Agenda for Low Incidence Institute

Thursday, August 9

Facilitating Meaningful Interactive Activity for Students with Complex Bodies (AT, CSN, F, OT, PT)

8:45 a.m.–noon
Act 48; Social Work; ACVREP, 3 hours; ASHA: 0.3 CEU, Psych: 3.25 CE hours

How can we create meaningful interactive learning for children who are not independently mobile, who are not independently communicative, and whose medical status, muscle tone, fatigue levels, and endurance are inconsistent? How can we encourage task participation and interaction in activities with students who face such challenges in a physical space which was created originally for independent children? How can we manage the space, the equipment, the personnel, the challenging routines, and still have meaningful activity within the classroom each day? This workshop will provide participants with strategies, real ideas, and applications which can work in developing curricular activities within these challenging parameters. We will focus on changing the way we assess our students in their environments and in activity and share successful strategies of seating/positioning/access and equipment which have allowed students with disabilities to increase independent participation in classroom environments.

Outcomes

Explore ways to encourage task participation and interaction in activities for children who are not independently mobile
Discuss how to manage the space, equipment, personnel, challenging routines and still have meaningful classroom activities
Examine strategies of seating/positioning, access and equipment that allow students with complex support needs to develop independence
Explain the use of the Environmental Use Form for analyzing the student's physical environment to create an environment that is more student centered

Karen Kangas has worked as an OT since 1973 and has been actively teaching since 1985 on seating and positioning; alternative access and powered mobility; assessment and integration of assistive technology all over the country, as well as in Canada, Sweden, Israel, Ireland, Scotland, the United Kingdom, and New Zealand. She teaches a summer graduate course on pediatric seating at Misericordia University. She is currently in private practice, within which she continues to treat both children and adults directly, provide consultation to local teams and their children, and provide education through clinical workshops.

Using Assessment to Inform Literacy Goals and Instruction for Learners Who Are Deaf and Hard of Hearing (DHH)

8:45 a.m.–4:15 p.m. (continued from Wednesday)
Act 48; Social Work; ACVREP, 12 hours; ASHA: 1.2 CEU; Psych: 13 CE hours

Using iOS Devices with Students Who Are Blind or Visually Impaired (VI, F, DB, AT)

8:45 a.m.–4:15 p.m., (continued from Wednesday)
Act 48; Social Work; ACVREP, 9 hours; ASHA: 0.9 CEU; Psych: 9.75 CE hours

New Mobile Technologies (ex., iPad) and Universal Design for Learning (AT, CSN, F, SLP)

1:00–4:15 p.m.
Act 48; Social Work; ACVREP, Infant/Toddler: 3 hours; ASHA: 0.3 CEU; Psych: 3.25 CE hours

Are you excited about improving practice for the individuals you serve, harnessing new mobile technologies, such as the iPad, as well as determined to combine them with evidenced-based practices? Then this intensive session is for you. This workshop describes new mobile technologies as tools for universal design for learning. The first goal is to introduce a conceptual and practical framework for considering and using new mobile technologies. The framework focuses on identifying individual needs, matching key practices and features in an easy-to-use format. This fast-moving presentation will move past the app hype to offer a concise overview of new mobile technologies, apps, and interventions to promote a variety of skills for the individuals you serve.