FREE Local AT Trainings for the 2018-2019 School Year

Thanks to the continuation of the ISBE AT Tech and Training Grant

Infinitec is offering Free State Wide Trainings

 

Infinitec is committed to providing training locally across Illinois so that educators and parents from all 102 Illinois counties may attend without travelling great distances. We offer a rich set of two to five hour trainings for educators, parents and recently have expanded our offering to include AT trainings for transition students to help them prepare for post secondary settings.  Trainings are available in both lecture and hands-on formats and may be scheduled through one of our training program coordinators. 

If you are a school district, parent group or community group and would like to invite Infinitec to provide Assistive Technology training to your group we'd be delighted to talk to you.  Our process is as simple as: one...  two...  three...

1. Please review programs available

2. Select preferred training

3.  Trainings last 2, 3 or 5 hours.  Time is provided after every title. 

4.  To schedule contact Pam Schibli at pschibli@ucpnet.org or (708) 444-8460 ext. 249, Jennifer Skalitzky at jskalitzky@ucpnet.org or (708) 444-8460 ext. 265, or Barb Eichhorn at eichhornba@gmail.com (217) 621-9389

 

Please note that we must have a minimum of ten participants to do a face-to-face training. If less than ten people register we will be happy to provide a webinar.

 

ASSISTIVE TECHNOLOGY TRAININGS

Assistive Technology Consideration…More Than a Checkbox (2 Hours)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, and Psychologists

Assistive Technology (AT) consideration is more than a check box. It is a legal requirement of the IEP process.  AT consideration requires the team to partake in a consistent decision-making process in relation to the student's IEP goals and objectives.  This session will review the current law as it pertains to AT consideration.  Resources will be provided to assist IEP teams with compliance for AT consideration. 

 

Outcomes:     

  1.  Participants will be able to understand the law as it pertains to assistive technology and assistive technology consideration.
  2. Participants will know how to appropriately consider assistive technology for students.
  3. Participants will be able to list resources such as the QIAT and forms to assist with assistive technology consideration.

Assistive Technology for Reading (2 Hours)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, Reading Specialist and Psychologists

Reading is an integral part of a student's school day.  Unfortunately, many of our student's struggle with reading.  Technology can be a powerful tool for those that find reading challenging. This presentation will review a continuum of low to high technology tools to support reading, including some free tools.  In addition, participants will be introduced to the SETT model when gathering information for technology selection. 

 

Outcomes:

 

  1. Participants will be able to list low technology tools to support reading.
  2. Participants will be able to list high technology tools to support reading.
  3. Participants will be able to use the SETT model to gather information.

Assistive Technology for Writing (2 Hours)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, and Psychologists

 

Writing is a complex task that is an essential part a student's school day.  Unfortunately, many of our student's struggle with writing for various reasons such as motor demands and organization.  Technology can be a powerful tool for those that find writing difficult. This presentation will review a continuum of low to high technology tools to support writing, including some free tools.  In addition, participants will be introduced to the SETT model when gathering information for technology selection. 

 

Outcomes:

  1. Participants will be able to list low technology tools to support organization and writing.
  2. Participants will be able to list high technology tools to support organization and writing.
  3. Participants will be able to use the SETT model to gather information.

Have it Your Way with Google Chrome – Supports for Reading (2 or 3 Hours)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, and Psychologists

 

Reading is an integral part of a student's school day.  Unfortunately, many of our student's struggle with reading.  Google's Chrome Web Browser can hold powerful tools that will help avoid triggers for those that find reading challenging. This presentation will review a plethora of Chrome web browser tools to support reading, including some free tools.  In addition, participants will be introduced to the SETT model when gathering information for technology selection. 

 

Outcomes:     

  1. Participants will be able to list reading supports for students who use the Chrome browser.
  2. Participants will be able to identify specific tools useful for successful school writing tasks.
  3. Participants will be able to use the SETT model to gather information and determine technology tools to support reading.

 

Have it Your Way with Google Chrome – Supports for Writing (2 or 3 Hours)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, and Psychologists

 

Writing is a vehicle for communication, connection and creativity. Unfortunately, many of our student's struggle with writing.  Google's Chrome web browser can be a powerful tool for those that find writing challenging. This presentation will review a plethora of Chrome web browser tools to support writing, including some free tools.  Areas of difficulty in writing will be explored. In addition, participants will be introduced to the SETT model when gathering information for technology selection.

 

Outcomes:     

  1. Participants will be able to identify the different areas of writing that may require support.
  2. Participants will be able to list writing supports for students who use the Chrome browser.
  3. Participants will be able to use the SETT model to gather information and determine technology tools to support writing.

Have it Your Way with Google Chrome – Supports for Executive Functioning (2 Hours)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, and Psychologists

 

According to WebMD.comExecutive function is a set of mental skills that help you get things done. When students struggle in an area of executive functioning school work, self-esteem, and relationship can suffer. Google Chrome Web browser offers students easy, accessible anywhere tools for support. In addition, participants will be introduced to the SETT model when gathering information for technology selection. 

Outcomes:     

  1. Participants will be able to list areas of Executive Functioning.
  2. Participants will be able to list common Google Chrome Web Browser tools to support Executive Functioning Skills.
  3. Participants will be able to use the SETT model to gather information and determine technology tools to support executive functioning.

 

Let's Get Visual! Visual Strategies for All (2 Hours)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, Social Workers and Psychologists

 

Visual supports are defined as an evidence based practice in improving communication, understanding and social skills for students with Autism Spectrum Disorder (ASD). Participants of this session will learn why and how visual systems are implemented in multiple facets of the classroom. Low to high tech examples will be shared to demonstrate how visual supports can practically be integrated in classroom activities. Visual supports to aid in the in the classroom environment, behavior and communication will be demonstrated.

 

Outcomes:

  1. Participants will be able to use visual supports to facilitate understanding in the classroom.
  2. Participants will know how to use visuals to facilitate communication and behavior.
  3. Participants will know of free resources to obtain visual supports to use in the classroom to support students in understanding, behavior and communication.

 

Get from Point A to Z with a Little Help from AT: Assistive Technologies and Executive Functioning (2 Hours)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, Social Workers and Psychologists

 

In this session participants will learn about assistive technology tools which support students who struggle with Executive Function Skills. During the presentation a variety of tools will be demonstrated which support skills in the areas of time management, information management, and material management, all of which help support executive functions and are necessary for school success.

 

Outcomes:     

  1. Participants will be able to list areas of Executive Functioning.
  2. Participants will be able to list common tools to support Executive Functioning Skills.
  3. Participants will be able to use the SETT model to gather information and determine technology tools to support executive functioning.

 

 

EXPANDING THE TEACHER'S TOOLBOX – UNIVERSAL DESIGN FOR LEARNING (UDL) & TECHNOLOGY

 

Web Resources to Support Your Universal Design for Learning (UDL) Tool Kitfor Preschool

(2 Hours)

Audience: Administrators, Special Education Teachers, Regular Education Teachers, Speech-Language Pathologists, Occupational Therapists, Social Workers and Psychologists

 

This hands-on presentation will introduce participants to websites and web tools that support Universal Design for Learning (UDL).  The three basic tenants of UDL, multiple means of representation, multiple means of expression and multiple means of engagement will be defined in terms of the practical application of the internet.  These web-based supports will include reading, writing and math for your early childhood students.

 

Outcomes:

  1. Participants will be able to list the 3 main components of UDL and how UDL applies to all learners.
  2. Participants will be able to match the features of technology to UDL checkpoints to benefit all learners.
  3. Participants will know how to integrate technology into their classroom activities to facilitate UDL.

 

Web Resources to Build Your Universal Design for Learning Tool Kit for Elementary Students

(2 Hours or 3 Hours)

Audience: Administrators, Special Education Teachers, Regular Education Teachers, Speech-Language Pathologists, Occupational Therapists, Social Workers and Psychologists

 

This hands-on presentation will introduce participants to websites and web tools that support Universal Design for Learning (UDL).  The three basic tenants of UDL, multiple means of representation, multiple means of expression and multiple means of engagement will be defined in terms of the practical application of the internet.  These web-based supports will include reading, writing and math for your elementary students.

 

Outcomes:

  1. Participants will be able to list the 3 main components of UDL and how UDL applies to all learners.
  2. Participants will be able to match the features of technology to UDL checkpoints to benefit all learners.
  3. Participants will know how to integrate technology into their classroom activities to facilitate UDL.

 

Web Resources to Build Your Universal Design for Learning Tool Kit for Middle School to High School (2 Hours or 3 Hours)

Audience: Administrators, Special Education Teachers, Regular Education Teachers, Speech-Language Pathologists, Occupational Therapists, Social Workers and Psychologists

 

This hands-on presentation will introduce participants to websites and web tools that support Universal Design for Learning (UDL).  The three basic tenants of UDL, multiple means of representation, multiple means of expression and multiple means of engagement will be defined in terms of the practical application of the internet.  These web-based supports will include reading, and writing for your middle school and high school students.

 

Outcomes:

  1. Participants will be able to list the 3 main components of UDL and how UDL applies to all learners.
  2. Participants will be able to match the features of technology to UDL checkpoints to benefit all learners.
  3. Participants will know how to integrate technology into their classroom activities to facilitate UDL.

 

Expanding the Teacher's Took Box for Students with Significant Disabilities (2 Hours or 3 Hours)

Audience: Administrators, Special Education Teachers, Regular Education Teachers, Speech-Language Pathologists, Occupational Therapists, Social Workers and Psychologists

 

This hands-on presentation will introduce participants to FREE web-based and downloadable activities.  Participants will increase their knowledge of web-based tools for teaching and learning for students with significant needs.  Tools for creating lesson supports will be shared such as, Book Builder, Power Point, etc.  Resources such as websites, web-based tools and models of instruction will be presented.  Participants will experiment with visual support tools and strategies to create social stories and behavioral supports.

 

Outcomes:

  1. Participants will be able to list the 3 main components of UDL and how UDL applies to all learners.
  2. Participants will be able to match the features of technology to UDL checkpoints to benefit all learners.
  3. Participants will know how to integrate technology into their classroom activities to facilitate UDL.

 

AUGMENTATIVE AND ALTERNATIVE COMMUNICATION

 

AAC's and 1, 2, 3's:  An Introduction To Augmentative And Alternative Communication For Educators (2 Hours)

Audience: educators working with students with communication disorders who use or may benefit from the use of augmentative and alternative communication (AAC).

 

This workshop will introduce learners to the categories of AAC and provide examples of items within these categories. The definitions pertaining to AAC will be discussed and participants will learn which students will benefit from AAC supports. Access to communication devices will be discussed and participants will gain exposure to associated research. 

 

Outcomes:

  1. Participants will identify the features of low, mid and high tech AAC devices and supports.
  2. Participants will identify three alternate access methods to vocabulary on AAC systems.
  3. Participants will define vocabulary specific to AAC and its use.

 

Let's Chat! Implementation of AAC in the Classroom (2 Hours or 3 Hours)

Audience: for educators working with students with communication disorders who use or may benefit from the use of augmentative and alternative communication (AAC). 

 

This session will identify evidence-based strategies to encourage the use of AAC in the classroom.  Participants will discuss the importance of vocabulary selection and identify target vocabulary based on student behavior and communicative functions.  Participants will identify barriers to success and develop strategies to avoid these barriers in order to promote total communication in the classroom.

 

Outcomes:

  1. Participants will identify which individuals may benefit from AAC intervention techniques.
  2. Participants will name implementation strategies for use in the classroom.
  3. Participants will identify appropriate AAC vocabulary for use in the educational environment.

iAssess for AAC (2 Hours)

Audience: for educators working with students with communication disorders who use or may benefit from the use of augmentative and alternative communication (AAC). 

 

Technology continues to change and improve to help students access alternative ways to communicate. This training is designed to help educators identify the steps of an augmentative and alternative communication (AAC) assessment. Participants will compare features of apps for Apple mobile technology and dedicated speech generating devices and examine the benefits of matching the technology to the student rather than matching the student to the technology. Participants will walk away with the knowledge necessary to make decisions that best support a student's communication needs.

 

 

Outcomes:

  1. Participants will identify the components of a feature match assessment with a student determined appropriate for AAC tools.
  2. Participants will identify three strategies to promote AAC usage during and after the AAC trial.
  3. Participants will compare and contrast the features of a variety of apps and speech generating devices for communication.

Use Your Core In The Classroom!  Implement the Use Of Core Vocabulary Trough AAC

 (2 Hours or 3 Hours)

Audience: Administrators, Special Education Teachers, Regular Education Teachers, Speech-Language Pathologists, Occupational Therapists, Social Workers and Psychologists

 

With so many words in our language it is impossible to identify every word that your student might say, but with core vocabulary you do not have to.  Vocabulary selection can be a very challenging task, and finding the right vocabulary can often make or break the success of augmentative and alternative communication in the classroom.  In this presentation, we will go over the definition of core vocabulary.  Participants will be able to identify which type of words fall into this category, and list a variety of AAC tools and strategies to implement while using your core in the classroom.

 

Outcomes:

  1. Participants will define vocabulary specific to AAC and its use.
  2. Participants will identify vocabulary selection instruments and techniques to customize core vocabulary.
  3. Participants will name implementation strategies for use of core language in the classroom.

Social Skills

Socially and Emotionally Prepared-Strategies to Teach Social/Emotional Skills (2 Hours)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, Social Workers and Psychologists

 

Do you work with students who have difficulties understanding the importance of having a social filter?  Who blurt things out without always thinking of the consequences?  If yes, this training is for you.  Participants will identify strategies and supports for students who struggle with social skills and or often become emotionally reactive within the classroom.  Participants will walk away with the knowledge of many strategies and examples of evidence based social skills practices.

 

Outcomes:

  1. Participants will identify social challenges that individuals with social learning deficits may possess.
  2. Participants will identify three evidence based practices to encourage social skill development.
  3. Participants will define Social Thinking®and identify ways that it can encourage students to interpret and respond to social information.

 

 

IPAD TRAININGS

 

Beyond the Blackboard – iPad Apps that will Enhance Your Classroom Instruction (2 Hours)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, Social Workers and Psychologists

 

Ever wonder how you could infuse engaging features of iTechnologies into your classroom instruction to support Universal Design for Learning (UDL)?  This session will take a look at apps that you can use to present material to your entire class, apps that you can use to create screencasts of the lessons you teach, and apps to increase student participation in group activities.  The apps reviewed will consist of apps that are specific to curricular areas, as well as apps that can be used to support instruction across the curriculum. 

 

Outcomes:

  1. Participants will be able list features of the iPad that supports Universal Design for Learning.
  2. Participants will be able to use apps that allow for teacher and student creation.
  3. Participants will be able to apps that allow for iPads to increase engagement.

 

Getting to the Core of Literacy for K-5 Students (2 Hours)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, Reading Specialists and Psychologists

 

Students love using iPods and iPads.  However, educators must face the challenge of choosing the correct apps to reach curriculum goals.  This presentation will focus on using these technologies to support reading instruction for struggling elementary students K-5.  The features on the iPad/iPod and apps that support the principles of Universal Design for Learning (UDL) and Common Core State Standards will be demonstrated.  Bring your iPad for a hands-on experience!

 

Outcomes:

  1. Participants will be able list features of the iPad that supports Universal Design for Learning.
  2. Participants will know apps that support the Common Core State Standards for grades K-5.
  3. Participants will know of additional resources to explore apps to support students K-5.

Video Modeling & iTechnologies (2 Hours)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, Social Workers and Psychologists

 

The body of research is growing in support of video modeling as an effective practice to address a multitude of skills for students with Autism Spectrum Disorder (ASD) and other disabilities.  Given the built in camera and apps to capture/edit video, the iPad gives users a simple means

 

 

 

 

to develop video modules.  This session will discuss practical considerations in developing video modules, specific apps to edit video, and apps a student can access to view video modules.

Outcomes:

  1. Participants will have an understanding of video modeling and the 4 different types of video modeling.
  2. Participants will be able to capture and edit video on an iPad.
  3. Participants will know of additional apps to assist with the implantation of video modeling.

Visual Strategies via Apps

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, Social Workers and Psychologists

 

Visual strategies is an evidence based intervention and an important part of a classroom environment for students with autism and other disabilities.  The use of visuals can make a significant difference in the student's ability to participate successfully in school.  This training will discuss how and why to implement visual strategies via apps.  The specific areas that will be covered are visual schedules, choice boards, apps to give information, apps to manage behavior, social narratives and a whole lot more!

 

Outcomes:

  1. Participants will know the rational and importance of using visual strategies.
  2. Participants will be able to list apps to support visual schedules and choices.
  3. Participants will know of important features of apps that give information, and manage behavior.

iPad Fundamentals:  Access & Apps to Support Universal Design for Learning (UDL)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, Social Workers and Psychologists

 

This hands-on training will identify features of the iPad that can be used to support the 3 major principals of Universal Design for Learning (UDL).   UDL is a framework to optimize learning for all students and contains 3 major components.  The three major components are multiple means of representation, multiple means of expression and multiple means of engagement.  In addition, the accessibility portion of the iPad will be reviewed as those features benefit most learners.

 

Outcomes:

  1. Participants will know the 3 major principals of UDL.
  2. Participants will be able to list iPad features that support UDL.
  3. Participants will be able to list apps that support UDL.

 

 

All DAY TRAININGS (5 HOURS)

 

Overview of Assistive Technology (5 Hours)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, Social Workers and Psychologists

 

Assistive technology is a key factor for many students success and must be considered for every child with an IEP.  This presentation will review the current law as it pertains to AT consideration and resources will be provided to ensure teams are compliant with consideration.  In addition, the SETT process will be introduced to participants as a framework in the tool selection of assistive technology.  Finally, a continuum of low to high technology tools will be provided to support students in the areas of reading and writing.

 

Outcomes:

  1. Participants know of resources to assist with AT consideration.
  2. Participants will be able to define the SETT process.
  3. Participants will be able to name 3 assistive technology tools to support reading.
  4. Participants will be able to name 3 assistive technology tools to support writing.

Chrome Apps and Extensions to Support Universal Design for Learning (UDL) (5 Hours)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, Social Workers and Psychologists

 

UDL is a framework to optimize learning for all students and contains 3 major components.  The three major components are multiple means of engagement, multiple means of representation and multiple means of expression.  Participants will be introduced to the concepts and how the 3 principals can benefit ALL LEARNERS.  Google Chrome is a powerful web browser that has the ability to enhance the web browsing experience through apps and extensions. Participants will have a hands-on opportunity to explore Google Chrome Apps and Extensions through a UDL lens. 

Outcomes:

  1. Participants will know the 3 major principals of UDL.
  2. Participants will be able to integrate Chrome apps to support UDL.
  3. Participants will be able to integrate Chrome extensions that support UDL.

Use Your Core!  Implementation of Core Vocabulary thru Augmentative, Alternative Communication (5 Hours)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, Social Workers and Psychologists

 

With so many words in our language it is impossible to identify every word that your student might say, but with core vocabulary you do not have to.  Vocabulary selection can be a very challenging task, and finding the right vocabulary can often make or break the success of augmentative and alternative communication in the classroom.  In this presentation, we will go over the definition of core vocabulary.  Participants will be able to identify which type of words fall into this category, and list a variety of AAC tools and strategies to implement while using your core in the classroom.

 

 

Outcomes:

  1. Participants will define vocabulary specific to AAC and its use.
  2. Participants will identify vocabulary selection instruments and techniques to customize core vocabulary.
  3. Participants will name implementation strategies for use of core language in the classroom.

Technology to Support Evidence Based Strategies for Students with Autism (5 Hours)

Audience: Administrators, Special Education Teachers, Speech-Language Pathologists, Occupational Therapists, Social Workers and Psychologists

 

This fast-paced training will give participants numerous, and practical strategies to support evidence-based practices, as identified by The National Professional Development Center on Autism Spectrum Disorder.  The specific areas covered will be video modeling, visual strategies, social narratives and scripting.  These practices support behavior, learning, independence and more! Participants will leave with many tools to support these evidence practices through light technology to high technology strategies. 

 

Outcomes:

  1. Participants will be able to define 4 evidence-based practices for students with autism.
  2. Participants will be able to list 3 resources for creating evidence-based practices for students with autism.
  3. Participants will be able to provide 5 benefits of visual strategies for students with autism.

 

TRAININGS FOR STUDENTS TRANSITIONING OUT OF HIGH SCHOOL

One hour training

 

Google Tools That Grove and Support the Move (1 Hour)

Audience:  Students in Transition

In this hands-on training, students in the transition process will discover the power of Google Chrome!  This FREE tool can empower the students to be more successful in studying, reading and writing!  This training will give learners the opportunity to manipulate Google Chrome extensions and apps to support the studying, reading and writing.  All students must have a Gmail account (free by creating an email account).

Outcomes:

  1. Students will be able to add apps and extensions to their Google Chrome browser.
  2. Students will be able to list apps and extensions to support reading on the web.
  3. Students will be able to list apps and extensions to support writing on the web.

 

Free Web Resources to Support Reading and Writing (1 Hour)

Audience: Students in Transition

 

In this hands-on training, students in the transition process will discover the power of the web!  Free resources will be provided that can empower the students to be more successful in reading and writing. This training will give learners the opportunity to explore the web and the free resources delivered. 

 

Outcomes:

  1. Students will know of free websites that support reading.
  2. Students will know of free websites that support writing.
  3. Students will learn of the specific tool features that support reading and writing.

 

TRAININGS FOR PARENTS

 

Assistive Technology for Reading (1 Hour)

Audience: Parents

 

Reading is an integral part of a student's school day.  Unfortunately, many of our children

struggle with reading.  Technology can be a powerful tool for those that find reading challenging. This presentation will review a continuum of low to high technology tools to support reading, including some free tools.  In addition, participants will be introduced to the SETT model when gathering information for technology selection. 

 

Outcomes:

  1. Participants will be able to list low technology tools to support reading.
  2. Participants will be able to list high technology tools to support reading.
  3. Participants will be able to use the SETT model to gather information.

Assistive Technology for Writing (1 Hour)

Audience: Parents

 

Writing is a complex task that is an essential part a student's school day.  Unfortunately, many of our children struggle with writing for various reasons such as motor demands and organization.  Technology can be a powerful tool for those that find writing difficult. This presentation will review a continuum of low to high technology tools to support writing, including some free tools.  In addition, participants will be introduced to the SETT model when gathering information for technology selection. 

 

Outcomes:

  1. Participants will be able to list low technology tools to support organization and writing.
  2. Participants will be able to list high technology tools to support organization and writing.
  3. Participants will be able to use the SETT model to gather information.

Cool Tools for Parents with Kids in School K-5 (1 Hour)

Audience: Parents

iPads and iTouches are everywhere and kids think they are so cool!  Come learn about awesome, free or low cost apps that can support your child with skills they are developing in school.  We will also share free websites that will engage your child while he/she is learning. 

 

Outcomes:

  1. Participants will be aware of the build in features of iPads to support reading and writing.
  2. Participants will be aware of iPad apps to support reading and writing.
  3. Participants will learn of websites to support reading and writing.

Cool Tools for Community and Home (1 Hour)

Audience:  Parents

iPads and iTouches are more popular than ever!  Come and learn how to set preferences that allow you to control your child's iPad/iTouch.   In addition, apps to support scheduling, behavior, and time management will be shared.  Finally, a few accessibility features will be shared that support all learners.

 

Outcomes:

  1. Participants will know of the accessibility features that benefit all learners.
  2. Participants will know of iPad apps to support scheduling, behavior and time management.
  3. Participants will be able to configure settings to fit their child's needs.

Let's Get Visual! Visual Strategies for All (1 Hour)

Audience: Parent

 

Visual  supports  are  defined  as  an  evidence  based  practice  in  improving

 communication,  understanding,  and  social   skills  for  students  with  Autism  Spectrum  Disorder  (ASD).  Participants of this session will learn why and how visual strategies are beneficial for kids with autism and other disabilities.  Examples will be shared to demonstrate how visual supports can be practically integrated in home life.  Visual supports to support the home environment, behavior and communication will be demonstrated.

 

Outcomes:

  1. Participants will be able to state the benefits of using visual supports for their children.
  2. Participants will be able to use visuals to support communication and behavior.
  3. Participants will be able to locate free resources to obtain visual supports to use in the home.

 

Visual Strategies Via Apps (1 Hour)

Audience: Parent

 

Visual strategies is an evidence based intervention and important part of the environment for students with autism and other disabilities.  The use of visuals can make a significant difference in the student's ability to participate successfully in life.  This training will discuss how and why to implement visual strategies via apps.  The specific areas that will be covered are visual schedules, choice boards, apps to give information, apps to manage behavior, social narratives and a whole lot more!

 

Outcomes:

  1. Participants will be able to state
  2. Participants will state the rational and importance of using visual strategies.
  3. Participants will be able to list apps to support visual schedules and choices.
  4. Participants will be able to use important features of apps that give information, and manage behavior.

 

 

 

Have it Your Way with Google Chrome – Supports for Reading (1 Hour)

Audience: Parents

 

Reading is an integral part of a student's school day.  Unfortunately, many of our student's struggle with reading.  Google's Chrome Web Browser can hold powerful tools that will help avoid triggers for those that find reading challenging. This presentation will review a plethora of Chrome web browser tools to support reading, including some free tools.  In addition, participants will be introduced to the SETT model when gathering information for technology selection. 

 

Outcomes:     

  1. Participants will be able to list reading supports for students who use the Chrome browser.
  2. Participants will be able to identify specific tools useful for successful school writing tasks.
  3. Participants will be able to use the SETT model to gather information and determine technology tools to support reading.

 

Have it Your Way with Google Chrome – Supports for Writing (1 Hour)

Audience: Parents

 

Writing is a vehicle for communication, connection and creativity. Unfortunately, many of our student's struggle with writing.  Google's Chrome web browser can be a powerful tool for those that find writing challenging. This presentation will review a plethora of Chrome web browser tools to support writing, including some free tools.  Areas of difficulty in writing will be explored. In addition, participants will be introduced to the SETT model when gathering information for technology selection.

 

Outcomes:     

  1. Participants will be able to identify the different areas of writing that may require support.
  2. Participants will be able to list writing supports for students who use the Chrome browser.
  3. Participants will be able to use the SETT model to gather information and determine technology tools to support writing.

 

Have it Your Way with Google Chrome – Supports for Executive Functioning (1 Hour)

Audience: Parents

 

According to WebMD.comExecutive function is a set of mental skills that help you get things done. When students struggle in an area of executive functioning school work, self-esteem, and relationship can suffer. Google Chrome Web browser offers students easy, accessible anywhere tools for support. In addition, participants will be introduced to the SETT model when gathering information for technology selection.

Outcomes: 

  1. Participants will be able to list areas of Executive Functioning.
  2. Participants will be able to list common Google Chrome Web Browser tools to support Executive Functioning Skills.
  3. Participants will be able to use the SETT model to gather information and determine technology tools to support executive functioning.

 

 

Get from Point A to Z with a Little Help from AT: Assistive Technologies and Executive Functioning (1 Hour)

Audience: Parents

 

In this session participants will learn about assistive technology tools which support students who struggle with Executive Function Skills. During the presentation a variety of tools will be demonstrated which support skills in the areas of time management, information management, and material management, all of which help support executive functions and are necessary for school success.

 

Outcomes:     

  1. Participants will be able to list areas of Executive Functioning.
  2. Participants will be able to list common tools to support Executive Functioning Skills.
  3. Participants will be able to use the SETT model to gather information and determine technology tools to support executive functioning.