Free Regional AT Trainings for the 2020-2021 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.

 

2021 Practitioner's Conference (Virtual)

Where:  Online

When:  March 16, 2021

Time:  9:00 - 3:30

See Sessions and Download Conference Flyer 

Coaching

Transforming Your Practice through Peer Coaching

Facilitated by: Dr. Pam Robbins

Description:

Have you ever attended a professional learning event that demonstrated skills/strategies you wanted to try with one or more of your students, and then never did? Join Us in this series and learn how to work collaboratively with a colleague to support one another in the changes you would like to make to your practice.

Learner Outcomes -

Participants will:

1.build rapport with partner

2.develop an implementation plan

3.develop skills for generating and asking reflective questions

4.administer a protocol for examining student work

5.analyze and discuss student data

6.examine and apply a problem solving model

Prerequisites for Course:

1. Select a colleague with whom you will attend this series.
2. Come with a particular student in mind.
3. Come with an AT tool or strategy that you plan to implement with your student.
4. Be prepared to describe your student. Bring work samples and/or descriptive notes.   

Where:  Online 

When:   March 3, 2021, April 7, 2021 & May 5, 2021

Time: 9:00AM - 11:30AM  resuming again at 1:00PM - 3:30PM

Registration Link: https://bit.ly/3oiDykE 

Autism

Creating a Psychologically Safe Environment for Autistic Students:  Using Universal Design, Social Skills, Evidence-Based Practices

- 4 Part Series

When: April 6th, April 14th, April 22nd, and April 26th - Each day via Zoom 9:00am-12:00pm

Registration Link:  http://bit.ly/Myles4PartaprMayISBE 

Training Flyer: Click here to open 

DESCRIPTION: 

This practical workshop will discuss the following: (a) the autistic brain and how it impacts learning; (b) the essential skills needed for success as an adult and how to teach them to autistic learners in preschool, elementary, and secondary school; (c) using evidence-based practices to address behavior and regulation challenges, and (d) how to help a student transition from year to year. This session is designed to be practical so that educators can the strategies they learn and use them the following day with their students. 

 

OUTCOMES Participants will be able to: 

1. Describe the autistic brain and how it learns 

2. Discuss how to implement interventions across a student's day. 

3. Discuss evidence-based practices for autistic students to facilitate behavior regulation, learning, transitions, and life success 

Significant Disabilities

Never Give up: Supporting Task Engagement, Access and Accessibility
for Students with Complex Bodies
– A 4-Part SeriesNever Give up: Supporting Task Engagement, Access and Accessibility
for Students with Complex Bodies
– A 4-Part SeriesNever Give up: Supporting Task Engagement, Access and Accessibility
for Students with Complex Bodies

 

– A 4-Part Series

Never Give Up:  Supporting Task Engagement, Access and Accessibility for Students with Complex Bodies - 4 Part Series

Facilitated by:  Karen M. Kangas

Description:  Finding access and providing accessibility (to activity participation and/or AT) for students with complex bodies can be a huge challenge. Unfortunately, most therapists, teachers and parents follow an assessment paradigm that was originally developed for adults. This presumes that a specific access technique must be discovered and mastered before the student can progress to mastery of an AAC device and/or computer use, the use of powered mobility, even access to a specific curriculum and its activity. Focus on the technology is frequently considered to be more important than the activity within which it will be used in the classroom.

Sensory processing directly affects visual convergence, focus, attention, and postural control. To assist
these children in wheelchairs in developing and using "access" to AT devices, we must also better understand
how their bodies work functionally, (rather than pathologically) and what different seating equipment is
needed.
 
We must also recognize how to support these students throughout their whole days, and all activity,
providing accessibility, and experience within their school day.
 
Participants will be able to:
1. identify at least 2 classroom tasks utilizing access to AT as to whether the task is "motor" practice or "cognitive"
    practice.
2. define the term "mobility" within the context of task engagement.
3. identify 3 physical characteristics of an "active postural control" position in their students with complex
    bodies when engaged in classroom tasks.
4. define the two primary sensory modes of processing: tactile processing and vestibular processing.
5. identify 3 characteristics of the AT device being taught, which control its navigation
 
Dates:  April 28, May 4, May 6, & May 10, 2021
Location:  Online via Zoom
Registration Link: http://bit.ly/2N1RuTR
 
Download Registration Flyer: https://bit.ly/30uiYV4
 

AT Decision Making & Coaching

AAC Assessment Series

Facilitated by Kathleen Post and Heather Miller   

 

Description:
This assessment series is designed for teams. Teams are to be comprised of at least 1 SLP and other educational team members (teacher, OT, PT, para-educator, administrator, SW). If you have any questions on team member eligibility please contact Heather Miller hmiller@ucpnet.org for further information.                         

 

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.

Location:  Dekalb, IL or virtual 

Full Days:

6/9/21 - AAC Overview 

            6/10/21 - AAC Assessment 

Webinar Follow-Up Dates: TBA

- Customizing Trials (8:00-9:30)

- Data Collection in Trials (8:00-9:30)

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

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

 

 

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)

Location:  In Person - TBA exact location  

 

Webinar Follow-Up Dates:

TBA

To register click here: coming soon