| Times |
Speakers |
Activity/Speaker(s)/Presentation Title |
| 8:00 – 8:30 |
|
Registration |
| 7:45 – 11:00 |
|
Coffee, tea, water and juice
Morning Tea |
| 8:30 – 9:15 |
Pegi Young Vicki Casella |
Welcome and Introductions – Pegi Young |
| 9:15 – 10:45 |
Beth Foley |
Plenary – Beth Foley
Are We Teaching the “Write Stuff”?
Written Language Intervention for Students with AAC NeedsThe acquisition of conventional writing ability promotes communicative competence and increased social, academic, and vocational opportunities for students with AAC needs. Their writing development, however, is typically compromised by a complex interaction of internal factors (e.g., reduced linguistic competence, cognitive impairment, severe physical disability) and external influences (e.g., quality and quantity of writing instruction, availability of assistive technology supports). If we are to improve writing outcomes for students with AAC needs, we must help them become strategic, self-regulated writers who can maintain their motivation to write in the face of many unique challenges. This presentation will provide a model of written language production that accounts for the processes and foundations necessary for skilled writing, then describe evidence-based writing intervention strategies and tools that support writing development in students who use AAC.
» Handout (available after the conference) |
| 10:45 -11:00 |
|
Break |
| 11:00 – 12:15 |
Bonnie Mintun |
Concurrent 1: Bonnie Mintun
Inclusion, Technology, and Supported Communication: The Soul is in the Room
The versatility and dynamism of “high tech” may sometimes be exactly what severely disabled students need in order to develop language and communication skills. For families and teachers, the increased range of language and access options can greatly broaden expectations and provide valuable opportunities for following the student’s lead. Bonnie’s daughter Anna has been learning to use a sophisticated, dynamic screen display device through what Bonnie calls “supported communication”, the interplay of teaching and communicating. In spite of cortical vision and cognitive impairments, Anna is blossoming in self-expression and her own style of communication. She is learning how to command a presence.
» Handout (available after the conference) |
|
|
|
| 11:00 – 12:15 |
Mary Hunt-Berg |
Concurrent 2: Mary Hunt-Berg
Attention and Attention Management: The Bridge between Perception and Learning
Issues of attention and attention management arise daily in all classrooms around the world. The ability to attend is widely recognized as a necessary foundation for all learning and cognitive development – at all levels – including social, communicative and literacy development. Those issues take on special significance when students have sensory and motor challenges, and where AAC systems place additional demands on both a student’s and a teacher’s attention. Case studies of Bridge School students and staff will illustrate three key elements that need to be addressed: (a) each individual student’s ‘attention profile’; (b) the attention management and teaching styles of professionals (teachers, SLPS, instructional assistants); and (c) the attention demands of the classroom and school environment, including how the form of AAC may place competing attention demands. We share a framework that helps educational teams customize environments and practices in ways that maximize individual students’ ability to attend with the ultimate goal of increasing participation, motivation and achievement.
» Handout (available after the conference) |
| 11:00 – 12:15 |
Adrian Amandi
Jerry Kuns
Jerry Carreon
Maya Greenberg |
Concurrent 3: Adrian Amandi, Jerry Kuns, James Carreon and Maya Greenberg
Assistive Technology for the Visually Impaired: State of the Art
The Technology Team at the California School for the Blind will present an overview of assistive technology for students with visual impairments, including the use of customized large print, synthesized speech, Braille and scanned material access to text, the computer and the world wide web. A range of technology will be addressed including the latest technology that combines GPS with electronic Braille note taker (with speech access) for enhanced and efficient travel.
» Handout (available after the conference) |
| 12:15 – 1:30 |
|
Lunch |
| 1:45 – 3:15 |
Deborah Tierney Kreuzer |
Plenary: Deborah Tierney Kreuzer
Considerations for the use of Visual Displays and the Materials for Students with Visual Impairments who have Severe Speech and Physical Impairments
Students with visual impairments who have severe speech and physical impairments are increasingly using augmentative and alternative communication to develop their communication skills. An overview of prevalent eye conditions will be presented with case studies that include practical suggestions to enhance the engagement of the learner with a visual impairment. Considerations for the customization of visual displays that maximize functional vision skills will be discussed. Evaluation guidelines for making decisions concerning the use of print, color cues, shapes, spacing, position and number of symbols will be included.
» Handout (available after the conference) |
| 3:15 – 3:30 |
|
Break |
|
|
|
| 3:30 – 4:45 |
Joan Sharp |
Concurrent 1: Joan Sharp
Let’s Get to the CORE of AAC
This presentation will focus on the importance of developing an individual’s language skills by providing core vocabulary. Participants will gain knowledge and understanding of how the Unity Language Software can be used to enhance language and literacy acquisition. Participants will be shown teaching strategies that encourage the use of core vocabulary across various academic and communication activities.
» Handout (available after the conference) |
| 3:30 – 4:45 |
Beth Foley |
Concurrent 2: Beth Foley
Are We Assessing the “Write Stuff”? Writing Assessment for Students with AAC Needs
The primary purpose of writing assessment is to identify what writers can do well, what aspects of writing they find difficult, and what instructional strategies are most likely to lead to improvements in writing competence and achievement of state and district core curriculum standards. For students who use AAC, writing assessment is typically complicated by the presence of multiple physical, cognitive, and communication impairments that interfere with participation in the writing process. Writing assessment procedures developed for such students must not only reflect best practices for analyzing written expression but must also address the unique writing challenges faced by individuals with complex communication needs. This presentation will describe writing assessment strategies and tools that fulfill these purposes.
» Handout (available after the conference) |
| 3:30 – 4:45 |
Gloria SotoPatti Solomon-Rice |
Concurrent 3: Gloria Soto, Michele Caputo, Patti Solomon-Rice and Stephanie Taymauree
“Guess What? I have something to tell you.” Supporting the Personal Narratives of Children who use AAC
The ability to create stories about events that one has experienced, imagined or witnessed serves many important functions in a child’s life. Through personal narratives children’s experiences become memories, and memories serve a social function, we share them with others. For many children who use AAC, telling personal stories can be restricted by the limitations imposed by their own systems, by lack of experience in the role of “narrator,” and by lack of exposure to “reportable” events. This presentation will describe evidence-based strategies and share practical materials used to support the development of personal narrative skills in children who use AAC.
» Handout (available after the conference) |
