Communication needs vary for all students. There are so many different options out there. Where do we even start? We will explore many options and what some of the benefits are from low-tech to high-tech systems. No matter which system you use, always aim high! Presume competence! The process of total communication and aided language stimulation are important components to successfully increase any child’s communication. Let’s take a look at practical implementation strategies.
Key Learning Outcomes
1) The participants will be able to describe how to support the use of aided language stimulation.
2) The participants will be able to describe how to support Total Communication.
3) The participants will be able to describe multiple examples of both low-tech and high tec communication systems, why someone might choose one over the other, and some benefits of each.
Presentation Materials
We are using more technology than ever. But for individuals struggling with executive functioning skills, more technology does not automatically lead to greater productivity. Let’s explore an array of mobile device apps and Chrome based apps and extensions focused on providing support for organization and executive function. Areas of focus include: organization, scheduling, task completion, time management and more.
Key Learning Outcomes
1. Explore a range of technology tools to provide support in the area of executive function.
2. Apply at least 3 solutions to meet the unique needs of consumers with disabilities.
3. Integrate the feature match process into the selection, acquisition and implementation of AT tools to meet the needs of each individual.
Presentation Materials
With so many apps and software tools available for our technology today, it is sometimes difficult to know what might work for an individual. But wait ….. what about built in accessibility features? These supports are built into every computer and mobile device platform, yet many people don’t know what they already have! Come participate in this BYOD session as we dive deep into the built in accessibility features of your devices (iOS, Android, Mac, Windows, Chromebook) to explore options to support individuals in the area of reading, writing, vision, physical access and more!
Key Learning Outcomes
- Explore and utilize built in accessibility features on various platforms to meet the needs of individuals with disabilities.
- Compare built in features across platforms in order to successfully match individual needs to features of tools.
- Determine effective strategies to utilize the built in accessibility features as a support for all individuals.
Presentation Materials
The Peoria school district is using innovative and creative ways to increase access to assistive technology for all its students. From 3D printed materials and internal collaborations with different district resources, to creative use of community resources, we attempt to be good stewards of the limited budgets available to help all students. During the session, strategies for collaboration will be shared and participants will be engaged in group discussion about how to replicate some of the same strategies within their own system. Time will be given for group discussion and problem solving during the session. In addition, methods and materials used in the district will be shared with participants. Items include 3D files/designs, low-tech visual supports, etc.
Key Learning Outcomes
1. Participants will learn about different technologies for using technology/resources to collaborate for students with disabilities.
2. Participants will learn how to create many different low-tech options for high incidence student needs
3. Participants will identify how they can replicate some of these processes in their own district.
In Part 2 of this double session on generative AI (and specifically ChatGPT), AT consultant Shelley Haven will leaded a guided interactive discussion to brainstorm various ideas and issues:
–Propose applications for generative AI to enhance teaching and learning
–Identify significant issues that impact using generative AI in education
–Suggest best practices that encourage responsible and ethical use.
The implications for generative AI in education are simultaneously exciting and concerning. We are likely at an inflection point similar to 20 years ago when education began integrating the Internet, and 40 years ago when schools started employing desktop computers. Consider this discussion as a beginning – the information, insights, and ideas gained will help you continue the discussion about AI in your school, district, or practice.
Learning Outcomes
1. Understanding AI: Explain why “generative AI” like ChatGPT is unique and ground-breaking and how to get effective results when using it.
2. Uses for AI: Name at least three novel applications of generative AI like ChatGPT in education (both teaching and learning).
3. Best practices for AI: Name at least three strategies for harnessing generative AI in education while addressing concerns such as cheating, plagiarism, privacy, and ethical use.
Note: these learning outcomes apply to the combination of both Part 1 and Part 2 of this double session.
Artificial Intelligence, or AI, has been part of our daily lives for decades (think speech recognition, Netflix recommendations, contextual grammar checkers, and GPS navigation). The recent hype – and angst – about AI in education centers on so-called “generative AI” such as ChatGPT that can create novel content and both understands and responds using conversational language. As this emergent technology raises more questions than it answers, educators should understand how to harness its capabilities and make sound decisions about its use.
In Part 1 of this informative and thought-provoking double session, AT consultant Shelley Haven will explain:
–What artificial intelligence is (and isn’t)
–What makes ChatGPT unique and ground-breaking
–How ChatGPT can support teaching and learning
–Challenges that must be addressed to ensure responsible use.
Key Learning Outcomes
1. Understanding AI: Explain why “generative AI” like ChatGPT is unique and ground-breaking and how to get effective results when using it.
2. Uses for AI: Name at least three novel applications of generative AI like ChatGPT in education (both teaching and learning)
3. Best practices for AI: Name at least three strategies for harnessing generative AI in education while addressing concerns such as cheating, plagiarism, privacy, and ethical use.
Note: these learning outcomes apply to the combination of both Part 1 and Part 2 of this double session.
Using the principles of Universal Design for Learning as a guide, it is possible to facilitate meaningful participation in reading activities by altering access, content, and materials. For emergent literacy learners, an interactive literacy kit containing a book, an adapted version of the book, and a combination of toys, games and activities relating to the book can provide exposure to reading, writing, listening, communication opportunities, fine motor, math, and more. Scaffolds created or displayed with commonly used software, web-based tools, and classroom manipulatives provide a multitude of creative opportunities for all. Come explore ways to adapt books and create rich thematic units incorporating literacy and learning. Participants will be provided with free online resources for composing electronic versions or print-based book adaptations, and book kits.
Key Learning Outcomes
- Name three or more adapted book design features that can benefit learners.
- Identify three or more ways technology can be used to assist in the production of adapted books.
- Recommend three or more resources described in this session to learn more about adapting print to provide increased access for all.
Presentation Materials
Assistive Technology is often over looked when looking at a students transition plan. During this session attendees will gain an understanding of the importance of AT in transition planning and ways to incorporate it for student success.
Key Learning Outcomes
1. Participants will demonstrate and understanding of transition planning and how AT can be included in this.
2. After attending the session participants will be able to apply AT to areas in transition planning.
3. Participants will use resource provided to increase their knowledge in adding AT to transition plans.
Presentation Materials
