TUESDAY
July 31, 2012
GENERAL
G4
Building Self-Determination through Student-Directed IEPs
Presenter:
Dr. Cinda Johnson, Center for Change in Transition Services
Time:
8:30-12:45 p.m. (3 sessions)
Focus Population: All
Workshop Level:
Basic
Room:
802
IDEA requires that all students participate to the fullest extent possible in their
secondary transition IEP and IEP meetings. Research demonstrates that students who
participate and learn to lead their IEP meetings increase their self-advocacy skills. Join
this session to hear from real teachers on how to make this work for all students
regardless of their type of disability
Participants will:
 Learn how to best include the student in developing the basic IEP requirements
for all high-school students (age 16-21)
 Learn strategies to scaffold the student-directed IEP meeting process
 Learn how to access and use free resources to aid your work in building the
student-directed IEP process into your curriculum
ASSISTIVE TECHNOLOGY
AT3
Visual Strategies for Students on the Autism Spectrum
Presenter:
Karen Foreman, MA-CCC-SLP, AAC Specialist
Time:
8:30-12:45 p.m. (3 sessions)
Focus Population: Autism, Multiple Disabilities
Workshop Level:
Basic/Intermediate
Room:
805
Students on the autism spectrum present unique challenges. Using visual strategies
can assist these individuals in understanding communications, expressing themselves
and self-managing their behaviors. This class will focus on visual strategies to use with
this population including between activity schedules, within activity schedules,
contingency maps, rule scripts, social stories, and low and high tech solutions for
communication.
Participants will:
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AT4
Identify visual strategies for assisting students on the autism spectrum in
understanding communications, expressive communication, and selfmanagement
Pair 3 visual strategies with needs of their students
Design visual strategy interventions for one student on their caseload
Introduction to Clicker 5 (Lab)
Presenter:
Julie Macdonald, MS, OTR/L, AT Specialist
Time:
8:30-12:45 p.m. (3 sessions)
Focus Population: Autism, Multiple Disabilities
Workshop Level:
Basic
Room:
806
You’ve heard about it, seen it, but aren’t sure what it can do for your students. Clicker 5
is a multi-media flexible program that can do almost anything you can imagine. At its
most basic it is a talking word processor with picture and word wall support. Add Clicker
grids and students can write with whole words, make talking books, write modeled
sentences, label parts of pictures, do matching activities, add sound clips and images,
and much more, all switch accessible. This introductory class is designed to give you an
overview of what Clicker has to offer along with some hands-on practice editing readymade programs and using Clicker templates.
Participants will:
 Increase their awareness of the basic features of Clicker 5 and its uses to
improve instruction and enhance learning within the classroom
 Know how to use and configure the talking word processor as an effective
intervention
 Access and edit ready-made materials to improve instruction and enhance
learning within the classroom
 Create a literacy grid from a template as a strategy to improve language,
cognitive development, academic and/or literacy skills within the context of the
general education curriculum
AT5
iPad Accessibility Options
Presenter:
Julie Macdonald, MS, OTR/L, AT Specialist
Time:
1:45-4:30 p.m. (2 sessions)
Focus Population: All
Workshop Level:
Intermediate
Room:
805
Apple has a history of providing innovative solutions for people with disabilities. In this
intermediate workshop, we will explore the assistive technology included as a standard
feature for the iPad and iPhone for vision, hearing and motor disabilities. We will also
explore a few of the many assistive technology apps and hardware products available
that assist the learner with special needs. Bring your iPad/iPod Touch or use one of
ours.
Participants will:
 Demonstrate a working knowledge of accessibility features for students who are
blind or have visual impairments, including Voice Over as effective intervention or
instructional strategies to implement the IFSP/IEP
 Identify accessibility features and apps for those who are deaf, hard of hearing or
who have impaired physical/motor skills
 Identify hardware needs and apps available for students who require switch
access allowing effective use of assistive technology to improve instruction and
enhance learning within the classroom
AT6
Advance Features of Boardmaker Plus (Lab)
Presenter:
Karen Foreman, MA-CCC-SLP, AAC Specialist
Time:
1:45-4:30 p.m. (2 sessions)
Focus Population: Autism/Multiple Disabilities
Workshop Level:
Intermediate
Room:
806
Boardmaker Plus has new features that increase the versatility of this great program.
The symbolate button is a new feature that automatically inserts pictures in when you
type text. It is a great tool for making interactive books and social stories. Learn how to
make buttons speak; link boards; customize symbols; create Pop-Up Boards; and work
with the symbolate and moveable button tools. This is an intermediate level lab class
that will focus on the new and interactive features available with Boardmaker Plus.
Participants will have an opportunity to explore Boardmaker Add-On software programs.
Participants will be able to improve instruction and enhance learning by making:
 Buttons speak
 Interactive boards and books
 Symbolate buttons, movable buttons activities and Pop-Up Boards on the
Boardmaker Plus assistive Technology program
AUTISM
ASD3 Elements of an Effective Classroom
Presenter:
Autism Team: Carrie Stokes
Time:
8:30-12:45 p.m. (3 sessions)
Focus Population: Autism
Workshop Level:
Basic
Room:
Auditorium
Structuring the classroom environment, routines, schedules, work systems, visual
supports, social skills, behavior, sensory and IEP development, staff communication….
“How do I put it all together and remain sane?”
Participants will:
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Recognize the pieces of an effective structured learning environment
Know how to put the pieces together
Begin developing a plan to create an effective structured program
ASD4 Not Being Able to Speak Doesn’t Mean I Don’t Have Something to Say
Presenter:
Autism Team: Monica Meyer, Ronda Schelvan
Time:
1:45-4:30 p.m. (2 sessions)
Focus Population: Autism
Workshop Level:
Basic/Intermediate
Room:
Auditorium
Functional communication is a basic human right. We will show different examples and
methods from low tech to high tech supports. You will learn that communication needs
to be convenient, affordable, and understandable; it is the reason for and needs to be
the driving goal for an IEP.
Participants will:
 Identify and define functional communication
 Write an IEP goal to address the issue
 Understand why functional communication is critical for health, safety, choice,
work, leisure, community, and more
 Identify important steps to teaching functional communication through evidencebased strategies and share implementation strategies across all domains of life
PRESCHOOL/DEAF/Hard of Hearing
PD1
Components of a Good Preschool
Presenter:
Kerianne Christie, Nancy Hatfield
Time:
8:30-9:45 a.m. (1 session)
Focus Population: Deaf/HH
Workshop Level:
Basic
Room:
404
Review NAEYC's evidence-based practices for preschool settings. Learn about
appropriate adaptations and additions to the environment, curriculum, and staff skills to
make the preschool accessible to children with hearing loss.
Participants will increase their understanding of:
 Developmentally appropriate practices for preschool
 Enhancing access to learning and social-emotional development for children with
hearing loss
 Effective teaming to implement the IEP
PD2
Optimizing the Listening Environment for Preschoolers
Presenter:
Kim Hamren, Nancy Hatfield
Time:
10:00-11:15 a.m. (1 session)
Focus Population: Deaf/HH
Workshop Level:
Basic
Room:
404
Discover strategies for ensuring that your preschool is auditorily accessible—and not
over-stimulating—to a child who is deaf or hard of hearing, for children using different
communication modes.
Participants will increase their understanding of:
 Enhancing auditory access to learning and social-emotional development for
children with hearing loss
 Strategies to improve communication/language
 Strategies to improve age-appropriate transition planning
PD3
Optimizing the Visual Learning Environment for Preschoolers
Presenter:
Kerianne Christie, Pamela Whitney
Time:
11:30-12:45 p.m. (1 session)
Focus Population: Deaf/HH
Workshop Level:
Basic
Room:
404
Discover strategies for ensuring that your preschool is visually accessible—but not overstimulating—to a child who is deaf or hard of hearing, for children using different
communication modes.
Participants will increase their understanding of:
 Enhancing visual and auditory access to learning and social-emotional
development for children with hearing loss
 Strategies to improve communication/language
 Strategies to improve age-appropriate transition planning
PD4
Supporting and Monitoring Communication/Language Learning
Presenter:
Kerianne Christie, Nancy Hatfield
Time:
1:45-3:00 p.m. (1 session)
Focus Population: Deaf/HH
Workshop Level:
Basic
Room:
404
Learn the importance of having baseline data on a child's communication and language,
as well as families' preferences. Discover tools for monitoring progress, planning
appropriate next steps, and strategies for getting there.
Participants will increase their understanding of:
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PD5
Comprehensive, ongoing assessment of communication/language
Strategies to improve communication/language
Appropriate IEP goals for children acquiring language
Supporting Literacy for Preschoolers
Presenter:
Kim Hamren, Pamela Whitney
Time:
3:15-4:30 p.m. (1 session)
Focus Population: Deaf/HH
Workshop Level:
Basic
Room:
404
Literacy is critical for children with hearing loss. Learn strategies for reading and best
practices for visual, auditory, and linguistic access to books—including iPad book apps!
Participants will increase their understanding of:
 Assessment of literacy for program development
 Strategies to improve literacy skills
 Assistive technology to improve access to literacy
DEAF/HARD OF HEARING
D3
Using ASL/English Bilingual Strategies in the Classroom
Presenter:
April McArthur, Shauna Bilyeu, Jenn Christianson
Time:
8:30-11:15 a.m. (2 sessions)
Focus Population: Deaf/HH
Workshop Level:
Basic/Intermediate
Room:
302
In this session, participants will discuss, practice and learn how to implement ASL and
English bilingual strategies in the classroom. Presenters will review theories and best
practices that support the use of bilingual methodologies. Videos of classroom
applications and student work will be shown.
Participants will:
 Understand and be able to explain the theories and practices using bilingual
strategies to support language acquisition for deaf and hard of hearing children
 Increase their knowledge of various strategies that support bilingual instruction in
the classroom
 Understand and be able to name how different kinds of assessment strategies
support bilingual learners. Formative language and literacy assessments will be
explored
D4
Addressing Challenging Behaviors among Children Who Are Deaf
Presenter:
Dr. Flint Simonsen
Time:
Focus Population:
Workshop Level:
Room:
11:30-4:30 p.m. (3 sessions)
Autism, Deaf/HH, Multiple Disabilities
Basic
303
This session will present a framework for understanding complex challenging behaviors
among children who are deaf or hard of hearing, (including children with other cooccurring disabilities). The unique communication needs among this group of children
are key to understanding and changing the difficult behaviors they sometimes display.
Specific methods for understanding severe behaviors based on functional behavioral
assessment will be described. Participants will learn practical strategies for translating
this information into effective behavior change.
Participants will:
 Identify connections between communication needs and behavior
 Gain tools for understanding complex challenging behaviors
 Learn how to translate their understanding into effective behavior change
EDUCATIONAL INTERPRETERS
INT2 Interpreting Nonsense Text: Making it Fun!
Presenter:
Angie O’Bleness
Time:
8:30-12:45 p.m. (3 sessions)
Focus Population: Educational Interpreters
Workshop Level:
Intermediate/Advanced
Room:
304
This presentation will include a brief introduction to theories and approaches to
interpreting. Robyn Dean’s Demand Control Schema, discourse and text analysis,
connections to visualization, synthesis and consecutive interpreting strategies and an
analysis of author’s purpose. Practice will include compression and expansion
techniques and a brief look at classifiers to aid in making sense to nonsense.
Strategies and resources for continued development and practice will be provided.
Participants will:
 Build confidence in approaching music, poetry and difficult text including their
purpose. Making use of what you know and breaking out of our comfort zone to
find our inner actor, even in the classroom.
 Learn techniques through interpreter demonstration of poetry, music, examples
from native language users and small group practice.
 Discuss student benefits and have an opportunity to set personal goals and
reflect on strengths.
INT3 Listening for Meaning
Presenter:
Dave Morrison
Time:
1:45-4:30 p.m. (2 sessions)
Focus Population: Deaf/HH, Educational Interpreters
Workshop Level:
Basic
Room:
304
Words carry power, yet they are just one way of conveying meaning. Humans use vocal
intonation, passive language, body language and sarcasm to imply a meaning that can
be vastly different than words alone would lead us to believe. This afternoon we will
explore spoken English text and how other forms of communication can alter the word’s
meaning. We will look at how active listening, personal experience and context effect
how we understand messages.
Participants will learn:
 Strategies to improve communication
 Strategies to improve age-appropriate transition planning
 Effective teaming strategies
MULTIPLE DISABILITIES
M2
Communication Strategies for Learners with Multiple Disabilities
Presenter:
Philip D. Schweigert
Time:
8:30-4:30 p.m. (5 sessions)
Focus Population: Multiple Disabilities
Workshop Level:
Basic, Intermediate, Advanced
Room:
Room 500 (Library)
This is a workshop on communication instruction for individuals with multiple disabilities
who are nonverbal. It is intended for professionals, para-professionals, parents and
other caregivers who work with these learners. The workshop includes instruction,
practical exercises and the use of case studies to demonstrate how the information is
used. These are designed to support participants in expanding their understanding of
how they might encourage children with such significant disabilities, including children
with combined vision and hearing loss, to demonstrate and further develop their ability
and desire to communicate. This is the basis for literacy. Specifically this workshop will
include the following:
1. Understanding how to use the Communication Matrix assessment to determine
the expressive communication skill level of the child and a starting point for
communication instruction.
2. Research based instructional strategies for the child at the pre-symbolic level of
communication covering the use of gestures, and micro switches for the earliest
communicative functions.
3. Instructional strategies for the child who may be ready for communication
through Tangible Symbol Systems such as, pictures, photos, and/or tactile
symbols to communicate for children who are not yet able to use abstract
symbols.
Participants will learn:
 About tools and strategies for conducting comprehensive, ongoing
communication assessment for program development for students with multiple
disabilities
 Effective intervention strategies to implement the IFSP/IEP
 Strategies to improve communication development and the essentials of selfdetermination