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2012
Special Education Conference
Wednesday,
March 7, 2012
Evidence-based Interventions
for Students Struggling with Reading, Writing, and/or Mathematics: Basic
Reading & Spelling Skills
by Nancy Mather, PhD, University of Arizona
(This course is designed as a three-day course.)
Target Audience:
Classroom Teachers, Special Education
Teachers, Resource Room Teachers, School Psychologists, Speech-Language
Pathologists, Occupational Therapists, Principals, Administrators,
Professional Assistants and other related professionals who work with students
with learning disabilities.
Many children struggle to acquire basic reading and
spelling skills and require specially designed instruction. This course
emphasizes the development of competencies that are needed to teach students
with learning difficulties in the core academic areas of basic reading skills
and spelling. The participants will increase their knowledge of: evidence-based
instruction for problems in: phonological awareness, reading decoding, and
spelling. Emphasis will be placed on increasing understanding of the reasons
why students struggle to learn to read and spell, how learning develops, and
how to select and implement specific evidenced-based instructional methods that
are most appropriate for use at different phases of sight word and spelling
development
Participants will be able
to:
- Define and differentiate Ehri’s four phases of sight
word development.
- Identify
the most important phonological awareness ability for word reading and the most
important phonological awareness ability for spelling
- Define
the alphabetic principle
- Explain
the difference between a voiced consonant and an unvoiced consonant and why
these sounds are often confused
- List
the six syllable types
- Explain
why the use of a spelling flow list may be more effective for struggling
students than the use of a weekly fixed spelling list
Course Schedule
8:00-8:15 Introduction and
course overview
8:15-8:30 Methods for reading instruction
8:30-10:00 Development of Basic Reading and Spelling
Skills
10:00 to 10:15 Break
10:15-10:45 Phonological
Awareness and Beginning Reading
10:45-12:00 Speech Sounds
and Phonics Instruction
12:00-1:00 Lunch
1:00-2:30
1:00-2:30 Multisyllabic instruction: Six Syllable Types
2:30-2:45 Break
2:45-3:45 Spelling instruction
Course
Choice # 2
The Big Four: Central Auditory Processing Disorders,
Attention Deficit Hyperactivity Disorders, Dyslexia, and Autism Spectrum
Disorders What's New? What Can We Do?
by Martha
Burns, PhD, CCC-SLP, Northwestern University
Target Audience:
Speech-Language
Pathologists, Special Education Teachers, Classroom Teachers, Occupational
& Physical Therapists and Assistants, School Psychologists, and other
related professionals who work with students with disabilities.
Course Description:
This one day course will
briefly review new research on the neurological auditory, attentional and
reading networks and the long fiber tracts associated with these functions
followed by a brief summary of new research on ASD as a long tract connection
disorder. The remaining time will be devoted to evidence-based interventions
for auditory processing disorders, ADHD, Dyslexia and ASD.
Course Objectives
Participants will be able to:
- Clinically Apply
Neuroscience Research To Assessment Of Perceptual Disorders
- Clinically Apply
Neuroscience Research To Assessment Of Attention Disorders
- Clinically Apply
Neuroscience Research To Assessment Of Reading Disorders
- Differentially Diagnose
Auditory Processing Disorders Vs Attention Deficit Hyperactivity Disorders
- Apply New Research On The
Neuropathology Of Autism Spectrum Disorders To Early Intervention
- Develop Research-Based
Interventions To Treatment Of
- Dyslexia And Autism
Spectrum Disorders
Course Schedule
8:00-10:00 am
Neuroscience update: Auditory processing cortical networks and
major cerebral fiber tracts
Attentional cortical
networks, major fiber tracts, and neurochemicals
Language and reading-cortical networks and fiber tracts
10:00 – 10:15 break
10:15- 12:00
Autism spectrum disorders -
new research on causes and clinical implications evidence for developmental
neuropathology of long connection pathways early identification innovative clinical
research
U.C
Davis M.I.N.D. Institute
Other
early intervention approaches
Evidence-based
interventions for preschool age children vs school-aged children with ASD
perceptual interventions
12:00-1:00 lunch
1:00 - 2:30 Auditory processing
Disorders and ADHD
Differential Diagnosis
between ADHD, ADD, and APD
Medications and research on
their value with ADHD and ADD
Journal of Am Ped & Adolescent Pysch
Dr Adele Diamond
Other effective
interventions
2:30 -2:45 Break
2:45-3:45 pm
Dyslexia
The underlying cognition of
reading
Research on language and
visual processing components of reading
The language to literacy
connection
Working
memory demands in reading and writing
Visual
requirements -- the letter box
Evidence- based
interventions
Phonics
based approaches
Assisted
Reading approaches for fluency
Technological
interventions
Course Choice #3
Developing
Communication and Access Skills for Children Who Face Severe Physical and
Multiple Challenges
by Linda J. Burkhart, BS, Special Education, Technology
Integration Specialist (Day one of this three day course.)
Target Audience:
Special Education Teachers,
Speech-Language Pathologists, Assistive Technology Specialists, Classroom
Teachers, Occupational & Physical Therapists and Assistants, School
Psychologists, and other related professionals who work with students with
significant disabilities.
Course Description:
Are you
working with children who face severe physical and multiple challenges in
addition to complex communication needs, such as Cerebral Palsy, Rett Syndrome
or Traumatic Brain Injury? Do you find
them struggling to juggle the challenges of motor coordination, sensory
processing, communication, language, vision and cognition needed to effectively
communicate what they are thinking? For
many of these children, direct access using their hands to operate a
communication device or access a computer is not an effective strategy. In addition, for some of these children,
cortical visual impairment complicates this process even farther.
Where do
you start? How do you motivate children to engage their brains in an
active learning process? How do you tap
into the child’s communicative intent?
How will the child make choices and experience the flow of
conversation? How do you develop
language skills so that children can begin to communicate what they are
thinking? How do you teach motor skills for accessing communication
devices and computers? How do you
provide a comprehensive adapted communication learning environment for children
who face such significant challenges?
This three-day course will cover a range of strategies to answer
these questions.
Characteristics
of Cortical Visual Impairment (delineated by Dr. Christine Roman-Lantzy) will
be presented in terms of strategies to develop vision, communication and access
skills. The use “Light Tech”
partner-assisted communication books and strategies will be demonstrated. Organization of vocabulary by pragmatic
intent (PODD), based upon the work of Gayle Porter (Melbourne, Australia), will
be introduced. (Please note that this is not an official PODD
course.) Strategies for moving beyond
cause and effect to two switch step scanning will be detailed within a
systematic framework of stepping stones (Burkhart). Come and explore creative and practical
strategies to overcome these complex barriers to language and learning.
This course
is designed as a three-day course; it is recommended that participants register
for all three days of this course.
Information presented is progressive and will not be repeated.
Course Objectives (Day
One):
Upon completion of the course, participants will be able to:
- Describe
the challenges faced by teachers, therapists and parents working
with children who present significant multiple challenges and who are
often not “testable” by traditional means of assessment.
- Explain the concept of
Dynamic Assessment and give examples of how to integrate dynamic assessment
into the teaching/learning process
- Discuss how the brain
develops and describe implications for teaching and learning for those students
who are developing differently
- Give practical examples and
strategies to increase motivation, active engagement, and participation, based
upon how the brain develops and processes information
- Enumerate a
variety of means for children to indicate choices, and explain how to create
co-planned sequenced social scripts
- Discuss the characteristics
of children who have cortical vision impairment and describe effective
strategies for helping these children develop vision and communication skills.
Course Schedule:
8:00-10:00
Barriers to Learning
Dynamic Assessment Process
How the brain learns – How
can technology help?
10:00 – 10:15 - Break
10:15 – Basic human drives
and motivation
Cognitive intrigue
Sense of self / feeling
of control
Active
participation
12:00 – 1:00 – Lunch
1:00 -2:30 Drive for social connection
Co-planned Sequenced Social
Scripts
Characteristics and
strategies for Rett Syndrome and severe apraxia
2:30 – 2:45 – Break
2:45 –3:45
Characteristics
and strategies for CVI (cortical visual impairment)
Presentation of materials and dealing with complexity
3:45- Session Ends- Turn in
your “day one” course evaluation form
Course
Choice #4
Pre-Requisites Required for Developing Handwriting
Skills: Multi-Sensory Techniques for all Children
by Kimberly M. Wiggins, OTR/L
Target Audience:
Special Education Teachers, Early Intervention Specialists, Occupational
Therapists & Assistants, Physical Therapists & Assistants, Regular
Classroom Teachers, Speech-Language Pathologists and Assistants, School Psychologists, Paraprofessionals, and
other professionals working with children with disabilities.
Course Description:
Even in the age of technology handwriting remains to be one of the main
forms of communication in the school setting. Studies have proven that a student handwrites for a
significant portion of his/her school day. Unfortunately handwriting is not a communication skill that
comes naturally and it must be taught.
It is a complex task that requires a variety of body mechanisms to be
used simultaneously, including the inhibition of primitive reflexes and the
development of adequate visual perception, fine motor, and sensory processing
skills. Handwriting often suffers if
a child is lacking one or more of these basic skills. It is quite common that if a student is struggling with
handwriting his/her motivation and ability to complete academic skills may also
deteriorate.
The overall goal of this course is to provide you with fun and
effective strategies and techniques that will help handwriting come naturally
to children. An abundance of
resources will be provided (many are free), including over 50 websites that can
be used immediately. Sensory activity
breaks will be provided throughout the session to provide you with approaches
that can be used in the classroom or in treatment sessions. Please dress comfortably as you will be
asked to try techniques throughout the session.
Course Objectives:
Upon completion of the course, participants will be able to:
·
State at least one handwriting expectation per
grade level from Kindergarten to 5th grade
·
Compare and contrast several handwriting
evaluations in order to determine which handwriting assessment is most useful
for your setting.
·
List at least 3 exercises or treatments that can
be used to inhibit primitive reflexes
·
Explain at least 3 new treatment techniques that
will facilitate visual perception
·
Demonstrate 3 inexpensive techniques to
facilitate appropriate pencil grips
·
Utilize at least 3 new handwriting compensation
techniques for children with disabilities
Course Schedule:
8:00-10:00
Resources of why handwriting is
important to teach and effects on learning
Strategies to be a pro-active
advocate for handwriting
Handwriting Expectations by grade
level
10-10:15 Break
10:15-12:00
Comparison of Handwriting
Evaluations
Influence of Primitive Reflexes
on Handwriting and exercises to inhibit
12-1:00 Lunch
1:00-2:30
New Treatment Techniques and
Strategies to develop and facilitate appropriate
Seating posture
visual perception
pencil pressure
right vs. left hand dominance
pencil grips
How Sensory Development affects
handwriting
Pros and Cons of various handwriting paper
2:30-2:45 Break
2:45-3:45
Handwriting compensation
techniques
Typing
Use of Cursive handwriting
Techniques for children with
disabilities including Dyslexia, Down Syndrome and Cerebral Palsy
3:45 Course Adjourns
2012
Special Education Conference
Thursday,
March 8, 2011
Course Choice #1
Evidence-based Interventions for
Students Struggling with Reading, Writing, and/or Mathematics: Fluency, Mathematics, and Vocabulary
by Nancy Mather, PhD, University of Arizona in the
Department of Disability and Psychoeducational Services (Day two of this three-day course.)
Target Audience:
Classroom Teachers, Special Education
Teachers, Resource Room Teachers, School Psychologists, Speech-Language
Pathologists, Occupational Therapists, Nurses, Principals, Administrators,
Professional Assistants and other related professionals who work with students
with learning disabilities.
Course Description:
The focus of the second day of this three day
course will be on increasing the development of fluency with academic
materials, improving performance in mathematics, and increasing the depth and
breadth of vocabulary knowledge. Emphasis will be placed on increasing
understanding of the reasons why students are slow to develop automaticity, how
to select and implement specific evidenced-based instructional methods for
increasing speed of performance. mathematical competence, and vocabulary
knowledge. The participants will increase their understanding of evidence-based
instruction for students who struggle with reading and math fluency, numeration
and computation, math problem solving, and vocabulary development.
Course Objectives:
As
a result of this course, participants will be able to:
- Explain the concept of automaticity and why it is
important for fluent reading, as well as math facts
- Briefly explain the Repeated Readings procedure
- Explain the graduated
sequence/concrete-representational-abstract sequence for math instruction
- List three basic principles for providing effective
instruction in basic math skills
- List three different addition and subtraction
mathematical problem types for the graphic representational technique. Provide
an example of each type of problem
- List four principles of effective vocabulary
instruction
Course Schedule
8:00 to 10:00
Fluency instruction
10:00 to 10:15 Break
10:15 to 12:00
Instruction in Basic Math
Skills
12:00-1:00 Lunch
1:00-2:30
Instruction in Math Problem
Solving
2:30-2:45 Break
2:45-3:45
Instruction in Vocabulary
Course Choice #2
Childhood Apraxia of Speech: New Research on Effective
Clinical Interventions
By Martha Burns, PhD,
CCC-SLP
Target Audience:
Speech-Language Pathologists, Speech-Language
Pathology Assistants, Special Education Teachers, Occupational Therapists and
Assistants, School Psychologists, and other related professionals who work with
students with significant disabilities.
CAS has been a confusing
area for research and clinical practice alike. This course will address the
major clinical questions: How is Childhood Apraxia of Speech distinguished from
other childhood speech-sound disorders? How important is the motor-speech component?
Is phonological-based intervention adequate? Are oral-motor
exercises necessary or useful?
What is the role of prompting approaches? What really works?
Course Objectives:
As
a result of this course, participants will:
- Apply neuroscience research
to understand development of speech sound perception
- Apply neuroscience research
to understand development of speech sound production
- Differentiate motor-speech
from perceptual/phonological speech
- sound production disorders
in children
- Critically evaluate
available intervention approaches for speech perceptual disorders
- Critically evaluate
available intervention approaches for speech production disorders
- Develop evidence-based
interventions for children with speech perception sound production disorders
- Develop evidence-based
interventions for children with speech production disorders
Course Schedule
8:00- 10:00
The Neuroscience of Praxis
Broca's area:
Speech,
Morpho-grammatical
production
Fluency
Fine- motor sequences
Major left hemisphere fiber
tract for articulation and fluency
Speech perception vs.
Production development
10:00-10:15 Break
10:15- 12:00
Speech Sound Production
Disorders in Children
Differential Diagnosis
perceptual/phonological disorders
language disorders
childhood apraxia of speech
five distinguishing clinical characteristics
video workshop
12:00 – 1:00 Lunch
1:00 - 2:30
Speech perception
interventions:
Earobics
Fast ForWord
Others
Oral motor interventions:
Theoretical background of NDT
When is it helpful?
Available approaches - Pam Marshalla, Talk
Tools, et Alia
Tactile -Kinesthetic Interventions ( PROMPT
and others)
2:30 -2:45 Break
2:45- 3:45 pm
Articulatory and
language-based intervention
Sign to Speech
Kaufman (K-SLP)
Evidence basis
Course Choice #3
Developing
Communication and Access Skills for Children Who Face Severe Physical and
Multiple Challenges
by Linda J. Burkhart, BS, Special Education, Technology Integration
Specialist (day two of this three day course)
Target Audience:
Special Education Teachers,
Speech-Language Pathologists, Assistive Technology Specialists, Classroom
Teachers, Occupational & Physical Therapists and Assistants, School
Psychologists, and other related professionals who work with students with
significant disabilities.
Course Description:
This is a three day
course. See full course description above.
Course Objectives (day two):
Participants will be able to:
- Describe
AAC strategies currently used with children who have severe multiple challenges
and explain what is typically missing in this approach
- Discuss the importance of
receptive language input and describe the process for creating an aided
language learning environment
- Briefly discuss the concept
of pragmatic organization of vocabulary for beginning communicators, and give
examples of pragmatic intents used with multi-modal partner-assisted
communication strategies.
- Describe “Smart Partner” strategies in the
teaching and learning process for partner-assisted scanning.
- Discuss the difference between autonomous and
independent communication and explain the importance of autonomous
communication for the beginning communicator.
- Describe strategies for teaching a yes/no response
for the specific purpose of partner-assisted scanning.
Course Schedule:
8:00 - Current AAC (augmentative and alternative
communication) strategies and what are we missing?
Language
development
Long
term planning
Developing
an aided language learning environment
10:00 – 10:15 - Break
10:15 –12:00
Pragmatic Organization
Dynamic Display (PODD)
Compensating for
limitations of AAC for beginning language users
Smart partner
strategies
12:00 – 1:00 – Lunch
1:00
–2:30 Autonomy vs. Independence
“Light Tech” and “High Tech”
Partner-Assisted Scanning with PODD
2:30 – 2:45 – Break
2:45 – 3:45
Developing
a yes/no response
Strategies
for becoming fluent with AAC
Receptive
language
Expressive language
Course Choice #4
Effective Strategies for Teaching
Handwriting in the Classroom: Tips for
Teachers and Classroom Staff
by Kimberly
M. Wiggins, OTR/L
*Some information may be slightly similar from the Skills
Required for Developing Handwriting Skills Workshop
Target Audience:
Special
Education Teachers, Classroom Teachers, Paraprofessionals, Occupational
Therapists and assistants, Speech-Language Pathologists and assistants, School
Psychologists, School Administrators and other related professionals who work
with students with various disabilities.
Course
Description:
Handwriting is an essential
skill for adults and children. The act
of handwriting reinforces the basic skills of reading and spelling. When children avoid handwriting, their
academic grades may often struggle as well.
They can become frustrated and less motivated to learn. Unfortunately with the many requirements
included in a school day, teaching handwriting is often more difficult to fit
into the classroom schedule. This course
will provide you with a comparison of various multisensory handwriting programs
that can be used in the classroom to help you decide which program best fits
your student’s needs. It will also
provide you with specific tools and techniques that you can use in your
classroom the very next day. At a
certain age students may form handwriting habits that are often very difficult
to correct. Therefore, new compensation
techniques will also be explained and demonstrated. This interactive course will allow you to
experience techniques by using a multisensory approach.
Wear comfortable clothing as
you will be moving around throughout the day.
Please bring a
handwriting sample and 2 rubber bands.
Course Objectives:
Participants will be able
to:
- Explain
why handwriting is important to administrators and parents using resources.
- Efficiently
and effectively administer a handwriting screening to at least one grade level.
- Compare
and contrast several multisensory handwriting programs
- Identify
ineffective pencil grips and use at least 3 techniques or adaptive technology
to encourage functional grips.
- Define
the components of printed handwriting and use at least one strategy to correct
errors in each component.
- Utilize
at least 3 compensation techniques for children that are unable to correct poor
handwriting practices.
Course Schedule:
8:00am -10:00
Importance
of Handwriting
Handwriting
and Response to Intervention
Handwriting
Screenings
10-10:15 Break
10:15-12:00
Overview
of Multi Sensory Handwriting Programs
Readiness
Skills required for teaching handwriting
Group
Activity: Fine Motor Activities Lab
12:00-1:00 Lunch
1:00-2:30
Grips
Components
of printed handwriting and strategies to encourage appropriate
Memory, Orientation (reversals), Size,
Formation
Placement
on the line
Spacing
between words and letters
2:30-2:45 Break
2:45-3:45
Compensation
Techniques (typing and assistive technology for children with disabilities)
Cursive
Strategies
Group
Activity: Assess Handwriting Samples
2012
Special Education Conference
Friday,
March 9, 2012
Course Choice #1
Evidence-based Interventions for Students Struggling
with Reading, Writing, and/or Mathematics: Reading
Comprehension and Written Expression
by Dr. Nancy Mather
(Day three of this three day course)
Target Audience:
Classroom Teachers, Special Education
Teachers, Resource Room Teachers, School Psychologists, Speech-Language
Pathologists, Occupational Therapists, Nurses, Principals, Administrators,
Professional Assistants and other related professionals who work with students
with learning disabilities.
Course Description:
Reading Comprehension and
Written Expression
The purpose of this course is to help increase
teacher knowledge and abilities to recommend, plan, and implement
differentiated instructional programs for students with problems in reading
comprehension and written expression.
Many of these students also have difficulties with several aspects of oral
language development; the presenter will stress the link between oral language
abilities and reading and writing performance.
The participants will increase their knowledge of evidence-based
instruction for helping students with problems in the development of reading comprehension and written
expression. In addition, the presenter will discuss the need for specific
modifications and accommodations, as well as summarize the central elements of
both clinical teaching and evidence-based interventions.
Course Objectives:
As
a result of this course, participants will be able to:
- Explain
why it is important to link new information with known information.
- Briefly
explain the four components of Collaborative Strategic Reading.
- List
five effective instructional practices for improving reading comprehension.
- List
the four basic types of sentence structures.
- Explain
the difference between an accommodation and a modification.
- List
the three major elements of effective evidence-based instruction.
Course Schedule:
8:00 to 10:00
Instruction in Reading
Comprehension
10:00 to 10:15 Break
10:15 -12:00
Reading Comprehension
(continued)
Written Expression
12:00-1:00 Lunch
1:00-2:30 Written Expression
2:30-2:45 Break
2:45-3:45
Accommodations and Modifications
Summary of Components of
Evidence-Based Interventions
Questions and Answers: Wrap
Up
Course Choice #2
Executive Function and Theory Of Mind -Moving on up to
Higher Level Functions
by Martha Burns, PhD,
CCC-SLP
Target Audience: Special Education Teachers, Classroom
Teachers, Speech-Language Pathologists, Occupational Therapists, Special
Education Teachers, School Psychologists, Principals, Administrators, and other
allied professionals.
Course Description:
Executive Dysfunction has
been attributed to everything from Traumatic Brain Injury
(TBI) to Attention Deficit Hyperactivity Disorders (ADHD). Theory of Mind (TOM)
is considered an integral dysfunction in Autism
Spectrum Disorders and other disorders of social skills. Both are salient components of prefrontal
lobe function, showing late maturation and dependent on other aspects of
cerebral processing. This course will
review the research on the development and disorders of Executive Function and
Theory of Mind with an emphasis on clinical interventions.
Course Objectives:
Participants will be able
to:
- Apply neuroscience research
to distinguish prefrontal lobe functions of Executive
Functions
- Apply neuroscience research
to distinguish prefrontal lobe functions of Theory of Mind
- Identify and differentiate
executive dysfunction in children from other cognitive impairments
- Apply research on
social-skill development to differentiate social-skill disorders from other
cognitive-linguistic disorders
- Develop research-based
clinical interventions for clients with executive dysfunction
- Develop research-based
clinical interventions for clients with social/pragmatic disorders
Course Schedule:
8:00- 10:00
Neuroscience of prefrontal lobe function
Dorsolateral prefrontal lobe
Working
memory
Executive
Functions: attentional control and inhibition
Cognitive
control
Medial prefrontal lobe
Motor
monitoring
Mentalizing
Person
- Perception
Outcome
monitoring
10:00-10:15 Break
10:15- 12:00
Theory of Mind - right
hemisphere and medial
Prefrontal lobe
Social skill development
Rebecca Saxe and Randy Buchner - the temporal-parietal junction
and medial prefrontal cortex
What is creativity?
12:00-1:00 Lunch
1:00 pm- 2:30 pm
Executive Function in TBI
and ADHD
Executive Function as a concept derived from
TBI research
Why is it impaired in ADHD?
Approaches to clinical intervention
Role of working memory
Importance of teaching cognitive control (Steinberg)
2:30-2:45 Break
2:45 pm to 3:45pm
TOM in social-skill
disorders and ASD
Frith et al and the concept of TOM as a
critical component of ASD
False-belief
tasks
Is Asperger's
different from other ASD's with respect to TOM
Role of the Mirror Neuron System
Approaches to clinical intervention
Course Choice #3
Developing
Communication and Access Skills for Children Who Face Severe Physical and
Multiple Challenges
by Linda J. Burkhart, BS, Special Education, Technology Integration Specialist
(Day three
of this three-day course)
Target Audience:
Special Education Teachers,
Speech-Language Pathologists, Assistive Technology Specialists, Classroom
Teachers, Occupational & Physical Therapists and Assistants, School
Psychologists, and other related professionals who work with students with
significant disabilities.
Course Description:
This is a
three-day course. See above (day one) for the
full description of this course.
Course Objectives:
Participants will be able
to:
- Describe the juggling act for children who have
severe multiple challenges, and explain the importance of parallel programming
- Describe the motor-cognitive learning process for
developing automaticity of motor skills
- List the factors that
influence success or failure with automatic scanning versus two-switch step
scanning.
- Describe progression for
learning to use a single switch for multiple purposes and locations to
discrimination and problem solving for using two switches for two functions
- Share strategies for creating
an engineered learning environment for learning to step scan
- Discuss creative strategies and software setups to motivate and
teach skills in the areas of play, communication, emergent literacy, and
communication utilizing two-switch step scanning.
Course Schedule:
8:00 – Motor Cognitive learning
Automaticity
The
juggling act
Parallel
programming
10:00 – 10:15 - Break
10:15 – Moving beyond cause and effect
Single switch with a purpose and in
multiple locations
Discrimination and Problem Solving: Two Switches -
Two Functions
12:00 – 1:00 – Lunch
1:00 – 2:15
Learning Two Switch Step Scanning
Two Switch Step Scanning Engineered Learning Environment
2:00 – 2:15 – Break
2:15 – 3:45
Two
Switch Step Scanning for Clear Choices - Activities for Increasing Accuracy and Cognitive
Engagement
Two
Switch Step Scanning - Reducing Time for Success
Additional
Multi-Modal Strategies to Enhance Attention, Perception, and Cognitive Processing
Course Choice #4
Enhancing Classroom Learning Through Sensory
Integration
Techniques for Teachers and Therapists
By Bek Wiltbank, OTR/L
Target Audience: Special Education Teachers, Classroom
Teachers, Occupational Therapists, Speech-Language Pathologists, Autism
Specialists, Resource Room Teachers, School Psychologists, Principals and
Administrators, Assistants, Paraprofessionals and related professionals working
with students with special needs.
Course Description:
In the classroom all
children face a great challenge. How do they integrate all the sensations and
information that surrounds them? How will they learn what they need to learn?
Our special education students often experience an even greater challenge, as
they often have a difference in how they integrate sensory experience, and
this can interfere with their learning. Differences in sensory integration
often show up as behavioral challenges, and cause frustration for the child,
and the teacher. In this class you’ll learn how children integrate sensory
experiences, how to support their learning, and how to support all learners in
having a joyful and rich learning experience in your classroom.
Course Objectives:
Participants will be able
to:
- Define
Sensory Integration
- Describe
the effect Sensory Integration has on child development
- Explain
how Sensory Integration impacts classroom learning
- Describe
the common “mis-steps” commonly made in classroom management, and identify and
describe how to “tap into Sensory Integration”
to enhance learning
- List
5 ways to apply Sensory Integration techniques to enhance learning in the
classroom
- Describe
how to make classrooms universally accessible and supportive for all types of
learners
Course Schedule:
8:00-10:00 What is Sensory
Integration? How does Sensory
Integration affect child development
10:00-10:15 Break
10:15-12:00 How does Sensory Integration effect classroom
learning?
Common mis-steps in classroom management
Am
I missing opportunities to tap into Sensory Integration to enhance learning?
12:00-1:00- Lunch
1:00-2:15 Creative
solutions on applying Sensory Integration techniques in the classroom.
2:15-2:30- Break
2:30-3:45 Universally
accessible classrooms that support all types of learners.
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