Monday and Tuesday, October 20-21
8:00 am - 4:00 pm
Workshop Summary:
This two-day workshop is designed for educators, therapists, and anyone working, or living with, individuals who have significant physical and multiple challenges, including Cerebral Palsy, Rett Syndrome, Traumatic Brain Injury, Complex Communication support Needs (CCN), and Cortical Visual Impairment (CVI). Participants will explore how brain research informs strategies for learning, motivation, and engagement. What are effective ways to introduce AAC to emerging communicators who require alternative access? How does one accommodate for brain-based visual differences? Strategies for teaching motor movements to access communication and learning, including partner-assisted scanning and the use of two-switch step scanning will be explored in depth. Come explore creative and practical strategies to overcome these complex barriers to access language and learning. Videos of case examples will be shared.
Professional Development Credits:
IACET CEUs: 1.4
ACVREP CEs: 14
Learning Outcomes:
As a result of this activity, participants will be able to:
List 2 principles for how the brain develops and describe at least 3 implications for motivation, engagement, and learning for those students who face significant physical and multiple challenges
Explain 3 examples for best practice in AAC regarding how to utilize what is known about how typical children learn language and apply these principles to creating a multi-modal communication learning environment for individuals who face complex challenges and require alternative access and are often not “testable” by traditional means of assessment.
Describe the ‘juggling act’ for children who have severe multiple challenges, and explain the importance of parallel learning as the long-term strategy for building access skills for communication and learning
Discuss 3 challenges that individuals with CVI might face when accessing communication and learning, and list potential strategies to enhance learning based upon these challenges.
Briefly discuss 2 features of pragmatic organization of vocabulary (PODD) for emerging communicators, and give 2 examples of how this is used with multi-modal partner-assisted communication strategies.
Describe 3 strategies for teaching movements, for example: nodding and shaking one’s head to communicate accept and reject for partner-assisted scanning and for using two switch step scanning to access electronic means of communication and learning
Presenter(s)
Workshop Fee:
$680