To bridge the divide that exists between communication partners, we must educate and spread awareness in the area of augmentative and alternative communication (AAC). The use of AAC systems is an alternative communication method which requires our community to become more knowledgeable and aware of effective communication strategies. This change begins with awareness in our K-12 schools by using research based restorative practices to educate young children about communication differences to access effective inclusion practices while expanding communication partners for all. In this session, a review of research based practices will be conducted while sharing experiences in how to educate our youth to be inclusive using hands-on experiences with assistive technology and following restorative practices.
Key Learning Outcomes
1. Gain a deeper understanding of AAC systems and how they are used to communicate.
2. Working to bridge the communication gap between children with complex communication needs and their peers.
3. Destigmatizing the use of AAC systems through research based practices and the exploration of diversity.
Adults and youth with disabilities struggle with the thought of entering and/or returning to work. Many individuals do not realize that benefits do not end; actually, they just shift. There are numerous work incentives that assist individuals to achieve financial wellness and independent living. Pathways to Further Education Employment and Independent Living through Benefits Management illustrates discusses some of the untapped resources that can support your decision to take that first step. It will include much needed information regarding Social Security rules, Social Security benefits, healthcare, and employment. We will provide information on how you can gain free access a Community Work Incentives Coordinator that can help with this transition to employment and/or post secondary education.
Key Learning Outcomes
1. Learn about savings programs that will allow one to save earned income and not count as resources against one’s Social
Security cash benefits while working.
2. How to retain healthcare benefits when one has returned to work.
3. Learn about work incentives and safety nets that can be used when considering employment without losing one’s benefits.
4. Learn about savings accounts specifically for individuals with disabilities.
5. Learn about post secondary education and how to fund it.
This presentation discusses school wide implementation of the LAMP approach and explores data on language outcomes from K-8 functional skills classrooms for children with complex communication needs. The team will address the rationale for beginning a LAMP approach initiative including the consideration of Positive Behavior Intervention Support (PBIS) and inclusion practices, the consensus building process, the use of data collection tools to monitor language outcomes and the development of communication partner training based on the LAMP Approach and the LAMP Approach to support para-educators, educators, and parents with implementation in the home and school environments.
Key Learning Outcomes
Identify three action steps used to overcoming barriers to school-wide AAC implementation and increase social inclusion.
Describe three ways to partner with staff to increase AAC use
Describe three research based models/tools/strategies used to support staff development of AAC communication partners
Join us to discuss the importance of independent computer access, available computer access options for individuals with limited mobility and potential eye gaze accommodations. We will identify possible strategies to increase computer access and eye gaze success. This presentation will include examples of Tobii Dynavox solutions that address these considerations, including TD Control, TD Browse, Accessible Apps, C5 Windows Control, and TD Pilot (Apple, Assistive Touch).
Key Learning Outcomes
1. Identify computer access and list 3 considerations for successful computer access with eye gaze
2. Identify three tools/software items that enable successful computer access.
3. List 3 extensions of eye gaze/computer access to support vocational, independent living and/or community outcomes.
Research tells us that AAC users need to use their devices throughout the day. Participants in this session you will learn strategies and be supplied a companion book template to help support learners who are AAC users within the classroom setting.
Key Learning Outcomes
1. Participants will learn about the research on the importance of everyone taking ownership in AAC.
2. Participants will learn about a transition tool for adults and the learner.
3. Participants will learn strategies to use within their classroom for AAC.
Presentation Materials
Augmentative and Alternative Communication (AAC) is essential for individuals with complex communication needs, but they often face barriers when accessing and participating in their communities. This presentation will share success story of working with a city to promote AAC inclusion. We will follow a family in Prescott, AZ who worked with an SLP to design and build AAC playground boards, coordinated with the City of Prescott to have them installed, collaborated with local businesses to provide manual low-tech boards, and provided community training about AAC. By sharing their journey, this presentation aims to inspire other families and communities to collaborate in promoting AAC inclusion.The presentation will conclude with practical strategies for engaging with city officials and local businesses to promote AAC inclusion.
Key Learning Outcomes
- Understand the barriers that AAC users face in accessing and participating in their communities.
- Learn about effective interventions for promoting community AAC inclusion, including peer-mediated support, community-based training, technology-based interventions, and design principles for AAC playground boards.
- Learn how to engage with city officials and local businesses to promote AAC inclusion in the community, including strategies for identifying key stakeholders, crafting persuasive messages, and building partnerships.
While best practice guides clinicians to support all languages needed by the AAC user, implementation of bilingual intervention often brings more hurdles than effective results. This presentation will provide practical strategies and ideas for creating engaging, relevant, and fun lesson plans that support the development of AAC language skills in both Spanish and English. The webinar will include a review of key components of UNIDAD clinicians need to be aware of for bilingual users. A framework for creating lesson plans and a review of bilingual resources will be provided. Lastly, attendees will leave with three bilingual lesson plan ideas that can be implemented tomorrow.
Key Learning Outcomes
1) Participants will demonstrate a fundamental understanding of UNIDAD by identifying key features that support bilingual AAC users.
2) Participants will identify three factors to consider when selecting target words for bilingual therapy sessions.
3) Participants will learn how to create a culturally relevant lesson plan based on a bilingual lesson planning framework and resources available online.
Presentation Materials
