Agenda for Low Incidence Institute

Tuesday, August 4

Digging In: More Tools for Accessible Instructional Materials with a Focus on Students with Visual Impairments (continued from Monday through Friday)
8:30 a.m.–4:30 p.m.

 

BrainSTARS: Weaving a Safety Net for Children and Adolescents Who Have Acquired Brain Injury (ABI)
8:45 a.m.–4:15 p.m., Act 48 and/or ACVREP: 6 hours; ASHA: 0.6 CEU, Psych: 6.5 CE hours

The developing brain is like a set of building blocks. A student must firmly establish the first block, before the second block can be added. When a child experiences a brain injury, the injury affects a brain in the process of development. Abilities that are just emerging are very vulnerable; therefore, these are most likely to be disrupted by a brain injury. Because skills established at one stage form the foundation for later-developing abilities, a brain injury acquired early in life can affect skills during the subsequent years in school. All too often, an earlier brain injury is not remembered. Hence, many students are mislabeled and underidentified. In this session the developmental implications of ABI will be examined in a relaxed format, with a game of Developmental Jeopardy! used to review the information presented. In the afternoon participants will actively work on case examples in small groups, with a focus on practical interventions. The cases will include a range of common developmental, learning, and behavioral problems, as well as typical problems in behavior and emotion control, experienced by children and adolescents with ABI.

Outcomes

  • Explore the sources of acquired brain injury in childhood and adolescence, to increase awareness of ABI as a potential source of behavioral, "psychological," and learning disabilities
  • Explain the typical developmental challenges of students with ABI, including behavioral, academic, learning, and personal-social presentations
  • Examine the varying impact of ABI at different stages of development
  • Identify approaches to interventions that are effective for students who have ABI
  • Demonstrate the BrainSTARS program of intervention for children with ABI

Jeanne E. Dise-Lewis, Ph.D. (see bio)

 

Developing Functional Communication for Students with Multiple Disabilities Including Visual Impairments and Deafblindness in School
8:45 a.m.–4:15 p.m., Act 48 and/or ACVREP: 6 hours; ASHA: 0.6 CEU, Psych: 6.5 CE hours

This session will provide a step-by-step process for assessing topics that are most motivating for individual students with disabilities to communicate with their parents, caregivers, siblings, and peers. The students' interests will be used to develop emerging communication. The participants can also learn how communication links to early literacy skills and be able to document progress across communication phases.

Outcomes

  • Describe the importance of tactual experiences in routines for developing schemas
  • Determine tactile "iconicity" in the environment
  • Demonstrate the ability to determine child interests to develop "topics" for conversation
  • List tactual symbols that support requesting or commenting behaviors
  • Describe ways to use symbols in beginning literacy experiences
  • Demonstrate ways to build communication opportunities throughout the school routine
  • Identify ways to develop conversational opportunities with peers, with and without disabilities

Dr. Amy Parker (see bio)

 

How to Do It All: Embedding Functional Skills within the Instruction of Academic Curriculum
8:45 a.m.–4:15 p.m., Act 48 and/or ACVREP: 6 hours; ASHA: 0.6 CEU, Psych: 6.5 CE hours

Building on the training provided on the stepwise process, this session will focus on strategies and practices for embedding functional skills within the instruction of academic content.

Outcomes

  • Examine functional versus academic curriculum
  • Acquire strategies for embedding functional skills in the instruction of academic content
  • Apply strategies in small-group work sessions

Mariel Zeller, M.S., is a technical assistance specialist and alternate assessment product developer with the Inclusive Large-Scale Standards and Assessment Group (ILSSA). Prior to coming to ILSSA she was a regional special education coordinator with the North Dakota Department of Public Instruction for three years and that state's deaf-blind coordinator for five years. She has assisted several states in standards and curriculum alignment, alternate assessment development, administration, scoring, and professional development. She has worked with state technical assistance consultants and written technical manuals for alternate assessments. Mariel has presented at conferences conducted by The Association for Persons with Severe Handicaps, the Council of Chief State School Officers, and statewide education agencies.

Karen M. Guettler, B.A., is an alternate assessment specialist, scoring center director, and product developer with ILSSA. She recently completed her teacher certification program in special education at the University of Kentucky. She earned a degree in international studies from the Jackson School of International Studies at the University of Washington. Karen is the parent of four children, two of whom receive special education services. With ILSSA she develops performance tasks and training materials for alternate assessments. Karen also manages ILSSA's Alternate Portfolio Scoring Center. Formerly she had extensive administrative experience in a Kentucky preschool.