Tag: Education/K-12

High Leverage Practices & Literacy for Students with Complex Needs

What is “functional literacy?” If we look at where we want students with complex needs to be by adulthood, what skills do we need to focus on in Kindergarten? How about all the years in between? Students with complex needs will use literacy to learn about their world, to entertain themselves and to direct their care. This session addresses High Leverage Practices in instruction including #11 Identifying learning goals, #12 Systematically designing instruction, #13 Adapting curriculum, #15 Scaffolding supports, and #16 Using explicit instruction. A focus on backwards planning for literacy from graduation to Kindergarten will be addressed.

Key Learning Outcomes

1) Identify and prioritize long and short term literacy goals.

2) Recognize the need to make strategic decisions about content coverage.

3) Explore strategies to make instruction explicit.

Communication…. Low Tech, High Tech, and In-between!

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

AT Assessments: Providing the Best Technology Solutions to Elementary and Secondary Students

The best assistive technology decisions for elementary- and secondary-age students with visual impairments are made when students, parents, teachers, and administrators are empowered by 1) knowing what resources are available, 2) what technology devices are most appropriate for each student’s classroom and recreational use, and 3) how to individualize the student’s technology instruction program for optimal success and independence. This discussion will provide an overview of the technology assessment process, how to select the right technology tools, the roles of assessment and instructional team members in providing effective educational services, and how to promote student independence through competent and confident application of technology devices, solutions, and strategies.

Key Learning Outcomes

1. Participants will learn about three resources that can help them to locate information about what technology solutions and devices are available, and how to use the information these resources provide.

2. Participants will identify three major components of a technology assessment and why each is vital to a student’s technology program development.

3. Participants will discuss five ways to effectively individualize a student’s technology program by applying the use of resources and competent technology assessment.

Educational Rights of Students with Special needs under the IDEA and 504

Provide general information regarding the education rights of students with special needs under the Individuals with Disabilities Education Act (IDEA) and Section 504 on graduation requirements and transition services.

Key Learning Outcomes

1) Acquire knowledge of federal and state legal requirements regarding transition and graduation of students with disabilities
2) Acquire knowledge of dispute resolution options for students with disabilities
3) Learn where to find and how to use self-advocacy resources relating to these topics

Presentation Materials

Assistive Technology to Support Executive Function

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

Modifying Online Interactive Tools to Get More of Our Students Engaged

Teachers have been exposed to many educational learning activities and games, however many times they are difficult to access for students who are not reading and writing independently. Students with disabilities benefit from the opportunities these tools provide, but teachers must have the knowledge to tailor them to meet the needs of their students. This presentation will provide an overview of popular tools and demonstrate how the activities can be created so that students are provided with the support they need to enjoy participating.

Key Learning Outcomes

1. Participants will have an understanding of popular educational technology tools known to increase student engagement (such as Kahoot, Pear Deck, Google Slides, and EdPuzzle).
2. Participants will understand how to utilize these educational technology tools with students who are not reading and writing independently.
3. Participants will be able to access resources to create learning activities for the students they serve.

It’s In There: Accessibility Features Across Platforms

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

Free Tools for Creating Tiered Reading Supports

Are you looking for an easy way to scaffold reading supports in your classroom? This session will provide the participants free easy tools that allow educators to change text complexity and scaffolding of reading supports. We know that through ESSA and IDEA all learners need access to core curriculum.

Key Learning Outcomes

1. Participants will learn at least 3 free websites that allow for scaffolding reading supports.
2. Participants will interact with at least 3 free websites taht allow for scaffolding reading supports.
3. Participants will create scaffolded reading supports for one of their student assignments.

Presentation Materials

Incorporating Access and Sensory Strategies Transparently into Multiple Environments

In our post-pandemic educational, therapeutic, and workplace environments, levels of anxiety have created issues surrounding both access to and the ability to complete tasks. In dealing with individuals, professionals have sought to provide sensory relief and then return those individuals to the tasks at hand. In reality, a combination of sensory support and alternative approaches to AT usage can allow individuals to create self-regulating habits as well as increasing their own cognitive and workplace abilities. This session looks at providing levels of transparency with both AT and Sensory Supports within any environment to assist in this process. In a hands-on format, we will review ways of approach in both Access through AT and self-regulation through socially and environmentally appropriate manners providing ideas for these environments.

Key Learning Outcomes

1. Participants will identify strategies to create transparency with AT
2. Participants will interact with various sensory strategies which provide support for all individuals.
3. Participants will design a foundation for the movement into transparency with both AT and Sensory Supports

Increasing access to low cost or free Assistive Technology

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.

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