Agenda for Low Incidence Institute
Friday, August 12
Literacy Instructional Strategies: The Application of Visual Phonics
8:45 a.m.–noon, Act 48, Social Work, ACVREP, Infant/Toddler: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours
In this workshop, instructional strategies for teaching reading and writing to students who are deaf or hard of hearing, will be demonstrated and practiced, focusing on the role and pedagogical application of Visual Phonics. Participants must meet the prerequisite of having been trained in See The Sounds: Visual Phonics© by a licensed trainer.
Outcomes- View and discuss instructional strategies for teaching reading and writing to students who are deaf or hard of hearing, targeting application of Visual Phonics©
- Practice applying Visual Phonics© to their reading and writing instruction
Beverly Trezek, Ph.D., is an assistant professor of special education and the director of the Reading Specialist: Reading and Learning Disabilities program at DePaul University. Dr. Trezek has more than twelve years of experience working as a cross-categorical special education teacher and a teacher of the deaf and hard of hearing in the K–12 public school setting. Her research interests focus on reading instruction for beginning and struggling readers, with a particular emphasis on investigating the role that phonemic awareness and phonics play in the development of literacy skills for students who are deaf or hard of hearing. Dr. Trezek has recently published articles in Journal of Deaf Studies and Deaf Education, American Annals of the Deaf, Behavioral Disorders, The Clearing House, Theory Into Practice, Journal of Balanced Reading Instruction, and International Journal of Inclusive Education. She is the lead author of the book Reading and Deafness: Theory, Research and Practice.
Evidence-based Intervention to Improve Literacy Outcomes for Students with Complex Communication Needs
8:45 a.m.–noon, Act 48, Social Work, ACVREP, Infant/Toddler: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours
This course will present guidelines for evidence-based intervention to maximize literacy outcomes for students who have complex communication needs. The session will consider the skills that should be taught; instructional procedures to teach these skills; and adaptations to meet the needs of individuals with limited or no speech. Research results will be discussed, along with videotaped case examples of literacy intervention with individuals with autism, cerebral palsy, Down syndrome, and multiple disabilities.
Outcomes- Explain the importance of literacy instruction for individuals who have complex communication needs
- Describe skills that should be targeted in literacy intervention with individuals who have complex communication needs
- Demonstrate effective instructional procedures to teach these skills
- Describe appropriate adaptations to accommodate individuals with complex communication needs who require AAC
Janice Light, Ph.D., is a Distinguished Professor in the Department of Communication Sciences and Disorders at Penn State. She is actively involved in research, personnel preparation, and service delivery in the area of augmentative and alternative communication (AAC). Dr. Light is currently the principal investigator on several federally funded research grants to improve language and literacy outcomes for individuals who use AAC. She is one of the project directors of the Augmentative and Alternative Communication Rehabilitation Engineering Research Center. Her work has been recognized with numerous awards, including the Penn State Faculty Scholar Medal, Outstanding Teaching Award, the Patishall Outstanding Research Award, and the Schmitt-Russell Distinguished Research Career Award.
David McNaughton, Ph.D., is a professor of special education at Penn State. He teaches course work in augmentative communication and assistive technology, and collaboration skills for working with parents and educational team members. His research interests include literacy instruction for individuals who use augmentative and alternative communication, and supports to employment for individuals with severe disabilities. He is a project director and member of the management team of the Augmentative and Alternative Communication Rehabilitation Engineering Research Center, funded by the National Institute on Disability and Rehabilitation Research. He is the author of key reference books on literacy intervention and transition planning for individuals who require AAC.
Physical Education, Sport, and Recreation for Secondary Students Who Are Visually Impaired, Blind, or Deaf-Blind
8:45 a.m.–4:15 p.m., Act 48, Social Work, ACVREP, Infant/Toddler: 6 hours; ASHA: 0.6 CEU; Psych: 6.50 CE hours
This presentation will explore the needs of adolescents with visual impairments, blindness, or deaf-blindness (including multiple disabilities) related to middle school and high school. Transition to adulthood will be discussed, as well as opportunities after high school, such as the United States Association for Blind Athletes, and recreational and sports programs for adults with sensory impairments. Participants can also take away resources to share with their colleagues and peers.
Outcomes- Explore unique educational needs of students with visual impairments, blindness, or deaf-blindness
- Determine educational approaches for these students
- Discuss assessments that can be used with students with visual impairments, blindness, or deaf-blindness
- Demonstrate instructional strategies that work
- List resources (websites, books, products, equipment, programs, camps, etc.)
- Identify recreational and sport opportunities for the lifetime
Lauren Lieberman, Ph.D., is a professor of adapted physical education at the College at Brockport. She taught at the Perkins School for the Blind and received her doctorate from Oregon State University. She also founded and directed Camp Abilities, a developmental sports camp for children who are visually impaired, blind, or deaf-blind. In addition to conducting research, she has written five books in this area.
