Free Regional AT Trainings for the 2018-2019 School Year

Based on needs assessment data collected by Infinitec and ISBE, this year Infinitec has organized regional training offerings around two strands.

-       Autism

-       AAC / Communication

·       Reading / Writing (Executive Functions)

·       Transition

-       Significant Disabilities

Below you will find descriptive information about trainings offered in each strand along with links to flyers with additional information and registration forms for each scheduled session.

 

Coaching

Professional Development that Changes Practice                        

Facilitated by:  September Gerety

Description:

Here's one professional development scenario: Participants attend a training or seminar where an engaging, dynamic presenter shares wisdom and ideas. They are inspired and excited about putting those ideas into practice. And then they go back to their day-to-day context, and nothing changes.

Here's another: Participants attend a training or seminar that feels irrelevant to their role, or that is far too basic or far too advanced for their current level of practice. They suffer through, check the boxes and get the certificate. And then they go back to their day-to-day context, and nothing changes.

It doesn't have to be this way! We know what it takes to create successful professional development experiences that actually change practice. This two-day training will focus on application of the research about adult learning and professional development, including the Practice-Based Coaching model.

Learner Outcomes

Participants will:

Describe principles of adult learning and research-based professional development

Describe the Practice-Based Coaching Model

Plan for application of adult learning/professional development principles and components of coaching in the context of current practice and organizational realities

Dates, Locations & Registration Forms:  10/31/18 & 11/1/18 Tinley Park, IL   

 

AT Decision Making & AAC & Language 

AAC Assessment Series 

 

Facilitated by Kathleen Post and Heather Miller                                   

 

Description:

This presentation will discuss the augmentative and alternative communication (AAC) assessment process within the education environment.  Participants will compare features of current mobile technology apps and dedicated speech generating devices and examine the benefits of matching the technology to the student rather than matching the student to the technology. The steps of an AAC assessment will be outlined and discussion will focus on evaluation models, tools, formats and recommendations.  Participants will walk away with the knowledge necessary to make decisions that best support a student's communication needs within the classroom.

Learner Outcomes

Participants will be able to:

Identify the components of a feature match assessment and list three tools to support this process.

Compare and contrast the features of a variety of apps and speech generating devices for communication.

Identify three strategies to promote AAC usage during and after the AAC trial.

Dates, Locations & Registration Forms: 

Ottawa, IL  

November 9th (AAC overview) 8:30 -3 pm

November 30th (AAC Assessment day 1) 8:30 -3 pm

November 29th, zoom call 8-9:30 am

December 19th, zoom call 8-9:30 am

January 25th, zoom call 8-9:30 am

February 13th,  zoom call 8-9:30 am

March 8th, final wrap up zoom call 8-10:00 am

 

 

Autism

AT to Promote UDL & Support Executive Functioning Skills in Learners with ASD to Increase Independence

 

Facilitated by Rachel Wright PhD.

 

Course Descrition:

This session explores potential applications for cutting-edge technologies, such as augmented reality (AR),

wearable devices, and the Internet of Things (IoT) as assistive technologies to provide both Universally-Designed

instruction and support for executive functioning skills in learners with autism spectrum disorders in order to

increase independence across settings. Each technology will be presented according to the Universal Design for

Learning (UDL) guidelines, easy, ready-to-go uses will be demonstrated, and hands-on opportunities to create content

will be provided. Participants will learn how coordination of these increasingly mainstream technologies can be used

promote independence and the self-management of supports, while remaining highly customizable for the specific needs of the individual user that can be changed over time.

 

Learner Outcomes

 

Participants will:

*each of the three UDL guidelines, and demonstrate the process for creating AR content.

•identify ways that AR, wearable devices, and the Internet of Things can be implemented to match levels of support for an individual's changing needs.

•explain the potential uses for the presented technologies to support selfdirected learning.

•explain the potential uses for the presented technologies to support selfmanagement of supports and executive functioning skills.

 

Dates, Locations, and Registration Forms:

November 7th Champaign, IL 

November 8th  Carbondale, IL 

 

Dual Diagnosis:  Autism and Mental Illness

Facilitated by Ruth Aspy                                                

Course Description:

Individuals with ASD are at greater risk for mental health challenges than are their neurotypical peers.  These challenges include: anxiety disorders and panic attacks (sometimes called meltdowns); depression and increased risk for suicide; and catatonia.  Mental health challenges in ASD are related to sensory differences, high rates of bullying, emotional dysregulation, and the need for predictability, as well as other neurological differences.  Effective intervention for these mental health challenges begins with addressing the underlying characteristics of autism.  

 

 Participants will be able to:

Recognize the signs that an individual with autism is experiencing depression.

Describe the relationship between sensory differences and anxiety in people with autism.

Share knowledge about catatonia and autism with others in the community.

Implement strategies that address mental health challenges for those with autism.


Dates, Locations & Registration Forms:

 

12/18 – Kishwaukee College , Malta, IL  

 

12/19 – Peoria Civic Center, Peoria, IL   

 

 

EVIDENCE-BASED PRACTICE THAT SUPPORT STUDENTS WITH AUTISM

Facilitated by Kris Bretl M.Ed., BCBA, Autism, Behavior, Technology Supports, Inc.

Description:

This workshop will discuss autism characteristics and challenges for school professionals and how to choose and use the evidence based practices that are established, within school settings. These evidence-based strategies that address social communication, behavior, and classroom/academic supports for students with autism will be explored, considered and practiced.  The two projects that have identified evidence based strategies for autism spectrum disorder, the National Standards Project from the National Autism Center and National Professional Development Center on Autism Spectrum Disorder will be used as reference and support. Participants will be considering the best
practices from these projects and how they relate to supporting our students with autism within the classroom and school environment.

Outcomes:

Participants will be able to:

•identify the characteristics that are used to classify autism as described in the DSM-V and the Illinois School code, and identify how these characteristics may provide challenges for students within the school environment.
•recognize and select evidence based strategies that have been categorized as support for social communication deficits and academic needs within a school setting.
•identify evidence-based strategies that can be matched to function when selecting interventions.

Dates, Locations & Times:

TBD Quincy, IL  

TBD Macon/Piatt, IL  

 

 

 

College and Career Ready

 

The Skills That Matter: Teaching Self-Regulation In Any Classroom

Faclitated by Amy Gaumer-Erickson

Course Description:

In this course, you will learn how to impact students' success by teaching self-regulation within science, math, language arts, and social studies course content. Results from teachers show that students improve their homework completion, quality of work, responsibility, and gain ownership over their academic success within six weeks! Dr. Amy Gaumer-Erickson will provide an overview of the College and Career Competency Framework (cccframework.org), share free resources, discuss implementation challenges, and provide numerous instructional ideas specific to self-regulation. Participants will leave with a personalized plan to teach students how to self-regulate and guide them to practice the competency. Together, we can develop socially and emotionally engaged, career-equipped, lifelong learners.

 

Learner Outcomes

 

Participants will be able to:

 

*explain the College and Career Competency (CCC) Framework to a colleague.

*access a plethora of free resources on interpersonal and intrapersonal competencies.

*developed instructional ideas to teach self-regulation.

*prepared to teach the essential components of self-regulation.

 

Dates, Locations & Registration Forms:

 

 January 22nd  Sparta, IL  

January 23rd  Springfield, IL  

 

 

 

Significant Disabilites

Classroom Interventions for Students with CVI

Facilitated by:  The Bridge School

Description: 

This virtual training day will be comprised of 3 parts: viewing a video of Christine Roman Lansky's presntation at AAC by the Bay on CVI; thorough review of curricular supports from the Bridge School; and a livestreamed presentation by 2 staff members of the Bridge School demonstrating environmental, academic and communication supports for students with CVI.

Learner Outcomes:  

Participants will be able to:


Identify supports necessary for students with CVI

Select appropriate adaptations for the environment, communication, literacy

Apply basic understanding of CVI assessment in daily interations with students with CVI

Dates, Locations & Registration Forms:

 December 12, 2018 Ste. Marie  & Grand Chain