist, Consumers/Individuals with Disabilities, Curriculum and
Instruction, Disability Services, Educators, Faculty/Instructors, Family Members, General Interest,
Instructional Technologist, IT, Media Specialist, Paraprofessionals, Pre-service, Professional
Development/Training, Speech-Language Pathologists, Special Education Educators, Visual Impairment
Specialists, Web Designer
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-32 Session Title: Creating a Language-Rich Classroom using Technology
Speaker/s: Christina Bowers, Arlington Public Schools Carmen Rivera Arlington Public Schools
Abstract: This educational session is designed to provide speech-language pathologists and special
educators with innovative ways to develop and implement a technology-rich classroom which benefits
students with cognitive and communication delays. The goals of this educational session are: 1.) To
describe in basic terms the different types of software and technology that successfully aid in creating a
language-rich classroom. 2.) To describe activities that can be used to facilitate learning and
communication for students in the school environment. 3.) To provide examples of activities and
lessons designed using software and hardware technology.
Learning Objectives: Describe types of technology that aid in creating a language-rich classroom,
Describe activities that facilitate learning and communication in the classroom, Provide examples of
activities designed using technology
Target Audience: Communication Specialist, Consumers/Individuals with Disabilities, Curriculum and
Instruction, Educators, Family Members, General Interest, Occupational Therapists, Paraprofessionals,
Physical Therapists, Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-36 Session Title: New Generation of Software and Access Technology from Inclusive
Technology
Speaker/s: Rob McPherson, InclusiveTLC Nigel Wallace Inclusive TLC Special Needs
Abstract: This presentation will demonstrate 2 new software titles (MatrixMaker and MyZone), as well
as a new generation of access technology (Simply Works).
Learning Objectives: Understand the benefits and beginning implementation of using Matrix Maker in a
classroom and therapeutic settings., Be introduced to the setup and use of the wireless Simply Works
system of switch accessible products., Learn how to incorporate the basic operation of MyZone software
and the implications for students.
Target Audience: AT Specialists, Caregiver, Communication Specialist, Consumers/Individuals with
Disabilities, Curriculum and Instruction, Educators, Faculty/Instructors, Family Members, Instructional
Technologist, Occupational Therapists, Paraprofessionals, Speech-Language Pathologists, Special
Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-39 Session Title: Building Receptive, Expressive, and Communicative Sentence
Competency
Speaker/s: Mary Sweig Wilson, University of Vermont & Laureate Learning Systems
Abstract: Students with language disorders including those with Autism Spectrum Disorders (ASD),
Intellectual Disabilities, and Specific Language Impairments (SLI) as well as English Language Learners
(ELL) have more difficulties mastering sentence or syntax understanding and production than acquiring
an initial core vocabulary. To become competent communicators, however, they must learn to
comprehend and use sentences/syntax. Further, reading comprehension builds on the foundation of
syntax proficiency. This session will present practical theory and research-based approaches to
developing receptive and expressive syntax competence. Software can provide these students with
intensive, individualized receptive language intervention to help them master syntactic forms and
provide the foundation for building expressive use. Participants in this session will first learn how to use
research-based software to teach the grammatical forms necessary for simple sentence comprehension.
Next, expressive use of simple sentences in structured supportive contexts will be covered. Strategies
for moving from structured supported environments to the use of sentences in communication contexts
will be presented. Following the discussion of simple sentences, participants will learn similar receptive,
structured expressive, and conversational strategies for teaching the semantics and syntax of Yes/Noand Wh-Questions.
Learning Objectives: Understand current linguistic theory and research bases of syntax development.,
Learn new research-based approaches to receptive assessment and intervention., Learn new researchbased approaches to expressive assessment and intervention.
Target Audience: Administrators, Advocates, AT Specialists, Communication Specialist, Curriculum and
Instruction, Educators, Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-41 Session Title: Supporting Conventional Writing for Students with Disabilities: Tips
and Tricks
Speaker/s: Caroline Musselwhite, AAC Intervention
Abstract: This fast-paced presentation will focus on moving students with disabilities from copying,
dictating, and single-sentence writing to conventional writing in a range of genre. The presentation will
be based on writing instruction following the cognitive process approach (Flower & Hayes, 1981; Rob &
Kopp, 2004). The workshop will focus on scaffolding strategies to support students with significant
disabilities. Both light and high tech strategies will be suggested for each phase of writing, including
prewriting, drafting, revising, editing, and publishing. Graphic organizers will be modeled, both light
tech and high tech, such as Classroom Suite, Clicker, Inspiration, and PowerPoint or Word forms.
Minilessons will be suggested for each phase of the writing progress, such as using a T.I.E. approach
(Topic, Ideas, Ending) to support a five sentence paragraph. Accommodations will be offered for
students with a range of needs, including physical impairments, Augmentative and Alternative
Communication (AAC), significant learning disabilities, and autism spectrum disorder. Writing prompts
and students writing samples and videos will be shared for a range of writing genre, from developing
paragraphs, to poems for two voices, to writing persuasive essays. The focus will be on modeling and
sharing authentic writing opportunities and using interactive supports.
Learning Objectives: Review the cognitive processes model of writing, Describe light and high tech
strategies to support planning and drafting writing, Summarize light and high tech strategies to scaffold
revising and editing writing
Target Audience: AT Specialists, Communication Specialist, Consumers/Individuals with Disabilities,
Curriculum and Instruction, Educators, Family Members, Occupational Therapists, Speech-Language
Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-45 Session Title: A Literacy Solution for Verbal and Nonverbal Students
Speaker/s: Donna M. Tilley, PCI Education
Abstract: Educators are challenged to find curriculum which meets the varied needs of all students in
classrooms designed for students with Intellectual and Developmental Disabilities. Learn about a
comprehensive, hands-on program that integrates language arts and functional skills through a
literature-rich approach. The program is visually engaging, using pictures, symbols, and real world
connections. The books integrate road signs and indoor signs into story lines of books about adolescent
characters. All responses are designed for verbal and nonverbal students, with scripting and activities
which support learner engagement. Community based instruction activities are integrated into the
curriculum to promote generalization. Student assessment which occurs through print or web-based
digital tools will also be demonstrated. The Interactive Assessment allows multiple students to be
assessed at the same time. A full range of accessibility options are provided, including scan, single
switch, and touch screen devices. Data can be conveniently accessed 24 hours a day from any
computer. Access more information about this curriculum at www.pcieducation.com/epia.
Learning Objectives: Identify research-based practices for cognitive disabilities, Explain features of the
curriculum benefitting students with cognitive disabilities, Describe levels of AT incorporated into or
along with the curriculum
Target Audience: Administrators, AT Specialists, Communication Specialist, Curriculum and Instruction,
Educators, Family Members, Paraprofessionals, Pre-service, Speech-Language Pathologists, Special
Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-49 Session Title: How Will You Tell Your Story?
Speaker/s: Cheryl Farley, Adaptech Consulting
Abstract: In today s digital age, there are more creative ways then ever for students to tell their stories.
For those students with Learning Disabilities and Special Needs, participating in traditional writing
assignments and class presentations can be daunting and frustrating. This session will show how
teachers in both a general education and special education classroom, grades Preschool-High School,
can implement the listed tools to allow ALL students to participate in class projects. The following webbased tools (free to mid cost) will be explored: 1. Storybird, 2. Animoto 3. Little Birds 4.Photopeach 5.
Fotobabble 6. Zooburst 7. OurStory. The following iPad tools will be explored: 8. Pictello 9. Storyrobe.
Participants will leave this session with new ideas and resources to begin implementing in their
classrooms. Students will have pride in participating and contributing meaningfully to their class
assignments and group projects.
Learning Objectives: Describe digital storytelling and how can it be integrated into your classroom.,
Identify free and low cost web-based digital storytelling and collaboration tools., Explore how these
tools can be integrated into the classroom setting for both special needs and general education
classrooms.
Target Audience: AT Specialists, Educators, Family Members, General Interest, Paraprofessionals,
Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-54 Session Title: Powertools for Autism: DT Trainer & Activity Trainer
Speaker/s: Karl Smith, Accelerations Educational Software
Abstract: The presentation will cover the use of the DT Trainer and Activity Trainer with individuals with
autism and other cognitive disabilities. The DT Trainer is a behaviorally (ABA) based virtual tutor able
to independently teach a moderate to severe individual with autism but is also adjustable to typically
developing young students. The DT Trainer teaches basic matching and identification to time, money,
and math word problems. There are over 220 content programs and hundreds of selectable reinforcers.
The product is in use in over 1000 school districts. The Activity Trainer teaches skills and makes video
modeling practical by providing organization of activities by student, task analysis, sequences,
transitions from video to images, and an integrated visual schedule. When working with a student, the
teacher/assistant can transition with a click or two between different skills or aspects of an activity
allowing the teacher to focus on the student instead of fumbling with the media. There are over 300
activities in the skills library and you can add your own. The Activity Trainer is next generation video
modeling combining video, images, audio, and text for a variety of educational purposes. The product
provides seamless scaffolding to accommodate the learner's needs.
Learning Objectives: Learn the basics of teaching with the DT Trainer, Learn the basics of teaching with
the Activity Trainer, Learn more about technology accommodations for students with autism
Target Audience: Alternative Media Specialist, AT Specialists, Educators, Faculty/Instructors,
Occupational Therapists, Paraprofessionals, Speech-Language Pathologists, Special Education Educators,
Vocational Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-61 Session Title: Food for Learning: Easy Recipes for Creating Successful Thematic
Units
Speaker/s: Fiorella (Fio) Quinn, Independent Consultant
Abstract: Emeril Lagasse, Gaia DeLaurentis, and Ferran Adri are all successful chefs. They mix different
ingredients, flavors, and spices to make a dish balanced and tasty, so that a meal becomes a meaningful
experience. The same can be said for teachers who promote inclusive education since they make
learning a meaningful experience. Their goal is to meet the diverse and complex needs of learners. It s
necessary to vary instructional methods, adapt lessons, use successful strategies, and implement
individualized programs so that different learning styles and abilities are supported and valued. In this
session I will engage the audience in the process of creating a balanced and engaging thematic unit.
Using Classroom Suite and a variety of other multimedia tools we will create a series of lessons that
demonstrate differentiated instruction and data collection. We will start with a multimedia book from
the Activity Exchange. Next, we will extend the lesson by targeting comprehension and writing using a
variety of templates involving minimal time. Participants will leave with strategies and a listing of sites
where they can access free resources to enhance any thematic curriculum. The unit created in the
session will also be available for immediate download from the Activity Exchange.
Learning Objectives: Experience what it is like to start with a single activity and expand it into a thematic
unit, Eeceive dozens of online resources and ready to use materials useful in creating differentiated
instruction, Explore how to collect data, analyze it, and then use it for individual needs
Target Audience: Academic Technologist, Advocates, AT Specialists, Communication Specialist,
Curriculum and Instruction, Educators, Faculty/Instructors, Family Members, General Interest,
Instructional Technologist, Professional Development/Training, Speech-Language Pathologists, Special
Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-63 Session Title: Creating A Collaborative Assessment E-Portfolio Using Google Sites
Speaker/s: Frantz Pierre, Carlos Albizu University
Abstract: Discover how to you can use Google Sites, a WEB 2.0 Tool, to create teaching, collaborative,
and assessment e-portfolios, web sites that address different benchmarks, and showcase your students'
achievement outcome, goals or standards both as a student, teaching intern, and for your career! This
interactive presentation will help participants explore how to engage students and provide them with a
platform to showcase their work as they meet various benchmarks.
Learning Objectives: Use google sites to design a web., Explore how to design an e-portfolio by creating
navigation bars and tools., Discover how to link document to their google sites in order to showcase
documents and files.
Target Audience: Academic Technologist, Administrators, Advocates, Alternative Media Specialist, AT
Specialists, Communication Specialist, Curriculum and Instruction, Disability Services, Educators,
Faculty/Instructors, General Interest, Government/Non-Profit Agencies, Instructional Technologist, IT,
Media Specialist, Paraprofessionals, Pre-service, Professional Development/Training, Special Education
Educators, Web Designer
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-69 Session Title: Smart Inclusion: Touch and Learn Literacy
Speaker/s: Alexandra Dunn, Upper Canada District School Board
Abstract: Using IPADS, SMART Table, SMART Notebook, Audacity, Boardmaker Plus and Kidspiration,
ALL students work collaboratively to create an interactive Choose Your Own Adventure story. Follow us
on our journey as we learn about adventure stories and the story writing process, use technology to
create our interactive book and then use Adobe Connect to share our book with friends near and far.
Tips and tricks for integrating SMART Boards and other SMART Solutions (SMART Table, SMART Sync,
SMART Document Camera) as well as other mainstream technology (IPADS, Nintendo DSi) with Assistive
Technology (software, VOCAs, switches, joysticks) will be shared and demonstrated in the context of this
literacy lesson. The end result is an interactive activity accessible to ALL students.
Learning Objectives: See the potential of mainstream technology (SMART Boards, IPADS, Nintendo DSi)
when integrated with assistive technology, to include ALL students., Identify the importance of using
Universal Design for Learning and the Participation Model to ensure successful academic and social
participation for ALL of our students., See how to goals established as part of a school success plan,
collaborative inquiry, can translate into meaningful learning for staff and students.
Target Audience: AT Specialists, Communication Specialist, Consumers/Individuals with Disabilities,
Curriculum and Instruction, Educators, Family Members, Instructional Technologist, Occupational
Therapists, Paraprofessionals, Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: EDU-71 Session Title: Smart Printing: Interactive Software to Increase Letter Formation
and Legibility
Speaker/s: Rhonda Edwards, West KY Educational Cooperative Sherri Mercer Fulton Independent
School District
Abstract: This was an exploratory study to investigate the reasonableness of designing a broader study
to measure the effectiveness of the use of technology to improve letter formation and legibility in an
inclusive classroom. Several handwriting software programs were reviewed but Powerful Printing was
selected secondary to its ease of use on a Smartboard, use with independence at the classroom
computers, had a self-correcting function, multiple trial function, and provided positive feedback to the
students when they were correct. A rubric was developed to measure improvement. Although the
results of the study could not be generalized secondary to limited time the software was used, limited
sample size as some students missed the session secondary to other educational responsibilities and
absences but there was an increase in letter formation and legibility in the three students who
completed the entire study. Future research is needed in this area to determine the usefulness of
Smartboard technology combined with self-correcting software to improve letter formation and
legibility in children who have previously struggled in the area of handwriting.
Learning Objectives: Explore an alternative way to motivate and instruct students in learning correct
letter formation and increased legibility, Have an opportunity during the poster presentation, to interact
with the software, Key elements of handwriting will be defined, reviewed, and discussed
Target Audience: Educators, Faculty/Instructors, General Interest, Occupational Therapists, SpeechLanguage Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: ET-10 Session Title: Using the Art of Digital Storytelling in Support of Communication
Speaker/s: Frantz Pierre, Carlos Albizu University
Abstract: Educators are teaching and including more students with disabilities in general education
classrooms. Participants in this workshop will have the opportunity to employ Kidspiration and
Windows Movie Maker to create storyboards and movies using text, images, video clips, and voice
recording. Come and explore how digital storytelling - which involves telling stories using multimedia
technologies - can include all students put their thoughts together, visually, orally, kinesthetically,
improve communication as well as give access to the curriculum to all. This hands-on lab will enable you
to design and implement a story board and publishing a multimedia story . I-Search, RAFT, and Jigsaw,
three instructional strategies using technology to differentiate instruction, planning, developing, and
using storyboards will be addressed. Student engagement and promoting communication skills will also
be addressed.
Learning Objectives: 1. Participants will be able to identify the benefits of developing and using digital
storytelling in the classroom in support of communication, the curriculum, and student engagement, 2.
Participants will use three differentiating instruction (DI) strategies, 3. Align this activity to the
curriculum standards
Target Audience: Academic Technologist, ADA Coordinator, Administrators, Advocates, Alternative
Media Specialist, AT Specialists, Caregiver, Communication Specialist, Consumers/Individuals with
Disabilities, Curriculum and Instruction, Educators, Faculty/Instructors, Family Members, General
Interest, Government/Non-Profit Agencies, Instructional Technologist, IT, Media Specialist, Occupational
Therapists, Paraprofessionals, Pre-service, Professional Development/Training, Speech-Language
Pathologists, Special Education Educators, Visual Impairment Specialists
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: ET-13 Session Title: Using E-tools to Enhance Vocabulary Acquisition and Reading
Comprehension
Speaker/s: Sandra Wright, University of Tulsa April Fugett Marshall University
Abstract: This presentation will provide research results regarding the use of technology to increase or
improve vocabulary and reading comprehension through digital texts and electronic resources. This
presentation will provide strategies on ways to preview frequently and infrequently occurring words
within elementary grade level reading materials. It will also provide strategies and techniques to
support and conduct small reading groups incorporating electronic resources and materials. The
information, strategies, and resources presented are useful for all school-age and adult populations
depending on disability or life situation. All techniques and strategies will be able to be implemented by
the person themselves in any environment in which the everyday technologies are available. The
presenters will share the findings from their current research related to digital texts, electronic readers,
and electronic resources. This research has been conducted as a follow-up to an initial pilot study that
was presented at the 2010 ATIA Orlando conference.
Learning Objectives: Participants will be able to describe techniques to preview infrequently occurring
words in relation to frequently occurring words., Participants will be able to identify electronic resources
used to determine frequencies of word occurrence in the English langauge., Participants will understand
the effectiveness of previewing infrequent vocabulary for grade level texts prior to reading assignments
Target Audience: Academic Technologist, Communication Specialist, Consumers/Individuals with
Disabilities, Curriculum and Instruction, Educators, Family Members, General Interest, Speech-Language
Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: ET-15 Session Title: Scaffolding the Ladder to Success with Cognitive Rescaling
Speaker/s: Judith Schoonover, Loudoun County Public Schools Sally Norton-Darr Loudoun County Public
Schools
Abstract: Got (the) Word? It s cognitive rescaling! Did you know that the difficulty of information can
be altered to provide multiple means of representation, action and expression, and engagement (CAST,
2011) using MS Word and free internet downloads? The term cognitive rescaling was coined by Edyburn
(2002) and defined "as a process of altering the cognitive difficulty of information" thereby changing the
"cognitive challenge in understanding the information." Flexible digital technologies can be employed
to change the appearance of digital text, engage students and result in higher levels of academic
achievement. Transforming print can be achieved using features of Microsoft Office in novel ways.
Every educator can provide the scaffolds and supports needed to ensure that all learners have access to
knowledge. Goodbye "one-size-fits-all" curriculum!
Learning Objectives: List three or more factors to consider when engaging in the process of cognitive
rescaling., Indentify three or more readily available software tools that can alter the cognitive difficulty
of digital text., Be equipped with the information necessary to immediately apply taught strategies via
tutorials and resources.
Target Audience: Administrators, Advocates, AT Specialists, Consumers/Individuals with Disabilities,
Educators, Faculty/Instructors, Family Members, General Interest, Instructional Technologist, IT, Special
Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: ET-19 Session Title: E-Reader Roundup
Speaker/s: Mike Marotta, Advnacing Opportunities
Abstract: Check the news - electronic book readers are everywhere! From the Kindle to the Nook to the
iPAD, this is one of the fastest growing technology markets. While this technology explosion is exciting
can we use these devices for people with disabilities? This session will focus on the features of available
devices and highlight creative uses of these devices to meet the needs of people with a variety of
disabilities. Participants will explore the features of an array of devices and examine options for
implementing these devices. In addition, an array of resources will be provided.
Learning Objectives: Learn about features of available e-reader devices., Learn how to utilize these
devices within the education program of students with disabilities., Obtain resources for electronic
materials available to download to e-reader devices.
Target Audience: Academic Technologist, Administrators, AT Specialists, Caregiver,
Consumers/Individuals with Disabilities, Curriculum and Instruction, Disability Services, Educators,
Faculty/Instructors, Family Members, General Interest, Government/Non-Profit Agencies, Instructional
Technologist, Occupational Therapists, Paraprofessionals, Physical Therapists, Pre-service, Professional
Development/Training, Rehab Therapists, Social Workers, Speech-Language Pathologists, Special
Education Educators, Visual Impairment Specialists, Vocational Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: ET-21 Session Title: Technology for Inclusion: Adapting Mainstream Technology for All
Learners
Speaker/s: Peggy Paulson, Assistive Technology for Kids, LLC Janice Reese Little Tennessee Valley
Educational Cooperative
Abstract: We will discuss and demonstrate how to use readily available mainstream technology
including apps, email services, software and hardware to assist all of your students in accomplishing
their educational goals. We will apply the technology skills that your students already have and
platforms that are familiar to them to minimize the learning curve and increase success. Attendees will
leave with resources, tutorials and practical suggestions to implement these learning tools in their
classrooms.
Learning Objectives: Understand how to assess the AT features currently available in their classroom or
district., Understand how to match student needs with features available in current hardware systems.,
Understand how to find and assess the AT features in currently available software and applications.
Target Audience: Administrators, Advocates, AT Specialists, Curriculum and Instruction, Educators,
Faculty/Instructors, Family Members, General Interest, Occupational Therapists, Paraprofessionals,
Physical Therapists, Pre-service, Professional Development/Training, Speech-Language Pathologists,
Special Education Educators, Visual Impairment Specialists
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: ET-26 Session Title: Everyday Technology Smackdown!
Speaker/s: Brian Wojcik, SEAT Center, Illinois State University Kirk Behnke Region 4 Education Service
Center
Abstract: Sharing is everything right? Wouldn't it be nice if a group of people could just sit down and
share with each other websites, online tools, free and low-cost software, and other readily available
tools? If you answered 'yes,' then this session is for you! In this session, participants will share with each
other different readily available tools that can be used with and/or by individuals with disabilities. Come
join us for fast-paced and exciting experience for sharing your knowledge and learning from others.
Bring your laptops and devices with you to share!
Learning Objectives: Particpants will gain an awareness of different techniques for using readily
available technologies with individuals with disabilities., Participants will gain an understanding of
different features of readily available technologies., Participants will learn applications of different
readily available technologies.
Target Audience: Academic Technologist, Administrators, Advocates, Alternative Media Specialist, AT
Specialists, Caregiver, Communication Specialist, Consumers/Individuals with Disabilities, Curriculum
and Instruction, Disability Services, Educators, Faculty/Instructors, Family Members, General Interest,
Government/Non-Profit Agencies, Instructional Technologist, IT, Media Specialist, Occupational
Therapists, Paraprofessionals, Physical Therapists, Pre-service, Professional Development/Training,
Rehab Therapists, Social Workers, Speech-Language Pathologists, Special Education Educators, Visual
Impairment Specialists
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: P2P-01 Session Title: The RESNA ATP - AT Specialists in Education
Speaker/s: Fred Tchang, Advancing Opportunities
Abstract: AT Specialists working in the field of K-12 and higher education are looking for ways to
demonstrate their competence and establish their credentials. To meet this need, and recognize the
changes in the field over the past decade, RESNA has performed new job analyses and updated the ATP
exam outline. This led to the development of new test questions so that the ATP exam could best
reflect the wide range of assistive technology that is currently being provided. Why do people take the
ATP, even if it not required? People who work in the area of assistive technology are often looking for
some affirmation of their specialty area, to distinguish themselves from other professionals with whom
they work. They want to live up to a high standard for practice, and demonstrate their support for their
profession. For the public, credentialing means that a person has a demonstrated knowledge of AT, a
level of professionalism, as governed by RESNA Standards of Practice and Code of Ethics, and has the
education and experience to meet eligibility standards. People also infer that this person follows best
practices, and is consumer-oriented.
Learning Objectives: Learn how RESNA s Assistive Technology Professional credential has been updated
to reflect more computer/AAC/educational AT., Review the updated exam outline and reference books
to get a sense of the kinds of information referenced by the questions., Take our self-administered
rubric to see what areas of the exam outline you will need to study further.
Target Audience: Academic Technologist, ADA Coordinator, Administrators, AT Specialists,
Communication Specialist, Curriculum and Instruction, Disability Services, Educators, Government/NonProfit Agencies, Instructional Technologist, Occupational Therapists, Physical Therapists, Pre-service,
Rehab Therapists, Social Workers, Speech-Language Pathologists, Special Education Educators,
Vocational Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: P2P-04 Session Title: "i" Am Ready: "Apps" for Emergency Preparedness
Speaker/s: Liz Persaud, Pass It On Center Amy Goldman Institute on Disabilities, Temple University
Abstract: As iOS technologies and apps for those technologies proliferate, it is timely to examine the
features of existing apps related to emergency preparedness for people with disabilities. This session
will review apps that are currently available that are either specifically related to emergency
management or that could be deployed in emergency situations. As a group, attendees will generate
features that do not currently exist that would be very helpful in the "ideal" emergency "app".
Learning Objectives: Name three "apps" for iOS devices and one "app" for an android device that can
contribute to effective emergency planning or response., Describe three features that are helpful
components in an emergency "app"., Describe how an "app" might increase access to assistive
technology devices and services, including AT reuse.
Target Audience: Academic Technologist, ADA Coordinator, Administrators, Advocates, AT Specialists,
Caregiver, Communication Specialist, Consumers/Individuals with Disabilities, Disability Services,
Educators, Faculty/Instructors, Family Members, General Interest, Government/Non-Profit Agencies, IT,
Occupational Therapists, Paraprofessionals, Physical Therapists, Pre-service, Professional
Development/Training, Rehab Therapists, Social Workers, Speech-Language Pathologists, Special
Education Educators, Visual Impairment Specialists, Vocational Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: P2P-07 Session Title: Evaluating Web Accessibility: Developing a Program with Real AT
Users
Speaker/s: Janet Jendron, South Carolina Assistive Technology Program
Abstract: There is no substitute for the use of real, live people to evaluate web pages for accessibility
and especially for usability! For the past three years, South Carolina has developed and implemented a
Web Testers Program in collaboration with other state agencies. Teams of people who use assistive
technology, and some who don't, were trained to evaluate state agency web pages for accessibility and
usability. This session will address training methods, report formats and content, and different
approaches that helped achieve the effective communication with state agency administrators and IT
personnel. Challenges such as funding, identifying and training testers, and testing tools will be
discussed, as well as adaptations made to the program during its evolution. We'll also discuss past and
future strategies for maximizing the impact of such a program. Future plans and possibilities will be
explored, as well as how components of the program could be replicated by other organizations and in
other arenas.
Learning Objectives: Describe different strategies for training web users (with and without AT) to
evaluate web pages for accessibility and usability, Describe effective ways to communicate accessibility
challenges to state agency administrators and IT personnel, Describe elements of a meaningful
accessibility report to web designers and administrators
Target Audience: Academic Technologist, ADA Coordinator, Administrators, Advocates, Alternative
Media Specialist, AT Specialists, Communication Specialist, Consumers/Individuals with Disabilities,
Curriculum and Instruction, Disability Services, Educators, Family Members, General Interest,
Government/Non-Profit Agencies, Instructional Technologist, IT, Media Specialist, Occupational
Therapists, Paraprofessionals, Physical Therapists, Pre-service, Professional Development/Training,
Rehab Therapists, Social Workers, Speech-Language Pathologists, Special Education Educators, Visual
Impairment Specialists, Vocational Rehabilitation, Web Designer
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: P2P-10 Session Title: Welcoming a New Era of Multimedia and Communications
Technology Accessibility
Speaker/s: Jessica Brodey, JMB Policy Consulting Mark Richert AFB
Abstract: Over the past two years, the federal government has taken significant steps to revolutionize
the guidelines and regulations governing multimedia devices and information and communications
technologies. Recent changes to the Section 508 and Section 255 guidelines, amendments to the ADA,
new legislation such as the 21st Century Communications and Video Accessibility Act, and recent
Department of Justice decisions are taking great strides to improve the playing field for people with
disabilities in the use and access to multimedia and information and communication technologies. This
presentation will highlight the critical changes to federal accessibility laws and policies, and discuss the
potential benefits and ramifications for individuals with disabilities and schools. We will address new
accessibility requirements for a wide range of technologies, particularly those used in an educational
setting.
Learning Objectives: Learn about the different accessibility laws and policies governing access to
multimedia and information and communication technologoies., Discuss guidelines for implementing
regulatory changes., Explore the benefits of the new accessibility requirements for individuals with
disabilities.
Target Audience: Academic Technologist, ADA Coordinator, Administrators, Advocates, Alternative
Media Specialist, AT Specialists, Caregiver, Communication Specialist, Consumers/Individuals with
Disabilities, Curriculum and Instruction, Disability Services, Educators, Faculty/Instructors, Family
Members, General Interest, Government/Non-Profit Agencies, Instructional Technologist, IT, Media
Specialist, Occupational Therapists, Paraprofessionals, Pre-service, Professional Development/Training,
Social Workers, Speech-Language Pathologists, Special Education Educators, Visual Impairment
Specialists, Vocational Rehabilitation, Web Designer
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: P2P-13 Session Title: Status of Accessibility in Canadian Television
Speaker/s: Beverley Milligan, Media Access Canada
Abstract: Given television s important role in conveying information and socio-cultural values,
policymakers require its content to be accessible to all Canadians, including persons with disabilities.
Currently the CRTC requires broadcasters to caption 100% of television programs for deaf, deafened,
and hard-of-hearing Canadians, and to describe at least 3% of programs for blind and low-sight
Canadians. Although technologies to make TV programming accessible have been available since the
1970s, programming is still not accessible to all Canadians. The only empirical study of accessibility in
Canada s television sector was undertaken in 1992. The original Monitor study analyzed ten Englishlanguage, public and private, over-the-air television stations. In 2008, Media Access Canada
commissioned Analysis and Research in Communications Inc. to replicate the Monitor study using TV
programs recorded in 2010/11. Monitor 2 s results are based on full-day and full-week recordings of ten
English-language, public and private broadcasters, including conventional and specialty television
services. Variables include program category and origin, and the time and duration of programs,
captions and described video. Monitor 2 also measures asynchrony in real-time captioning, as well as
captioning and described video error rates. Results from the quantitative phase of Monitor 2 are
complete, with the qualitative phase commencing this summer.
Learning Objectives: Learn abouLearn about the background of accessible broadcast content in Canada.
t the background of accessible broadcast content in Canada., Learn about the current issues affecting
accessible broadcast content in Canada., Learn about the quality and quantity of accessible broadcast
content in Canada.
Target Audience: Administrators, Advocates, Alternative Media Specialist, AT Specialists, Caregiver,
Communication Specialist, Consumers/Individuals with Disabilities, Disability Services, Educators,
Faculty/Instructors, Family Members, General Interest, Government/Non-Profit Agencies, Media
Specialist, Visual Impairment Specialists
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: PDC-04 Session Title: Successful Integration Of Assistive Technology Into Literacy
Instruction
Speaker/s: Ann Meyer, AbleNet
Abstract: In today s educational landscape, the assumption is that all students, regardless of their level
of disability are ready to experience literacy-based instruction. It is well known that students with
significant disabilities do not receive the same literacy learning opportunities as their typical peers.
Compare the countless hours typical peers spend reading and exploring text in a variety of literacy
materials to the number of interactions that students with significant disabilities have with those same
materials. Until recently, literacy materials have not been readily accessible to students with significant
disabilities. This presentation will focus on how assistive technology can be incorporated in to literacy
instruction and ideas will be presented to address; phonemic awareness, phonics, vocabulary, fluency
and comprehension to ensure students with significant disabilities have the greatest degree of success
during instruction.
Learning Objectives: Discuss challenges that students with moderate to severe disabilities have in
accessing the accessing typical educational materials/instruction., Discover techniques for integrating
assistive technology into literacy instruction for students with moderate to severe disabilities., Discuss
the benefits of utilizing technology for literacy instruction.
Target Audience: AT Specialists, Communication Specialist, Paraprofessionals, Speech-Language
Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: PDC-11 Session Title: REACH Smart Speech: A New Program that Guides Sentence
Construction
Speaker/s: James Schroeder, Applied Human Factors, Inc.
Abstract: REACH Smart Speech - 8 years in the making - is a very powerful software program designed to
significantly reduce the number of physical actions required by a user while composing a sentence
during a writing task or during augmented communication. Smart Speech uses standard English part-ofspeech, grammar, and syntax combined with word probability to guide a user through sentence
construction. AHF s proprietary "Smart List" technology presents the user the most likely options given
the word(s) the user already has typed. On the main keyboard, keys are provided for the most common
"first words" used in conversational sentences (e.g., I, you, he, she, it, etc.). Selecting one of these initial
words (e.g., "I") produces a list of probable second words (am, do, did, had, have, was, etc.) along with
appropriate categories of words (e.g., "Verb - See," Verb - Saw," etc.). If users want to write/say a word
that is not individually listed (e.g., "forgot"), then they select the appropriate category (Verb - Saw), and
are taken to a new keyboard where frequent single-person, past-tense verbs are presented along with
categories (e.g., "Mental"). At any point, the user also can simply use the standard keyboard to type the
desired word.
Learning Objectives: learn what is meant by "guiding the user through sentence construction.", learn
how the user can build individual statements (sentences) to build thoughts (paragraphs)., learn the
basic strategy underlying this approach.
Target Audience: Academic Technologist, ADA Coordinator, Alternative Media Specialist, AT Specialists,
Communication Specialist, Consumers/Individuals with Disabilities, Disability Services, Educators,
Faculty/Instructors, Family Members, General Interest, Government/Non-Profit Agencies, Instructional
Technologist, Occupational Therapists, Paraprofessionals, Physical Therapists, Professional
Development/Training, Rehab Therapists, Speech-Language Pathologists, Special Education Educators,
Vocational Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: PDC-15 Session Title: Using iPad, iPod touch and iPhone as Assistive Technology
Speaker/s: Cathy Kingeter, Origin Instruments Corporation
Abstract: The iPad, iPod touch and iPhone are hot devices and can provide a wealth of opportunity
when used as assistive technology to improve the functional capabilities of individuals with disabilities.
This session will set the foundation by first providing an introduction and overview of the Apple iPad,
iPod touch and iPhone ("iOS devices"), and their individual operations and gestures used for navigation.
We will then go one level deeper to explore the universal access features provided by Apple for people
who have a vision impairment, are deaf or hard of hearing, or have a physical disability. Attendees will
also learn about keyboard support for iOS devices and alternative access solutions available from thirdparty developers, including switch-based access.
Learning Objectives: Be able to offer respective organizations, clients and stakeholders knowledge and
expertise on how to utilize the iPad, iPod touch, and/or iPhone as assistive technology to improve the
functional capabilities of individuals with disabilities., Be able to articulate a general understanding of
the device models, their individual operations, accessibility features, navigation, gestures and control,
plus be able to locate special education software available on the iTunes App store and sync it onto the
device, Be able to apply knowledge of the various accessibility features, access solutions, supporting
applications and accessories available from third-party providers when evaluating, recommending,
supporting and/or using an iOS device as an assistive technology solution.
Target Audience: Academic Technologist, AT Specialists, Communication Specialist,
Consumers/Individuals with Disabilities, Disability Services, Educators, Family Members, General
Interest, Government/Non-Profit Agencies, IT, Occupational Therapists, Physical Therapists, Professional
Development/Training, Rehab Therapists, Speech-Language Pathologists, Special Education Educators,
Visual Impairment Specialists
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: PDC-19 Session Title: What's New At PRC?
Speaker/s: Russell Cross, Prentke Romich Company
Abstract: Teaching vocabulary in sequenced Unity is now easier than ever with the new and improved
Vocabulary Builder. Vocabulary Builder is a powerful tool that allows you to teach a small set of
vocabulary within the context of the robust Unity vocabulary system. It makes teaching and learning
sequenced Unity manageable and fun! Vocabulary Builder works by reducing the number of visible
words so that only those needed for a specific activity, conversation, or category of language can be
targeted at a time. This strategy allows you to focus on a small number of words while supporting the
development of motor planning for those words. When the initial set of words is mastered, you add
more words to continue building language skills! The PRC AAC Language Materials Library is a
collection of language teaching materials that you can use to teach Unity. The new Library organizes
these materials by the same language stages that are presented in the AAC Language Lab. There is also a
search feature that lets you look for materials for each version of Unity.
Learning Objectives: Learn what's new at PRC, Understand a better and more manageable way to teach
Unity, Gain access to a rich library of teaching materials
Target Audience: AT Specialists, Communication Specialist, Disability Services, Faculty/Instructors,
General Interest, Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: PDC-23 Session Title: Vocabulary and Implementation Training for Supporting DynaVox
Users at School
Speaker/s: Sandy Klindworth, DynaVox Mayer-Johnson Tina Lombardi Richardson Independent School
District
Abstract: Several issues have been identified in the literature as critical in determining the success or
failure of students who use high-tech AAC at school. Two issues frequently cited are the need for robust
vocabulary on the user's AAC device (Roth,2005) and the training and skills of those who support
implementation of the device (Kent-Walsh,2008). InterAACt, DynaVox's research-based language
framework, addresses the first issue: robust vocabulary. The vocabulary within InterAACt offers
language elements for both efficient and precise communication. Yet however robust the vocabulary, it
must still be taught to the augmented communicator. This session will address the second issue: If the
vocabulary needs to be taught to the AAC user, what training and skills will prepare the school support
team to teach it? In this session we will share the results of an implementation project that was
developed with one public school district in Texas. School AAC support personnel were given training to
better understand InterAACt language elements, and to learn strategies for teaching InterAACt
vocabulary to students who use Dynavox devices. Discussion and video examples will be used to
illustrate effects of the training on communicative competence of DynaVox users at school.
Learning Objectives: Identify the language elements used by all communicators and how they
correspond to vocabulary organization in DynaVox communication devices., Describe naturalistic and
structured strategies for teaching vocabulary to student Dynavox users across communication skill
levels., Develop skills to train others in better supporting DynaVox users' learning and use of vocabulary.
Target Audience: AT Specialists, Communication Specialist, Educators, Family Members, Occupational
Therapists, Paraprofessionals, Professional Development/Training, Speech-Language Pathologists,
Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: PDC-28 Session Title: Practical Strategies, Games and Activities for Teaching PalmChat and
MultiChat!
Speaker/s: Jean Walsh, Saltillo Corporation Elisa Sarosi Saltillo Corporation
Abstract: How can I teach the AAC Device Vocabulary to my user? If you struggle with this question and
if you have AAC users with the popular PalmChat or MultiChat Vocabularies come to this session and get
some tips. The presenters will show some proven ways to use the device in everyday settings that allow
a user to learn the vocabularies and no more boring drill! You will see videos of actual users in a variety
of settings. These techniques have started from real teachers and SLP's struggling with this very concept.
Learn from their experience. A CD will be given at this session that has several activities included.
Learning Objectives: Understand the language development teaching strategies in PalmChat., Learn the
difference in two different vocabulary sets., Be exposed to strategies that teach language development.
Target Audience: AT Specialists, Communication Specialist, Educators, Family Members,
Paraprofessionals, Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: PDC-32 Session Title: Two Switches to Write
Speaker/s: Tanya Curtis, AugCom Solutions, LLC
Abstract: Children who write before they read become better readers. Only 6 sound-symbol
relationships are required for children to start arranging letters into words. This session will summarize
the stages of writing development, and explore a method for direct access to writing using switches
without scanning. This method allows writing skills to develop to the same level of automaticity of
writing with a pencil, and frees up the visual system for learning and communicating, rather than
watching a scanning array. Use of one or two switches to develop direct mouse control will also be
addressed.
Learning Objectives: Apply knowledge of the 7 levels of writing development to the needs of a
nonspeaking, physically challenged child., Describe how writing with switches can become as automatic
as using a pencil., Discuss the benefit of direct two click mouse control over switch scanning.
Target Audience: Academic Technologist, AT Specialists, Communication Specialist,
Consumers/Individuals with Disabilities, Curriculum and Instruction, Educators, Family Members,
General Interest, Occupational Therapists, Paraprofessionals, Pre-service, Rehab Therapists, SpeechLanguage Pathologists, Special Education Educators, Visual Impairment Specialists
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: PDC-37 Session Title: Communication is Key to Independence: GoTalk Now App
Speaker/s: Joni Nygard, Attainment Company Autumn Mueller Attainment Company
Abstract: Communication is key to independence. Attainment's Big Buttons will meet the needs of
students who want to communicate a single idea or express multiple messages within a classroom.
With the same tool, students can step through and complete up to three pre-programmed activities.
Communicate even more with the GoTalk 32+.
Learning Objectives: Distinguish between Attainments Big Buttons, Identify 3 methods of access for the
Go Talk Express 32, Idenitify a minimum of 3 functional uses of the tools discussed
Target Audience: AT Specialists, Caregiver, Communication Specialist, Curriculum and Instruction,
Educators, Faculty/Instructors, Family Members, General Interest, Occupational Therapists,
Paraprofessionals, Rehab Therapists, Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: PREO-06 Session Title: Making Memory: Using Technology for Memory and Cognitive
Difficulties
Speaker/s: Kelly Fonner, Kelly Fonner Consulting Scott Marfilius Independent Consultant Gayl Bowser
AT Collaborations
Abstract: For people with cognitive and memory difficulties, completing complicated tasks and
remembering schedules and everyday routines can be difficult. To help with these difficulties,
technology can be used as a cognitive support. Research about cognitive support technologies (CST)
indicates that they support the lives of people with developmental disabilities, autism, cognitive/
learning disabilities, and Traumatic Brain Injury (TBI). Overall, research indicates that, people with
cognitive disabilities who use cognitive supports require fewer prompts, make fewer errors, complete
more tasks successfully and are able to complete more complex tasks. This workshop will explore the
question, "How can technology support independence and self determination for people with cognitive
disabilities?" Participants will learn about: 1) trends in CST for people with cognitive and memory
disabilities; 2) things to consider when exploring technologies including task analysis, and participation
planning; 3) Uses of specific technologies for cognitive support of memory, literacy, daily routines, and
behavior.
Learning Objectives: Identify at least three research-based outcomes of using cognitive support
technology. Participants will be able to use task analysis as a strategy to plan for an individual s use of
cognitive support technology (CST) and aide in the selection, acquisition and use of CST., Identify at least
three low, mid or high tech tools that can be used for cognitive support for students they know and
support., Identify and plan to use at least three strategies for teaching about and using cognitive support
technology in real world applications to increase independence, reduce errors and reduce support
needed by students and adults with disabilities.
Target Audience:
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: RIL-03 Session Title: AT for the Neurodiverse Population: Finding Your Independence!
Speaker/s: Stacy Maijala, Superior Alliance for Independent Living Michelle Christunas Superior Alliance
for Independent Living
Abstract: What does it mean to be Neurodiverse you ask? Individuals are considered Neurodiverse if
they have a Learning Disability, Dementia, Substance Abuse Problem, Mental Illness, TBI, or Autism.
There are a lot of AT devices for individuals to assist with their memory, attention, orientation and
safety. A lot of times people who fall into the Neurodiverse category think nothing can be done to help
them, so they end up in assisted living facilities, nursing homes, or potentially out on the streets. In
many cases a very simple AT device can make a huge difference in a person s independence, and in
some cases is the determining factor to an individual being independent in their home environment,
thriving in school, and allowing them to be successful in the workplace. We will explore with you a
variety of AT options for the Neurodiverse population and how to focus on the person and their needs
first and foremost, and not simply the AT device.
Learning Objectives: Identify the population of individuals who are Neurodiverse., Learn to evaluate the
need for AT devices in a person first approach, using the individual s needs/ wants to match them to a
device., Demonstrate knowledge of different AT devices that can be used to help Neurodiverse
individuals live more independently.
Target Audience: Academic Technologist, Advocates, AT Specialists, Caregiver, Consumers/Individuals
with Disabilities, Disability Services, Educators, Faculty/Instructors, Family Members, Government/NonProfit Agencies, Occupational Therapists, Paraprofessionals, Physical Therapists, Rehab Therapists, Social
Workers, Speech-Language Pathologists, Special Education Educators, Visual Impairment Specialists,
Vocational Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: RPD-03 Session Title: Matching Assistive Technology to Child: Assessment Outcome
Measures
Speaker/s: Susan Zapf, Children Journey to Shine Inc. Marcia Scherer The Institute for Matching Person
& Technology
Abstract: Assistive technology is to be considered annually to determine if a child needs assistive
technology in order to master their individualized education plan. Unfortunately there is no standard
assessment process or research-based assistive technology assessment to determine if a student needs
assistive technology used in the educational setting. Current assistive technology assessments do not
measure user predisposition factors that can contribute to successful assistive technology use, nor do
they match user preferences and device features. This often leads to an ineffective match and
abandonment of assistive technology. Federal funds are limited and it is imperative that assessment
personnel evaluate all critical components of an assistive technology match. The Matching Assistive
Technology to CHild-Augmentative Communication Evaluations Simplified (MATCH-ACES) was
developed and tested for reliability and validity measures. The MATCH-SV Assessment is based on
researched constructs and sound theoretical framework. These presenters will discuss the research
behind the MATCH-ACES assessment and provide participants with a global understanding of critical
factors that should be included on assistive technology assessments. Outcome measures on assistive
technology assessment process, the match of child to assistive technology, and outcome use of
recommended technology will also be discussed.
Learning Objectives: Identify three components of the MATCH-ACES assessment., Describe
predisposition factors and how they relate to the use of AT, Identify key factors in matching AT
tools/device to child.
Target Audience: Administrators, AT Specialists, Communication Specialist, Consumers/Individuals with
Disabilities, Disability Services, Educators, Faculty/Instructors, Family Members, Government/Non-Profit
Agencies, Occupational Therapists, Physical Therapists, Professional Development/Training, Rehab
Therapists, Social Workers, Speech-Language Pathologists, Special Education Educators, Visual
Impairment Specialists, Vocational Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: RPD-05 Session Title: Prompting: A Cautionary Tale of Use, Misuse and Abuse
Speaker/s: Jane Korsten, EMC Inc Terry Foss EMC Communications Inc
Abstract: Prompting research originally explored the effectiveness of prompting as a strategy in teaching
new gross motor recreational skills to individuals with special needs. Shown effective in some contexts,
prompting was adopted in teaching communication, behavior, social and motor skills. In teaching early
communicators, it is important to learn: if one wants something , one must ask for it; if one does not
ask, one may not get exactly what one wants; and, if one does not want "that something", one does not
ask for it. Prompt strategies, by their very nature, are in conflict with some fundamental
communication skills and may actually undermine the success of implementation strategies. When
prompting strategies are introduced, the individual is taught to do something when led. Independence,
self help, and self-advocacy are compromised. Failure to respond in a predetermined time leads to
prompting as an individual is made to ask for or do something he does not want or want to do. Self
advocacy would suggest that the individual be provided with opportunities to indicate needs and
preferences which may lead them to decline a request. Prompting strategies do not allow the individual
to decline.
Learning Objectives: Understand what the research says about prompting, Learn the contra-indications
for prompting, Learn alternatives to prompting when teaching communications
Target Audience: AT Specialists, Caregiver, Communication Specialist, Educators, Family Members,
Occupational Therapists, Paraprofessionals, Physical Therapists, Pre-service, Professional
Development/Training, Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: RPD-12 Session Title: Voices from the Field: Lessons Learned from the QIAT Listserv
Speaker/s: Brian Wojcik, SEAT Center, Illinois State University Howard Parette, Jr. Illinois State
University James Thompson Illinois State University, Department of Special Education Julia Stoner
Illinois State University, Department of Special Education
Abstract: In this presentation, participants will learn about a qualitative research study that examined
three years of discussions that occurred within the QIAT Listserv. Findings from the research included
those themes related to multiple aspects of AT service delivery that were consistent across the three
years analyzed. Implications for the field will be addressed.
Learning Objectives: Gain an understanding of the methodology used within the research study., Learn
about the themes that developed from three years of discussions on the QIAT Listserv., Gain an
understanding of the implications the findings from this research will have on the field.
Target Audience: Academic Technologist, AT Specialists, Curriculum and Instruction, Educators,
Faculty/Instructors, Family Members, General Interest, Instructional Technologist, Occupational
Therapists, Paraprofessionals, Pre-service, Professional Development/Training, Speech-Language
Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: RPD-16 Session Title: National Survey of Assistive Technology Specialists in P-12 Education
Results
Speaker/s: James Stachowiak, Iowa Center for Assistive Technology Education and Research Fred
Tchang Advancing Opportunities Noel Estrada Hernandez University of Iowa Patricia Bahr Gillette
Children's Specialy Healthcare
Abstract: For several years, RESNA members who work in the P-12 education field have felt the need to
define some specific ways that RESNA could better meet needs of this type of AT specialist. In 2010,
RESNA commissioned an ad-hoc committee of people active in education to determine the needs of this
group and work on solutions for meeting these needs. The first step of this group was to survey P-12
Education AT Specialists across the country to determine the needs that need to be addressed. This
presentation will begin by discussing the results of this survey, focusing on demographic information on
AT specialists in P-12 settings as well as the results of the question that asked participants to identify the
three most important needs of AT specialists in P-12 settings. After discussing the identified needs, this
presentation will discuss how RESNA in conjunction with other related organizations plans to address
these issues, including plans that are currently in place and a long term vision for collaboration among
leading associations to meet the needs of AT specialists working in the P-12 schools.
Learning Objectives: Identify demographic information about assistive technology service providers
working in P-12 settings., Identify the eight most prominent needs of AT service providers in P-12
settings., Discuss how RESNA in conjunction with other AT Associations will begin to address these
needs.
Target Audience: Academic Technologist, ADA Coordinator, Administrators, AT Specialists,
Communication Specialist, Consumers/Individuals with Disabilities, Curriculum and Instruction,
Educators, Faculty/Instructors, Family Members, General Interest, Instructional Technologist, IT,
Occupational Therapists, Paraprofessionals, Physical Therapists, Pre-service, Professional
Development/Training, Speech-Language Pathologists, Special Education Educators, Visual Impairment
Specialists
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: RPD-18 Session Title: Automated Captioning and Processing of Rich Media Content.
Speaker/s: Dan Shire, IBM Canada Phill Jenkins IBM Pina D'Intino Bank of Nova Scotia
Abstract: Rich media content needs to be made accessible to support individuals with a range of
disabilities. The IBM AbilityLab Media Captioner and Editor solution is being tested now in a real-world
partnership involving a large bank and a group of leading consumer disability groups in Canada. This
presentation will review how the project originated and how it is organized and funded through a
combination of private and public sector groups. We will review the interim results of the technical and
organizational assessment, providing insight into the effectiveness of the current generation of semiautomated video and audio captioning, and we will discuss how this technology can significantly
improve access to rich media content for many individuals. Finally, we'll provide a live demonstration of
the cloud-based solution.
Learning Objectives: Understand the current state of maturily of automated captioning and
transcription software, Evaluate how organizations can incorporate this technology into their business
processes, Discuss other opportunities for placement of this technology
Target Audience: AT Specialists, Communication Specialist, Consumers/Individuals with Disabilities,
Curriculum and Instruction, Educators, Faculty/Instructors, Government/Non-Profit Agencies, IT, Media
Specialist, Professional Development/Training, Web Designer
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: RPD-24 Session Title: The Effect of Multimedia Writing Support Software on Written
Productivity
Speaker/s: Rose Racicot, Kent School District Roxanne Nalumisa Kent School District
Abstract: This educational session will describe a school-based research study on technology writing
supports and then share the integrated study units that were created for use in this study. This
experimental research study was conducted in Kent School District through the support of the OT postprofessional master s degree program at San Jose State University. The purpose of this study was to
measure the effects of multimedia writing support software on the quality and quantity of writing
productivity for students in special education classrooms. Participants in this study included 20 special
education students in grades kindergarten through 6th grade who had mild to moderate developmental
delay, written language goals on their Individualized Education Plans (IEP) and ability to access the
computer with a mouse and regular keyboard. Three special education teachers and their support staff
were trained in the use of an interactive Smart board and use of Clicker 5 multi-media writing support
software to create motivating writing lessons for their classrooms that were implemented over an 8
week intervention period of twice per week sessions with participating students. Lesson examples will
be shared and CD s of the integrated study units will be available for session participants.
Learning Objectives: Become familiar with examples of curriculum design, electronic books and
multimedia writing activities created in Clicker 5 software., Be able to describe an interactive
Smartboard and the therapeutic advantages of using it as part of a classroom writing lesson., Learn how
to set up a collaborative team approach to using technology within the classroom to benefit all
struggling writers.
Target Audience: Academic Technologist, Administrators, Advocates, AT Specialists, Communication
Specialist, Curriculum and Instruction, Educators, Faculty/Instructors, General Interest, Instructional
Technologist, Media Specialist, Occupational Therapists, Paraprofessionals, Physical Therapists,
Professional Development/Training, Speech-Language Pathologists, Special Education Educators
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: RPD-28 Session Title: Accommodating Transitioning Youths: A Snapshot of the Benefits
and Costs
Speaker/s: Louis Orslene, Job Accommodation Network
Abstract: Job accommodations, especially the use of assistive technologies, enhance the productivity of
individuals with various disabilities. Educators, service providers, employers, individuals, and others can
support individuals who are seeking accommodation by being engaged in the job accommodation
process. This poster session will provide an overview of the job accommodation process and research
data on the costs and benefits of accommodation. Costs include those modifications using assistive
technologies, and benefits include the ability to retain quality employees and increase company
profitability.
Learning Objectives: Develop successful accommodation solutions that involve assistive technology
use., Implement an effective accommodation process for employees with various impairments.,
Demonstrate knowledge about the benefits and costs of workplace accommodation solutions that have
been reported in response to an ongoing study of 1,665 employers who contacted the Job
Accommodation Network.
Target Audience: ADA Coordinator, Advocates, Communication Specialist, Consumers/Individuals with
Disabilities, Curriculum and Instruction, Disability Services, Educators, Faculty/Instructors, Family
Members, General Interest, Rehab Therapists, Social Workers, Speech-Language Pathologists, Special
Education Educators, Vocational Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: SI-19 Session Title: Reading More Than Words: Graphicacy Part Two
Speaker/s: Lucia Hasty, ROCKY MOUNTAIN BRAILLE ASSOCIATES Dawn Wilkinson Easter Seals Arkansas
Abstract: Literacy is more than decoding words and sentences. In education and in the work place,
decoding and interpreting graphics- Graphicacy- is a requirement for accessing information and a vital
skill for learners who read braille. In Part One of this workshop, strategies for developing basic decoding
skills were discussed. Part Two offers additional strategies and resources for teaching older learners to
understand and utilize content-laden and complex graphics. Activities for learning to use a key/legend,
scale, multiple sections or views, map reading, indicators of direction or movement or process, data
presentation, orientation and mobility will be discussed. Reading and writing graphics will be
highlighted.
Learning Objectives: Learn how interpreting tactile graphics relies on spatial concepts, Learn how to
evaluate reader's level of ability to interpret a graphic, Understand conmtinuum of basic skill
development
Target Audience: Academic Technologist, Advocates, Alternative Media Specialist, AT Specialists,
Communication Specialist, Consumers/Individuals with Disabilities, Curriculum and Instruction, Disability
Services, Educators, Faculty/Instructors, Family Members, Instructional Technologist, Media Specialist,
Paraprofessionals, Pre-service, Special Education Educators, Visual Impairment Specialists
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: TRN-03 Session Title: A Coordinated Set of Activities: AT and Secondary Transition Plans
Speaker/s: Gayl Bowser, AT Collaborations
Abstract: IDEA requires that IEP teams develop a coordinated set of activities designed to meet the
individual needs of a student who is getting ready for transition from secondary school to community
services. This planning begins no later than the date the student turns 16. The list of topics the team
must address includes instruction, related services, community experiences, employment, development
of employment and other post-school adult living objectives; and, if appropriate, acquisition of daily
living skills and provision of a functional vocational evaluation. When a coordinated set of activities
includes a focus on the student s assistive technology and the ways it will be used in new environments,
the quality of the student s assistive technology use is much more likely to be maintained or improved
after the transition is complete.
Learning Objectives: Understand the IDEA secondary transition concept of a coordinated set of
transition activities, Be able to list the six activity areas that should be addressed in planning for the
coordinated activities to support transition., Be able to identify activities that include assistive
technology that may be included in the coordinated set of transition activities to support effective
secondary transitions/
Target Audience: ADA Coordinator, Administrators, Advocates, AT Specialists, Caregiver,
Communication Specialist, Consumers/Individuals with Disabilities, Curriculum and Instruction, Disability
Services, Educators, Faculty/Instructors, Family Members, General Interest, Government/Non-Profit
Agencies, Occupational Therapists, Paraprofessionals, Physical Therapists, Pre-service, Professional
Development/Training, Rehab Therapists, Special Education Educators, Vocational Rehabilitation
EDUCATIONAL PROGRAM MINI GUIDE – FOR SPEECH-LANGUAGE
PATHOLOGISTS
Session Code: Session Title:
Speaker/s: ,
Abstract:
Learning Objectives:
Target Audience: