Can’t travel to the Regional or Local AT Trainings? Webinars offer a great way to participate in Infinitec’s free AT training from the comfort of your school or home. Professional development credit is issued for all live webinars. The date and time for each live webinar is listed after the webinar description. All participants registered will receive an archived recording unless otherwise noted.

Please contact Samantha Conklin with any questions. infinitecwebinars@ucpnet.org

Series Topics

Sensory and Emotional Regulation for Classroom Success Webinar Series
- Sensory and Emotional Regulation for Classroom Success – Part 3
- Sensory and Emotional Regulation for Classroom Success – Part 4
Supports for Students with Visual Impairments/Deafblindness Series
The Basics of AT Decision Making to Support Reading
Thinking about where artificial intelligence (AI) might fit in a student’s assistive technology (AT) toolbox
100+ Switch Activities to Integrate Switch Throughout the School Day
Webinar Series: Building Executive Function in Middle Grades Literacy Instruction (grades 5-9)

Sensory and Emotional Regulation for Classroom Success Webinar Series

Presented By Cheryl Boucher, M.S.,OTR, Occupational Therapist

In this webinar series, participants will expand their knowledge of sensory and emotional regulation with emphasis on evidence based strategies to create a learning environment that supports all students. Many students have challenges with emotional and sensory self-regulation which impacts their learning and behavior. A student who is overactive, underactive, refuses to work, invades others’ space, or shuts down may be showing us that he needs help with sensory and emotional regulation. In order for ALL students to be ready to learn and grow, we need to provide a sensory-friendly learning environment, with sensory-based strategies including the power of movement integrated into the classroom. This session, presented by an occupational therapist, will focus on effective, easy, fun ways teachers can integrate sensory based strategies into the classroom that will support all students. When students’ sensory needs are met, ALL students benefit.

Sensory and Emotional Regulation for Classroom Success Part 3

In the next two sessions participants will expand their knowledge of sensory and emotional regulation with emphasis on evidence based strategies to create a learning environment that supports all students. Many students have challenges with emotional and sensory self regulation which impacts their learning and behavior. A student who is overactive, underactive, refuses to work, invades others’ space, or shuts down may be showing us that he needs help with sensory and emotional regulation. In order for ALL students to be ready to learn and grow, we need to provide a sensory-friendly learning environment, with sensory-based strategies including the power of movement integrated into the classroom. This session, presented by an occupational therapist, will focus on effective ways teachers can integrate sensory based strategies into the classroom that will support all students. When students’ sensory needs are met, ALL students benefit.

Objectives:

Participants will:

Gain knowledge of each of the sensory systems typical responses and atypical responses and how they impact behavior/ emotions, social relationships and academics
Understand self-regulation and evidence based functional strategies to improve self-regulation
Gain knowledge of Executive Function skills and challenges with stress and anxiety
Identify and understand the benefits of sensory strategies to support emotional and
sensory regulation with evidenced based practices
Learn how to better support your students through teaching them strategies to manage their self-regulation

January 22, 2024 3:30 PM-5:00 PM CST

Registration link: https://bit.ly/47b0Zni

Sensory and Emotional Regulation for Classroom Success – Part 4

In this session participants will expand their knowledge of sensory and emotional regulation with emphasis on evidence based strategies to create a learning environment that supports all students. Many students have challenges with emotional and sensory self regulation which impacts their learning and behavior. A student who is overactive, underactive, refuses to work, invades others’ space, or shuts down may be showing us that he needs help with sensory and emotional regulation. In order for ALL students to be ready to learn and grow, we need to provide a sensory-friendly learning environment, with sensory-based strategies including the power of movement integrated into the classroom. This session, presented by an occupational therapist, will focus on effective ways teachers can integrate sensory based strategies into the classroom that will support all students. When students’ sensory needs are met, ALL students benefit.

Objectives:

Participants will:

Gain knowledge of each of the sensory systems typical responses and atypical responses and how they impact behavior/ emotions, social relationships and academics
Understand self-regulation and evidence based functional strategies to improve self-regulation
Gain knowledge of Executive Function skills and challenges with stress and anxiety
Identify and understand the benefits of sensory strategies to support emotional and sensory regulation with evidenced based practices
Learn how to better support your students through teaching them strategies to manage their self-regulation

January 29m 2024 3:30 PM-5:00 PM CST

Registration link: https://bit.ly/469gmLW

Supports for Students with Visual Impairments/Deafblindness Series

Presenter: Chris Russell, MS. Ed., TVI

Bio: Chris Russell is a special education teacher and teacher of students with visual impairments (TVI) currently working with New York City Department of Education’s Hospital Schools, and has provided extensive training to educational teams and agencies as the Project Coordinator for the New York Deaf-Blind Collaborative. Chris specializes in severe and multiple disabilities including deaf-blindness, cortical visual impairment, curriculum adaptations for children with visual impairments and additional disabilities, and instructional strategies supporting communication development for children with pre-symbolic communication. He has the Perkins-Roman CVI Range Endorsement, and conducts training in CVI Characteristics, Phases, Assessment and Intervention across NY state and nationally for professionals and families. He is adjunct faculty at Hunter College, CUNY, in the graduate programs for Blindness/Visual Impairment, and Childhood Special Education: Severe/Multiple Disabilities, and holds a master’s degree in Educational Leadership from Queens College, CUNY.

Curriculum Adaptations, Modifications & Accommodations for Students with Visual Impairments/Deafblindness (Supports for Students with Visual Impairments/Deafblindness Series Part 1 of 3)

Description: Students with visual impairments, including those with additional disabilities and deafblindness, require unique and individualized adaptations, modifications, and accommodations to make curriculum fully accessible and meaningful. This session will clarify the important differences between “modifications” and “accommodations,” and provide student-centered considerations for incorporating the results of learning media and functional vision assessment into IEP development and instruction. Approaches discussed will factor in the unique characteristics of students with ocular visual impairments vs. cortical visual impairments, as well as primary and secondary learning media of tactile, visual, auditory, and kinesthetic learners. Additional emphasis will be placed on models for differentiating instruction, Universal Design for Learning, and implementing the Expanded Core Curriculum across the educational program.

Obejctives:

Participants will increase knowledge and skills in:

Understanding and articulating the distinct differences between curriculum modifications, accommodations, and adaptations.
Functionally evaluating the broad range of individual sensory preferences and adaptive needs of students with visual impairments, and incorporating the results of assessment into the educational plan.
Differentiating instruction appropriately by choosing different service delivery models for different curricula based on student needs and goals.

February 5, 2024 3:30PM – 4:30PM CST

Registration Link: https://bit.ly/483guOy

Developing Functional Routines for Students with Visual Impairments/Deafblindness (Supports for Students with Visual Impairments/Deafblindness Series Part 2 of 3)

Description: This session will focus on developing and implementing functional routines for students with visual impairments and additional disabilities including deafblindness. Emphasis will be placed on strengthening approaches to supporting concept development and access to the general education curriculum with a foundation of routine-based instruction, including functional literacy routines and areas of the Expanded Core Curriculum. Additional focus will include using task analysis and other functional, student-centered assessments to address critical gaps in skill development and reduce prompt dependence.

Objectives:

Participants will increase knowledge and skills in:

Articulating what makes routines functional or non-functional depending on the environment and setting, educational context, adaptive components, and the individual student’s development and personal characteristics.
Planning functional routines for both independent living skills and academic curricula through beginning-middle-end processes.
Targeting increased independence across each step of a routine and the reduction of prompt dependence by using approaches including task analysis, and tracking progress of student skill development.

Date/Time: February 12, 2024 3:30PM – 4:30PM CST

Registration Link: https://bit.ly/41tbxw2

Supporting Self-Determination Skills for Students with Visual Impairments/Deafblindness (Support for Students with Visual Impairments/Deafblindness Series Part 3 of 3)

Description: Students with visual impairments and additional disabilities including deafblindness require unique supports to develop and enhance their self-determination, which is also one of the 9 areas of the Expanded Core Curriculum. Self-determination is a term that is often used broadly and includes self-awareness, self-efficacy, self-belief, problem-solving, self-observation, self-evaluation, and a host of sub-skills. This session will provide an in-depth overview of the theoretical constructs of self-determination, and a practical “deep-dive” into setting goals and supporting educational programming to address the needs of individual students in this critical area of intrapersonal and interpersonal development.

Objectives:

Participants will increase knowledge and skills in:

Understanding self-determination and the many subsets of this area of development and the ECC.
Understanding how the student’s strengths and needs impact their self-determination, and setting student-centered goals for increasing self-determination.
Teaching and providing opportunities to use personal preferences and problem-solving, decision-making and choice-making skill

Date/Time: February 26, 2024 3:30PM – 4:30PM CST

Registration Link: https://bit.ly/3GNp6Nl

The Basics of AT Decision Making to Support Reading

Presented by: Jennifer T. Skalitzky, MS, ATP, Samantha Conklin, MS, ATP

This 6-part series is designed for professionals that want to further their knowledge of assistive technology basics and take on active roles to participate during the assistive technology decision making process. The series will specifically highlight assistive technology tools and strategies that can support students related to reading tasks.

Part 1: Assistive Technology Consideration and the Law (The Basics of AT Decision Making to Support Reading Series Part 1 of 6)

In this session, participants will discuss the aspects that are encompassed in the definition of assistive technology devices and services. Laws that pertain to assistive technology consideration and implementation in the school setting will be reviewed.

Learner Outcomes:

Participants will be able to define assistive technology devices and services.
Participants will name and describe two laws that address assistive technology in the school setting.

Jan 24, 2024 3:30PM – 4:00PM CST

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

Part 2: Beginning the Assistive Technology Decision Making Process

Determining if and which assistive technology is a match for a student’s educational needs is a team based decision. The SETT framework can guide teams in their discussion related to a student’s educational needs. This session will provide an overview of the SETT framework and resources, and specifically delve into how the demands of a reading task can impact AT tool selection.

Learner Outcomes:

Participants will list the components of the SETT framework.
Participants will describe potential demands associated with reading tasks and features of assistive technology tools/strategies to

January 31, 2024 3:30PM-4:00PM CST

Registration Link: https://bit.ly/3tpSp5E

Part 3: Features of Technology Tools to Support Reading – Part 1: A Focus on Text-to-Speech

Text to speech (TTS) is a powerful feature that can increase accessibility to text for some students. TTS is readily available on dozens of applications, but how do you know if it is an educational need for a student? This session will provide a brief review of the Protocol for Accommodations for Reading (PAR) and highlight considerations when trialing TTS with a student. Resources to TTS applications will be shared.

Learner Outcomes:

Participants will describe the process for the administration of the Protocol for Accommodations for Reading
Participants will list three applications that have the feature of TTS

February 7, 2024 3:30PM-4:00PM CST

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

Part 4: Features of Technology Tools to Support Reading – Part 2: Everything But Text-to-Speech (TTS)

Most practitioners are familiar with TTS but there are many features beyond TTS that can increase a student’s access to content from text. We will take a look at some of those other features and how they can support students with the task demands of reading. Tools having those features will be demonstrated.

Learner Outcomes:

Participants will name three task demands related to reading comprehension.
Participants will name three tools and their features that can support students with reading comprehension.

February 28, 2024 3:30PM-4:00PM CST
Registration Link: https://bit.ly/48YcXkN

Part 5: Assistive Technology Implementation: For Trials and Beyond…

The team has determined potential devices for a student but now what? This session will review the key steps in planning for assistive technology device trials so that data drives the decision making process. Considerations for long term implementation will also be discussed.

Learner Outcomes:

Participants will name four areas of planning for assistive technology trials.
Participants will describe three considerations for implementation of assistive technology.

March 6, 2024 3:30PM-4:00PM CST

Registration Link: https://bit.ly/48DBcoM

Part 6: It’s Your AT – Own It! The Student’s Role in the Process

The student input is key to successful assistive technology use. During this webinar, we will share strategies to constructively involve the student in the assistive technology decision making process. After a tool is determined to be a match for a student’s educational needs, the student must continue in an active role in learning about his/her assistive technology. Competencies to support independent use of assistive technology will be shared.

Learner Outcomes:

Participants will name four competencies that support independent assistive technology use.
Participants will describe two resources to promote student reflection regarding assistive technology use.

March 20, 2024. 3:30PM-4:00PM CST

Registration Link: https://bit.ly/4bhoYnB

Thinking about where artificial intelligence (AI) might fit in a student’s assistive technology (AT) toolbox  

Presenter: Dave Edyburn, Ph.D., University of Wisconsin – Milwaukee

Description: Since the release of ChatGPT in November 2022, there has been considerable interest in artificial intelligence (AI) and what it means for the future of education and work. This webinar will provide (1) an introduction to AI tools suitable for use by students with disabilities, (2) discussion about the role of AI as assistive technology, and (3) guidance about the inclusion of AI tools on the IEP.

Objectives:

Name three common AI systems and why/when each might be used.
Identify five AI-based tools that can be used by students with disabilities to enhance their performance on academic tasks.
Articulate two arguments for and against AI being used as assistive technology.

February 6, 2024 3:30PM – 4:30PM CST

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

100+ Switch Activities to Integrate Switch Throughout the School Day:

Bio: Heidi G. Brislin, MS-OTR/L is an Occupational Therapist and Assistive Technology Specialist for the Edmonds School District and the Olympic Education Service District 114 in Washington. She owns a private practice, Heidi Brislin OT Consulting in Kingston, WA where she provides professional development sessions, as well as family and team consultations and training . Heidi has extensive experience in school-based practice and outpatient adult rehab settings. She is a graduate of Boston University and University of Washington. She is passionate about helping teams create authentic learning opportunities for all children, improving literacy skills, switch access, power mobility, and helping children become autonomous communicators.

Series Description:

The research says thousands of repetitions with variation (moderate differences) are critical to learning any new motor task (retrieved from Linda Burkhart Two Switches for Success). How is that possible to make this happen on a daily basis in a busy classroom? In this series we will explore a variety of switches, their function, and placement. We will then examine typical school day routines and learn 100’s of meaningful activities to implement throughout your student’s school day. There will be time to work in groups to create a school day switch plan for one of your students, as well as creating a 4 week interdisciplinary accessible lesson plan. You will leave with activities you can feel confident starting right away with your students and before you know it, they will be getting 100+ of switch hits a day!

Series Objectives:

Learners will be able to describe three types of switches and three locations to place switches for optimal student access.
Learners will be able to use a voice output switch, spinner, pouring tool, and Powerlink to implement three different engaging activities that can be incorporated throughout the school day.
Learners will work together to create a school day switch plan for a student.
Learners will be able to apply skills learned in this session to create a motivating, collaborative lesson using at least two different switch activities.

Let’s Learn the A, B, C’s and 1, 2, 3’s of Switch Access

Session 1: February 20, 2024. 3:30 PM – 4:30 PM

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

Using Four Tools Help Your Student’s Get 100’s of Switch Hits a Day Across Educational Settings

Session 2: February 27, 2024 3:30 PM – 4:30 PM

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

Creating Accessible Collaborative Lesson Plans to Engage All Learners

Session 3: Date March 5, 2024 3:30 PM – 4:30 PM

Registration Link: https://bit.ly/3TJ8AG2

Webinar Series: Building Executive Function in Middle Grades Literacy Instruction (grades 5-9)

In this webinar series, participants will use a Universal Design for Learning lens to explore ways to overcome barriers to literacy learning in grades 5-9. Using what neuroscience tells us about students’ working memories, we’ll dig into real-life examples of High-Leverage Practice 12 Systematically Design Instruction Toward Learning Goals and High-Leverage Practice 14 Teach Cognitive and Metacognitive Strategies to Support Learning and Independence. By the end of the five-part series, participants will be able to explain why many middle grades students struggle with current methods of literacy instruction, how to scaffold students to become expert learners, and how to support educators in planning, delivering, and adjusting instruction to meet the needs of all learners while closing the achievement gap.

Why focus on middle grades literacy? Standards in grades 5-9 no longer focus on basic composition skills and text recall (e.g., “What happened in the novel?”) but rather on more complex skills such as using text evidence to make an inference or to determine a counterargument. These skills, like most ELA skills, are developed through the integrated processes of reading, thinking, talking, and writing. So what’s the challenge here? Middle school ELA students’ strategic brain networks are still developing. Preadolescents do not reliably make productive decisions about their actions and may not adeptly adjust or recover when their actions are not reaching the goal. Some students display passive “spectator behavior” or learned helplessness. In addition, students in these grades are developing their self-regulation skills at different rates, and one class period or group of students may be able to accept redirection or sustain intellectual effort with much more success than their peers. The UDL framework for teaching and learning accepts this learner variability as the norm. Using the UDL Guidelines and the concept of the “Cautious Corner” helps to intentionally plan instruction of strategies to overcome these barriers.

A few notes:

This work connects to Building Executive Function and Motivation in the Middle Grades: A Universal Design for Learning Approach
Universal Design for Learning Guidelines 2.0 are used instead of 3.0 since we focus on the Cautious Corner, which is our approach to EF and UDL.
Trainers are Virginia folks, so they don’t use Common Core references. They stay general with topics and strands (e.g., making inferences).
Google docs and PDFs will be shared for anyone to access.

About the Trainers

Jeff Boarman, M.Ed., Assistant Principal (jboarman73@gmail.com) – Jeff has over 20 years of experience in middle and high schools as an English teacher and administrator. His passion lies with identifying struggling readers and matching research based intervention to move them towards proficiency. When he’s not tearing into data, he loves spending time with his family, his dog, and his guitar.
Susanne Croasdaile, M.Ed., Ph.D., Systems Change Coach (croasdaile@gmail.com) – In the past 25 years, Susanne has been a classroom teacher, instructional coach, professional developer, program specialist, systems change consultant, and associate director of curriculum and instruction.

Building Executive Function in Middle Grades Literacy Instruction: Working Memory and the Cautious Corner of UDL

Description: Why is working memory the key to middle grades literacy? Join us as we dive into what neuroscience tells us about students’ working memories. Using the Universal Design for Learning lens, we’ll explore the Cautious Corner and share ways to scaffold students’ working memories as they engage in literacy learning in grades 5-9.

(UDL Guidelines 6, 8, & 9)

Objectives:

Participants will explain how to scaffold students to become expert learners.
Participants will explain why not scaffolding student working memory leads to overwhelmed and unmotivated students.

Date: February 15, 2024 4:00 – 5:00 CST

Registration Link: https://bit.ly/3S71iut

Building Executive Function in Middle Grades Literacy Instruction: Strategy Instruction

How does strategy instruction scaffold reading and writing motivation? We’ll dig into High-Leverage Practice 14 Teach Cognitive and Metacognitive Strategies to Support Learning and Independence. Participants will build a toolkit of methods for scaffolding a student’s working memory while remaining aware of the Cautious Corner. (HLP 14; UDL Checkpoint 5.2; UDL Guidelines 6, 8, & 9)

Objectives:

Participants will explain how using strategy instruction helps students become self-directed and independent learners.
Participants will analyze real-life examples of HLP 14: Teach Cognitive and Metacognitive Strategies to Support Learning and Independence.
Participants will explain how to scaffold students to become expert learners.
Participants will use a UDL lens to explore ways to overcome barriers to literacy learning in grades 5-9

Date: February 22, 2024 4:00 – 5:00 CST

Registration Link: https://bit.ly/3RPN5AA

Building Executive Function in Middle Grades Literacy Instruction: The First 20 Days

Description: How does the First 20 Days build reading and writing motivation? We’ll dig into High-Leverage Practice 12 Systematically Design Instruction Toward Learning Goals. Participants will explore sample First 20 Days plans to take back to their schools that scaffold working memory and build learning strategies, all while remaining aware of the Cautious Corner.

(HLP 12; UDL Checkpoint 5.2; UDL Guidelines 6, 8, & 9)

Objectives:

Participants will explain how creating first 20 Days plans creates teacher capacity for scaffolding student working memory and building learning strategies.
Participants will analyze real-life examples of HLP 12: Systematically Design Instruction Toward Learning Goals.
Participants will explain how to scaffold students to become expert learners.

Date: March 7, 2024 4:00 – 5:00 CST

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

Building Executive Function in Middle Grades Literacy Instruction: Strategy Instruction in PLCs

Description: How do middle grades PLCs plan literacy strategy instruction? Continuing the exploration of HLP 12 and 14, we’ll use DuFour’s PLC model to give examples of how educators can use student work samples and checklists to know whether students have learned a literacy skill. Using the UDL lens and the Cautious Corner, we’ll share ways PLCs can respond when some students do not master a literacy skill quickly in the middle grades.

(HLP 12 & 14; UDL Checkpoint 5.2; UDL Guidelines 6, 8, & 9)

Objectives:

Participants will explain why many middle grades students struggle with current methods of literacy instruction.
Participants will explain how to scaffold students to become expert learners.
Participants will explain how to support educators in planning, delivering, and adjusting middle-grades literacy instruction to meet the needs of all learners while closing the achievement gap.
Participants will describe how to use work samples and checklists to know whether students have learned literacy skills.

Date: April 18, 2024 4:00 – 5:00

Registration Link: https://bit.ly/3S9ExWR

Building Executive Function in Middle Grades Literacy Instruction: Strategy Instruction and Student Organization

Description: Why is explicitly teaching students the EF skills related to organization a non-negotiable for literacy? Integrated reading, thinking, talking, and writing tasks challenge middle grades students’ strategic brain networks. Current literacy standards focus on complex skills such as using text evidence to make an inference or determine a counterargumentーwhich require multiple days of learning, multiple sources of text, and multiple writing drafts. An unexpected barrier has arisen in grade 5-9 classrooms that have stopped teaching organizational strategies. We’ll explore the non-negotiable scaffolds to make all students successfulーand how to change the educator and parent mindsets that led to this barrier! (HLP 12 & 14; UDL Checkpoint 5.2; UDL Guidelines 6, 8, & 9)

Objectives:

Participants will explain why many middle grades students struggle with current methods of literacy instruction.
Participants will explain how to scaffold students to become expert learners.
Participants will explain how to support educators in planning, delivering, and adjusting middle-grades literacy instruction to meet the needs of all learners while closing the achievement gap.

Date: April 25, 2024 4:00 – 5:00

Registration Link: https://bit.ly/3H9Rk54