Location: Willow

Gilbert’s Literacy Lessons

Our team has used the book ‘Comprehensive Literacy for All’ by Dr. David Koppenhaver and Dr. Karen Erickson as our guide for implementation of our pilot literacy project.

Key Learning Outcomes

  • Identify key components of a literacy plan that could be implemented in other school districts or programs.
  • Identify key components of a literacy plan that should be avoided or prevented to ensure greater success within other school districts or programs.
  • Create an outline of best steps to create a literacy program within your school district or program.

Road to Independence: AT in Transition Planning for Students with Complex Support Needs

We will be referring to SETT and HAAT models for AT. In addition, we will clearly discuss the Quality Indicators of Assistive Technology Services (QIAT): Quality Indicators to Support Transition Planning matrices. We will also connect how these apply to indicator 13 and student transition planning in the IEP.

Key Learning Outcomes

1. Participants will demonstrate an understanding of transition planning and how AT can be included.
2. After attending the session, participants will be able to apply AT to areas in transition planning.
3. Participants will use resources provided to increase their knowledge in adding AT to transition plans.

SOS: Socially Optimizing Situations (Autism)

In my over 33 years of working in the field, I have seen students with autism struggle with social skills and how this struggle affects their success in life (both in school and work). I have experienced success in the use of the strategies I will be sharing and have anecdotal experiences that I will also share. Some of the strategies I have used successfully are the following: visuals, video modeling, scripting, social stories, role-playing, checklists, and more. I will bring samples and demonstrate them.

Key Learning Outcomes

Participants will be able to describe the various social deficits that many with autism might experience.
Participants will be able to list a minimum of 3 ways to use visuals to support social situations for a student with autism.
Participants will be able to describe a way to use video modeling to teach social skills.

The 3 AEMigos: Accessible Materials, Assistive & Accessible Technology

The U.S. Department of Education has stated that timely access to appropriate and accessible materials is crucial in ensuring that children with disabilities receive a free and appropriate public education (FAPE) and can participate in the general education curriculum as outlined in their Individualized Education Programs (IEPs).

The connection between AEM, AT, FAPE, and participation in the general education curriculum is significant, highlighting the importance of IEP teams to consider the need for AEM/AT for each student and specify the requirements in their IEPs. Providing AEM in a timely manner to students who need them ensures that these students have an equal chance to learn and apply the same knowledge and skills as all other students. When students receive AEM on time, they are more likely to increase their independence, participation, and progress in the general curriculum and fulfill their IEP goals.

Key Learning Outcomes

First Learning Objective: Identify what AEM, AT, and accessible technology are

Second Learning Objective: Observe 2 different examples of how AEM, AT, and accessible technology work together.

Third Learning Objective: Discuss one or more ways AEM, AT, and accessible technology are being utilized in their current environment.

Fourth Learning Objective: Identify 3 resources to support continuous learning around AEM, AT, and accessible technology.

Designing for Accessibility from the Beginning: How to Create and Vet Accessible Materials

There are many reasons why accessible materials are important and beneficial for learning. Here are some of them:
– Accessible materials can increase the availability and use of educational materials and technologies for learners with disabilities across the lifespan. This can help them achieve their academic and career goals, participate in society, and enjoy a better quality of life.
– Accessible materials can improve the learning outcomes and satisfaction of all learners, not just those with disabilities. They can provide multiple ways of representation, expression, and engagement that can match the diverse needs and preferences of learners. They can also enhance the usability, readability, and attractiveness of educational materials.
– Accessible materials can support the legal rights and obligations of learners, educators, and institutions. They can ensure compliance with federal laws and regulations that protect the civil rights of learners with disabilities and require equal access to education. They can also promote ethical principles and social justice in education.

Key Learning Outcomes

1. Understand the concept and importance of accessibility in design and how it relates to assistive technologies.
2. Identify the common barriers and challenges that people with disabilities face when accessing materials and how to avoid or overcome them.
3. Learn and apply the best practices and tools for creating accessible materials, such as using appropriate fonts, colors, contrast, headings, alt text, captions, etc.
4. Test and review your materials for accessibility using various methods and tools, such as screen readers, keyboard navigation, accessibility checkers, etc.

Creating SLP and Teacher Partnerships Through Interprofessional Collaborative Practices

Despite the increasing number of elementary and secondary school students with language and learning disabilities and federal laws mandating ongoing collaboration among diverse school professionals, the implementation and maintenance of Interprofessional Collaborative Practices (ICP) and classroom-based therapy services among teachers and speech-language pathologists (SLPs) is low. Teachers and SLPs need training to implement and maintain ICP and classroom-based therapy services. An interprofessional community of practice (ICoP) framework was developed to operationalize ICP competencies into measurable knowledge, skills, attitudes, and practice behaviors. These were incorporated into designing, implementing, and assessing the ICoP framework’s activities and outputs. Thus, the purpose of this mixed methods action research study was to examine the impact of the ICoP framework on teacher and SLP participants’ knowledge and self-efficacy of ICP competencies. The study also sought to build participants’ capacity to implement and maintain classroom-based therapy services for students with language and literacy impairments in an inclusive classroom setting. Participants included four general education teachers, five special education teachers, and three SLPs in a K-8 public school district in the southwest region of Arizona. Inferential statistics and thematic analysis were used to analyze participants’ responses to surveys, semi-structured interviews, and logbook entries before and after the eight-week

Key Learning Outcomes

Participants will be able to:
1. Apply the principles of interprofessional collaborative practice during co-teaching models to improve SLP and teacher partnerships and student outcomes.
2. Describe the Interprofessional Community of Practice (ICoP) framework and the five key steps to initiate a co-teaching model with the SLP.
3. Identify strategies and tools for assessing student progress and measuring individual and team interprofessional competence.

Navigating Generative AI Capabilities and Tools in a World That’s Captivated by Artificial Intelligence

In November 2022, OpenAI publicly released its generative AI chatbot ChatGPT, followed quickly by Google’s Bard (renamed Gemini) and several others. These groundbreaking chatbots used natural language to engage in text-based human-like dialogue across a wide range of topics and tasks.

Fast forward 18 months: ChatGPT and Gemini regularly add new capabilities; other companies leverage ChatGPT’s “engine” to create specialized tools, custom GPTs, and plug-ins; and well-established apps are adding AI features.

How do we make informed technology decisions in a rapidly-changing world where seemingly everything short of frozen lasagna proclaims it is now “AI-powered!”?

Using examples and demos relevant to education and accessibility, Assistive Technology Consultant Shelley Haven will help participants sort through the ever-growing maze of AI terminology, capabilities, claims, and factors to consider.

Key Learning Outcomes

1. Explain the difference between discriminative AI (in use for decades) and generative AI (the recent stuff) and why this matters
2. List at least three factors that might impact one’s choice of generative AI tools for different tasks
3. Name three different new genAI capabilities (beyond text-based chatbot) and give an example of how each might be applied to help with specific tasks

Prompting is the New Programming: Writing Prompts That Communicate Effectively with Generative AI Tools

In this new era of generative AI (genAI), “prompting” can be as powerful a skill as programming. Language-based genAI tools like ChatGPT and others are analogous to a complex programming language used to instruct a computer to perform tasks. But unlike traditional programming, which requires writing code in a special language, genAI tools accept instructions as everyday natural language called “prompts”. The key to getting the desired results is knowing how to write effective prompts.

Using examples and demos relevant to education and accessibility, Assistive Technology Consultant Shelley Haven will explain:

  • Best practices for prompt design
  • Strategies to avoid common prompt-writing pitfalls
  • How to continue the “conversation” with genAI to refine responses and improve results
  • Methods to assess the quality of AI-generated content.

Key Learning Outcomes

1. List the six elements of a well-formed (effective) prompt and explain why these are important
2. Describe at least two common prompt-writing pitfalls and how to avoid them
3. Describe at least three categories of prompts that leverage genAI capabilities for teaching and learning

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