TechKnowledgy 2019

Choose one AM and PM session for April 9, 2019.

Session Title for Tuesday, April 9, 2019

 

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  • Tuesday, April 9, 2019
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    AM Session

    8:30 AM  -  11:15 AM
    Accessible Mathematics for Early Learners

    How do you create accessible mathematics instruction for early learners, including young children with disabilities and students with significant cognitive disabilities? This session will help educators understand the development of conceptual mathematical skills, how to build a foundation for mathematical thinking and how to adapt mathematics instruction to make it accessible and meaningful to early math learners. Most mathematics instruction for children with disabilities emphasizes a procedural approach; do this and get the right answer, as opposed to a conceptual one where you understand the problem and apply tools thoughtfully. Often this is because special educators don’t have a strong background in early mathematics instruction themselves and do not thoroughly understand the progression of early mathematics understanding in children. This session will focus on foundational concepts of mathematics (counting, simple data analysis, measurement, number operations, number sense, pattern, sets, shapes, and spatial relationships) and how to create accessible learning experiences for all students. Participants will gain an understanding of the progression of math skill development in young children, and how to foster this in children with disabilities. We will examine how play with blocks, balls, craft materials, and music can aid in the understanding of mathematical concepts, and how to provide adaptations for students to engage in this play. Learn about both low and high tech supports including physical and digital manipulatives using mobile apps and websites. Build your own understanding of how children develop mathematical and problem-solving competency in this fun and engaging session.

    Learner Outcomes – Participants will be able to: 

    • Identify the foundational mathematics skills that children typically acquire that are often challenging for children with disabilities.
    • Identify 3 apps and 3 concrete resources that support children with disabilities in acquiring foundational mathematics skills through play and exploration.
    • Identify 4 resources that can be used to support professional development in mathematics instruction for special educators.
    Speakers:
    Remaining Capacity: 47  Total Capacity: 80  Optional 
    8:30 AM  -  11:15 AM
    Creating Core Vocabulary Environments for Students with Complex Motor and Communication Needs

    (Part 1 of a two-part workshop. You may attend Part 1 without attending Part 2) 

    Core vocabulary is the key to communication. The focus of this session is on selecting a long-range target core vocabulary, the design of core-accessible AAC systems, and the role of the communication partners in AAC intervention. Supplemental resources are provided for supporting students with access and visual challenges.

    Remaining Capacity: 12  Total Capacity: 80  Optional 
    8:30 AM  -  11:15 AM
    Promote a UDL Learning Environment with Google Tools

    The use of Google tools & Chromebooks continues to explode in education. But how can we use this array of tools to promote a culture of Universal Design for Learning (UDL)? This workshop will focus on the three principles of UDL - Multiple Means of Engagement; Representation; and, Action & Expression - and explore ways to incorporate Google tools into the UDL learning environment. From Chrome apps and extensions to Google tools such as Cardboard, this workshop will highlight ways to support ALL learners in the classroom. Make sure to bring your devices to participate in the learning!

    • Understand a minimum of three core differences between a Chromebook, standard computer and tablet technology tool for education. Participants will also experience assistive technology hardware supports to use with the Chrome platform to meet the diverse needs of all learners. 
    • Discuss and identify at least three examples of utilizing G Suite for Education, both in the classroom and at home, to facilitate student learning in the areas of: Literacy, learning, researching and executive function. 
    • Through hands on exploration and collaboration with peers, evaluate and determine a minimum of five effective Google Apps and Extensions that will meet the unique needs of each learner in the both the special education and regular education classroom.
    Speakers:
    Remaining Capacity: 12  Total Capacity: 80  Optional 
    8:30 AM  -  11:15 AM
    Using iTechnology as Evidence-based Practice to Meet the Needs for Students with ASD

    This session will give participants information and resources for using iTechnology (Apple devices) to meet the unique learning and behavioral needs of students with Autism Spectrum Disorder.  Participants will leave this session with strategies for incorporating evidence-based practices previously identified as “low tech” visual supports into “high tech” iTechnology systems, to teach a broad range of skills for students with ASD.

    Learner Outcomes - Participants will be able to:

    • Utilize web-based resources to explore and identify what interventions, methodologies, and treatments meet criteria as evidence-based practices for students with ASD.
    • Discover hardware, accessories, access tips and tools for iTechnology.
    • Identify and utilize evidence-based practices that can be incorporated into iTechnology to meet the unique learning needs of students with ASD
    Remaining Capacity: 45  Total Capacity: 80  Optional 
     

    PM Session

    12:30 PM  -  3:15 PM
    An Eye on Visuals: Supporting Behavior, Learning, and Communication for Pre-K Students

    Visual supports are critical in meeting the needs of young students with disabilities. This session will explore the benefits of using visuals to improve social-emotional, behavioral, learning, and communication skills in young children. We will examine best practices in using a range of visual supports in the early childhood classroom and in homes, including first/then boards, visual schedules, token economies, and social stories. Learn about both high-tech and low-tech visual supports including print materials, hands-on kinesthetic materials, and digital tools. Participants will learn specific strategies for integrating visual supports into classroom or home routines as a part of a positive behavior intervention system and as a part of an individual behavior intervention plan.

    Learner Outcomes - Participants will be able to:

    • Identify 3 evidence-based visual support strategies.
    • List 5 resources for finding or creating visual supports.
    • Identify classroom and home routines that are enhanced by the use of visual supports.
    Speakers:
    Remaining Capacity: 52  Total Capacity: 80  Optional 
    12:30 PM  -  3:15 PM
    Assistive Technology to Support Executive Function

    We are using more technology than ever. But for individuals struggling with executive functioning skills, more technology does not automatically lead to greater productivity. Let's explore an array of mobile device apps and Chrome based apps and extensions focused on providing support for organization and executive function. Areas of focus include: organization, scheduling, task completion, time management and more.

    Participants will:

    • Explore a range of technology tools to provide support in the area of executive function.
    • Apply at least 3 solutions to meet the unique needs of consumers with disabilities.
    • Integrate the feature match process into the selection, acquisition and implementation of AT tools to meet the needs of each individual.
    Speakers:
    Capacity Full  Total Capacity: 80  Optional  Closed 
    12:30 PM  -  3:15 PM
    Creating Core Vocabulary Environments for Students with Complex Motor and Communication Needs

    (Part 2 of a two-part workshop. You may attend Part 2 without attending Part 1)

    Core vocabulary is the key to talking, reading, and writing in the classroom. The focus of this presentation is on using core vocabulary in the general and special education classroom. Strategies will be presented for teaching vocabulary systematically, with supplemental materials provided. Discussion focuses on descriptive teaching and balancing AAC and AT tools to meet curriculum demands.

    Remaining Capacity: 37  Total Capacity: 80  Optional 
    12:30 PM  -  3:15 PM
    Please Teach Me to Communicate! Expressive Communication Strategies for Students with ASD

    This fast-paced training will explore the functional expressive communication needs for students with Autism Spectrum Disorder who are not effective verbal communicators. Core functional language skills (essential life skills for communication!) will be reviewed, as well as intervention strategies to address these critical communication needs. The verbal behavior of echolalia will also be discussed, and numerous examples and resources of practical strategies to teach various expressive communication skills to students with ASD will be shared.

    Learner Outcomes - Participants will be able to:

    • Develop an understanding of the relationship between language development in neuro-typically developing children and students with ASD.
    • Identify 3 core functional language skills, and define their importance for development of functional communication skills.
    • Describe 3 intervention strategies to address core language skill deficits.
    Remaining Capacity: 27  Total Capacity: 80  Optional 
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