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AAC and CVI
Presented on: November 9, 2020 – 2:00pm-5:00pm (EST)
Cortical visual impairment (CVI) is the leading cause of vision impairment in children. CVI is an impairment where the eyes are healthy but the child has difficulties with interpretation of visual information. Most children with CVI have additional disabilities including motor, intellectual, hearing, and communication challenges. These issues often result in the need for Augmentative and Alternative communication support. Children with CVI have unique vision characteristics that affect how they can access AAC. This presentation will provide some examples of how a vision and AT specialist/Speech Language Pathologist can work together with children with CVI to support their communication needs and find the right fit for AAC devices. Presentation will include video examples of successful AAC use by students with CVI.
Presented by: Debbie Perry & Sandra Newcomb, Ph.D.
Objective 1: Participants will describe the 10 unique visual characteristics of children with cortical visual impairment.
Objective 2: Participants will identify 5 ways that vision characteristics of CVI affect the choice and design of AAC devices.
Objective 3: Participants will describe how to design the layout of an AAC device to address the unique vision needs of children with CVI.
Everything Engagement for Students with Disabilities During Synchronous Learning Sessions
Presented on: December 7, 2020 – 2:00pm-5:00pm (EST)
This fast-paced session will include tools and resources for assisting with engaging students with disabilities in small group or one on one sessions digitally. Chrome extensions, iOS apps and tools and many online digital resources will be demonstrated and shared. A resource document of all resources will be provided. Participants will have the opportunity to share ideas within breakout rooms as well as try some of the tools demonstrated. Videos and demonstrations of tools will occur as well.
Presented by: Nicole Natale, MS, CCC-SLP, ATP, Carolann Cormier, MS, CCC-SLP, and EJ Piccirillo, MS, CCC-SLP
Objective 1: Participants will learn at least 3 Chrome extensions to help increase engagement for ALL students with disabilities for small group or one on one digital/online learning.
Objective 2: Participants will identify 3 online resources to help improve their use of engaging tools for ALL students with disabilities for small group or one on one digital/online learning.
Objective 3: Participants will identify 2 best practices while delivering services in a synchronous distance learning setting.
Tele-engagement for Individuals Using AAC
January 18, 2021 – 2:00pm-5:00pm (EST)
While the technology available allows us to replicate an on-site environment in an online format, that doesn’t mean that a learner will access the material in the same way.
Understanding how to support an individual’s engagement in a variety of ways is essential when establishing and implementing online services.
This presentation describes ways to promote tele-engagement in the context of tele-AAC service delivery to individuals with complex communication needs. In exploring this and tele-AAC in greater detail, we also extend the information to pertain to the various stakeholders involved in the success of AAC implementation.
Presented by: Nerissa Hall, MS, CCC-SLP, ATP & Hillary Jellison, MS, CCC-SLP, ATP
Objective 1: Learners will be able to define tele-engagement in their own words.
Objective 2: Learners will list 4 ways to support engagement in synchronous and asynchronous formats.
Objective 3: Learners will explain virtual environmental engineering.
Creating An Accessible Workspace: AT Solutions for Higher Education and the Workplace for Individuals with Learning Challenges
February 2, 2021 – 2:00pm-5:00pm (EST)
The inaccessibility of K-12 educational systems for individuals with dyslexia, dysgraphia, dyscalculia, auditory processing disorder, and other neurological differences is just a beginning of lifelong challenges in participation. Whether a student is progressively afforded Assistive Technology (AT) at the outset, or whether they are restricted from it by naïve educators that think it runs counter to remedial interventions, there will always be new obstacles that impact their future engagement and personal productivity. Although Higher Education and most workplaces now adhere to the obligatory tenets of Universal Design for buildings, the same cannot be said about individual workspaces and learning environments. Until that occurs, we need to empower our transitioning students who move on to post-secondary pursuits with the tools they need to be successful. AT can provide a bridge of equity, access, and ultimately agency for individuals pursuing greater independence in their lives. The session will explore case studies of individuals with learning challenges who successfully transitioned to Higher Education and into the workplace thanks to their use of assistive technologies. Their stories will serve as the backdrop to demonstrations of the real AT tools that they benefited from and which enabled them to participate in the independent and intensive arenas of college and the working world.
Presented by: Mark Surabian
Objective 1: Participants will be able to identify Mobile apps and built-in operating systems accessibility features of portable devices that can empower individuals with learning disabilities in their daily lives at school, work, and in the community.
Objective 2: Participants will learn how free and affordable cloud-based apps can follow the user from home to school or work and empower them across environments to complete literacy, organization, correspondence, and math-based tasks.
Objective 3: Participants will learn through case study examples about the challenges that individuals face transitioning into higher education and the workplace and the technological solutions that these individuals explored and adopted.
Versatile and Engaging Activities for Teaching Language and Literacy to Students with Complex Needs
March 8, 2021 – 2:00pm-5:00pm (EST)
We ALL learn best when instruction is fun and tailored to our unique interests and preferences. In this half-day workshop, participants will explore a variety of engaging and customizable activities that can be used to support the development of communication and literacy skills in students with complex needs. After a quick review of best practices in both literacy instruction (for complex learners) and AAC implementation, focus will shift to an array of easy to replicate activities that can be used and re-used with students. Ideas will be provided for including students who use AAC as well as students with varied access needs and the need for visual modifications. Participants will learn about free and low-cost tools that can be used to create and deliver these activities. Special attention will be paid to activities that can be used either in-person or virtually. Opportunities for hands on practice with selected tools will be provided, as time allows. Attendees will leave with digital access to the resources shared during the workshop.
Presented by: Lauren Enders MA, CCC-SLP
Objective 1: Participants will name and describe at least 2 newly-learned activities that they can use right away with a student.
Objective 2: Participants will identify at least 2 engaging activities that can be used within either in-person or virtual instruction.
Objective 3: Participants will describe an activity that appeals to a student’s curiosity to increase engagement and learning.
The Coaching Model: Not Bill’s Playbook. How to do Distance with Learners Who Won’t Watch Your Screen
March 29, 2021 – 2:00pm-5:00pm (EST)
In the new “virtual” world, there are clients/students who are unable to participate by attending to a clinician/educator who is virtual. However, using a coaching model, these clients/students can be provided with supports and services with success. Attendees will learn the basic research design behind successful coaching models, the preparation and planning to have a successful coaching session, and be given the tools to plan a coaching session. In addition, they will practice coaching others during the session to fine tune skills.
Presented by: Meghan Broz, MS, CCC-SLP, ATP
Objective 1: Attendees will be able to identify which clients would benefit from a coaching model.
Objective 2: Attendees will be able to identify what is required for a successful session through a coaching model.
Objective 3: Attendees will be able to successfully coach someone through a task virtually.
Fifty Ways to Extend Literacy Encounters with Everyday Technologies
April 6, 2021 – 2:00pm-5:00pm (EST)
In this fast-paced and playful workshop using UDL as a guide, we propose more than 50 strategies to ACCESS information and develop multi-modal materials to introduce or expand upon information that is taught in the classroom. All learners have the right to instruction presented in a variety of ways. Early literacy development is an ongoing process that begins in the first years of life and continues throughout the lifespan. Language, reading, and writing skills emerge at the same time and are intimately linked. In addition to looking at tools that facilitate access to print and enhance literacy experiences, options for increasing flexibility in presenting information allowing for personal expression and engaging all individuals will be discussed. We realize the places where children are taught and the tools they have access to have greatly changed in the past year. We also recognize that we must retrofit and “use what we’ve got” in many situations. Positive reading and learning experiences can still result when commonly found materials are combined with technology and imagination. We especially want to do a deep dive into the features of MS Word, PowerPoint, and Chrome and free software to produce scaffolds for a wide variety of learners and educators.
Presented by: Judith Schoonover, MEd, OTR/L, ATP, FAOTA & Sally Norton-Darr, MS, CCC-SLP
Objective 1: Describe five or more “everyday technologies” that can be implemented to produce or scaffold information for diverse learners.
Objective 2: Identify five or more electronic resources that can be accessed immediately to begin or continue to enhance literacy and learning experiences for all.
Objective 3: Define the two terms “scaffold” and “cognitive rescaling” and how they relate to supporting diverse learners.