Location: Yucca

Part 3 – TVR Process: Assessment and Eligibility

Assessment and eligibility are two of the most important parts of the TVR process. In this session, attendees will learn the detailed components of assessment and eligibility with a special emphasis on the comprehensive assessment. Attendees will be provided with the opportunity to participate in group activities that reinforce this information. Resources and materials will be provided that can assist with assessment and eligibility.

Key Learning Outcomes

1. Understand the components of assessment with an emphasis on the comprehensive assessment.
2. Identify how to connect assessment to eligibility in the TVR process.
3. Identify the 6 criteria for determining eligibility in a TVR program.

Part 2 – TVR Process: Outreach to Application

This session will provide information on Part 2 of the TVR process that will focus on Outreach to Application. Outreach, Referral, Orientation and Intake are a proactive, intentional effort to connect American Indian VR Services (AIVRS) goals and practices to the efforts of other organizations, groups, and individuals. Through outreach, AIVRS project staff help individuals and groups learn about accessing TVR services and begin the application process.

Key Learning Outcomes

1. Participants will learn how to promote awareness and understanding of AIVRS Program Services.
2. Participants will learn the importance of establishing a strong referral process.
3. Participants will learn the steps required of orientation and intake that lead to completion of an application for TVR services.

Part 4 – TVR Process: IPE Development and Service Provision

Creating an Individualized Plan for Employment (IPE) and the provision of VR services are two critical parts of the TVR process. The IPE can be considered a “blue print” for the consumer and the TVR counselor as VR services are provided and progress toward employment outcome is achieved. In this session, attendees will learn the detailed components of developing and IPE and providing TVR services to consumers . Attendees will be provided with the opportunity to participate in group activities that reinforce this information. Resources and materials will be provided that can assist with IPE development and the provision of services.

Key Learning Outcomes

1. Understand the mandatory components of the IPE and the TVR services that can be provided in an IPE .
2. Identify the needed VR services that can be included in an IPE.
3. Create a draft IPE based on a consumer’s case scenario.

Powered Mobility in the Classroom

What if you learned five features and strategies you need to have to control the chair that will relieve your fears? Let’s talk about the features available on all chairs that you need to know to keep everyone safe so your students can be independently mobile through their power chair in your classroom and throughout their school. FIrst we need to be sure we are asking for the best features in a powered mobility chair to increase success in the classroom. Then we need to have a framework on how to train staff on these controls so there is a team addressing increasing powered mobility. Then you can see how activities address language skills, access, literacy and AAC while addressing powered mobility.

Key Learning Outcomes

  • Learn how to use a kill switch to keep all students and adults in the classroom safe.
  • Understand how to toggle from attendant control and student control to use the power chair throughout the entire school day.
  • Provided integrated activities so language, mobility, literacy and AAC skills are being addressed through powered mobility.

Autism, Behavior, Communication: Made as Simple as ABC

Do you work with children with autism who struggle to communicate? Have you tried AAC and feel it is not working? We must consider the characteristics of autism and the researched based strategies of utilizing AAC. When we put these together, we can be more successful. So let’s look at Autism, Behavior and Communication and clarify the process of implementing AAC with this population. Join this class to accurately define what communication looks like using AAC, what changes you can make to increase functional use of the device and what IEP goals reflect this functional communication.

Key Learning Outcomes

Participants will identify 3 strategies to use when a person with autism displays stimming behavior while using an AAC device.
Participants will identify 3 characteristics of autism that can impact the use of AAC and how to address each one.
Participants will learn 5 (SMART) components of an IEP goal required to measure increased functional communication using AAC.

Part 1 – TVR Process: Relationship Building and Cultural Significance

This session will lay the foundation for TVR staff regarding the main difference between AIVRS agencies and state VR agencies. Relationship building and cultural significance is key to the success of each AIVRS program. In addition, creating a unique culturally appropriate model for an AIVRS program is specific to the communities served and the culture and traditions valued. This session will provide information on the first part of the VR process in addition to group activities where attendees will identify their unique culture and values and work together to design a draft culturally appropriate TVR model that will allow program participants to understand the VR process and how it connects to their culture.

Key Learning Outcomes

1. Promote awareness and understanding of part 1 of the AIVRS VR process and program services.
2. Recognize the need for relationship building and cultural significance in TVR.
3. Create a draft culturally appropriate model for their unique TVR program and identify how this model connects to the TVR process.

Switch It Up: Creative Solutions for Play!

Get ready to revolutionize your pediatric therapy toolkit with Switch It Up: Creative Solutions for Play! This dynamic class delivers an abundance of innovative strategies to engage and empower children with diverse abilities. From outdoor activities to artsy escapades, from themed parties to magical journeys inspired by Harry Potter, our curriculum is bursting with excitement and limitless possibilities. Join us as we redefine the boundaries of adapted play, offering you a comprehensive playbook of adaptable strategies and inventive approaches. Leave our class feeling empowered, invigorated, and supplied with the tools to transform your practice and elevate your impact. Let’s ignite our creativity together as we discover new avenues to connect, engage, and empower the children in our lives!

Key Learning Outcomes

1. Participants will understand what a switch is and how to place it.
2. Participants will be able to identify different types of switches as well as other switch adapted equipment.
3. Participants will be able to identify at least 10 fun ways to incorporate switches into their classroom/therapy/home!

Unleash Your Creativity: Book-Related Strategies to Support AAC and Literacy

Have you ever left an amazing conference with so many ideas your head just can’t hold them all? Have you left with a sense of how you are incorporating AAC and literacy and when you get home it’s clear as mud? Us too! So let’s help each other organize research based emergent literacy instruction ideas and books you own to apply all that you know. We will give examples of books and activities that target research based literacy instruction and take it one step further by unlocking your creativity to apply it all to your favorite books. Bring favorite books and be ready to share them (might need your Amazon cart) and apply all that you know about literacy and AAC.

Key Learning Outcomes

As a result of this presentation participants will be able to:

1. Compare books to select those that lend themselves to specific research based literacy instruction AND enhance motivation.
2. Apply literacy instruction ideas to a wide variety of books for students of all ages – including age respectful books for older students who are emergent readers.
3. Customize the activities demonstrated by the presenters to meet the needs of their own unique students

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