2020–2021 AT Builders National Presenter Series Presents:
Lauren S. Enders, MA, CCC-SLP is a licensed and ASHA certified Speech-Language Pathologist currently working as a full-time Augmentative and Alternative Communication and Assistive Technology (AT) Consultant for Bucks County Intermediate Unit in Bucks County, Pennsylvania. She has had a passion for using AAC and other forms of assistive technology to support students with complex communication needs and complex bodies since she began her career in 1995. Lauren presents regularly at national conferences including Closing the Gap, ATIA, and ASHA as well as more intimate conferences, speaking engagements and webinars. She has shared her knowledge via blog posts on Praacticalaac.org as well as articles published in the ASHA Leader and Closing the Gap Solutions Magazines. Lauren enjoys sharing AAC and AT related resources and networking with others in the field via Pinterest, Facebook, Twitter, and Instagram.
Sprinkling Fun into Your Remote Instruction Bag of Tricks (All Disciplines)
Now that you have had nearly a year under your belt learning how to teach or provide therapy remotely, it’s time to add to your bag of tricks! In this session, you will learn about open-ended and versatile tools, games, and resources that can be used to make remote instruction more fun for all students (regardless of specific goals or instructional discipline). We will explore websites, Chrome extensions, and shared resources and discuss how each option can be used to dial up the fun factor in your remote instruction. After attending this session, you will leave with a digital resource containing links to shared tools and resources.
Participants will name at least 2 free online resources that offer virtual dice or other games of chance.
Participants will identify 2 newly learned tools or resources and explain how they plan to use each of those tools in a remote instructional session.
Participants will describe 1 way they might use an animated gif during remote instruction to make a session more fun.
Registraion is closed.
Slides, Green Screens, Silly Videos, and More: An Introduction to Engaging Remote Activities for AAC Learners
When your students are having fun, and you are too, the possibilities for learning are endless! Similarly, the best way to get an AAC learner to use his or her system is to provide instruction that’s so engaging that the student just has to chime in and talk about it. In this session, we will explore how you can use Google Slides and PowerPoint Slides, green screen activities (which are surprisingly easy), silly videos, and other activities to create engaging and customized AAC learning experiences that get students talking. We will also discuss tools and methods you can use to display and model the vocabulary from your students’ dedicated, iPad-based, and paper-based AAC systems during your lessons. Those attending will leave with a digital resource containing links to shared tools and resources.
Participants will describe 2 ways they would use a slides application as a customized and engaging remote (or in-person) activity for an AAC learner
Participants will describe 2 engaging green screen activities that they plan to use with students during a remote lesson
Participants will explain one method of modeling the vocabulary of an AAC user
Harnessing the Power of YouTube to Support Language Development (Including AAC Users)
YouTube is the world’s largest online video sharing platform. With millions of videos covering a staggering array of topics, there are videos available to engage people of all ages and abilities. With such broad appeal, YouTube can be a wonderful language learning tool to engage your students during remote (or in-person) instruction. In this fast-paced and resource-packed session, you will learn how to use YouTube content as a fun addition to your remote instruction toolbox. You will be provided with a list of excellent YouTube Channels that can be used as is or used as inspiration for creating your own content. Throughout the session, you will be provided with suggestions on how YouTube videos can be used to support language development in students of varying ages and skill levels, including those who are learning to communicate using AAC. Tips and tricks for modeling all types of AAC systems during You-Tube-based activities will be shared. Attendees will leave with a digital resource containing links to the resources presented during the session.
Describe 2 ways to show a YouTube video during a remote session without showing the visual clutter of surrounding text and images.
Identify at least 3 fun YouTube channels that can be used to support language development in AAC users
Name a YouTube channel that you plan to use with a student and describe how you will use a video from that channel in a remote session.
What does it mean to be fluent in mathematics? In this webinar, we will examine the key components of fluency and make connections across mathematics standards that specify fluency as the intended end-of-year outcome in each grade level from K–6. Additionally, we will explore instructional routines, strategies, and games that will help all students develop flexibility to solve contextual and mathematical problems involving whole numbers.
This notice serves as a reminder that the most accurate disability representation should be reported for all students with disabilities throughout the school year.
When reporting needs (disability categories) to AzEDS for students, all eligible needs listed on a student’s IEP should be reported for all special education placements in Arizona. If a student has only one need, that need is reported as the primary need. For students with multiple needs, only one can be reported as the primary need and the other need(s) would be reported as secondary. The primary need is defined as the one that most adversely affects the student’s ability to access the general curriculum.