AT Decision Making  & Coaching

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.

Location:  Dekalb, IL or virtual 

Full Days:

1/15/21 - AAC Overview 

            1/29/21 - AAC Assessment 

Webinar Follow-Up Dates:

2/24/21 - Customizing Trials (8:00-9:30)

3/17/21 - Data Collection in Trials (8:00-9:30)

4/21/21 - Funding and Report Writing (8:00-9:30)

For questions Contact: hmiller@ucpnet.org or call 708-444-8460 x 243

To fill out application for series click here: AAC Assessment Application Link 

Assistive Technology Decison Making Process for Reading and Writing

Facilitated by Samantha Conklin & Jennifer Skalitzky

Team Requirement

This assessment series is designed for teams of 2-4 participants per team. Teams can be comprised of a teacher, SLP, OT, PT, para-educator, administrator, psychologist and social worker. If you have any questions on team member eligibility please contact Jenn Skalitzky, jskalitzky@ucpnet.org for further information.

Description

Assistive technology can improve a student's access to the curriculum, progress on goals, and independence.  It is critical that educational teams have an understanding of the assistive technology (AT) decision making process to determine tools that can support a student in the school environment.  This presentation will guide participants through the decision making process relating to assistive technology in the areas of reading and writing.  Current Illinois legislation related to AT consideration will be discussed.  A continuum of AT tools, and their features, in the areas of reading and writing will be reviewed. The process of gathering information using the SETT framework and matchingfeatures of tools to students' needs will be described .  Resources to support planning for and implementation of AT trials, and documentation of the process will be shared.  Participants will engage in activities to apply content related to AT consideration, the SETT framework, and AT tools in the areas of reading and writing.

Learner Outcomes

Participants will be able to:

• State the law related to AT and AT consideration
• Describe the components that make up the SETT framework
• Identify AT tools, and their features, in the area of reading and writing
• Describe the process for trialing AT tools and determining their effectiveness
• Identify where and how the need for AT can be documented in an Individualized Education Program (IEP)