Conference Program

Presenters:  Tracy Agate, CCC-SLP/ATP; Cerebral Palsy of North Jersey & Elissa Errick; Horizon Schools of CPNJ;

Title:  Aided Language Stimulation: Benefits for AAC Consumers

Abstract:  Aided language stimulation is an instructional technique that has been shown to assist in the development of expressive and receptive language skills, particularly for consumers of AAC systems. Techniques to support the use of aided language stimulation, which requires a facilitator to present communication tools in conjunction with giving verbal information to provide a model of visual vocabulary use in the context of on-going activities, will be discussed and demonstrated. Video examples will be utilized.

Learning Outcomes: Participants will be able to:

1. define aided language stimulation instructional techniques
2. differentiate primary and secondary facilitator roles in ALS implementation
3. list 3 example activities that are a functional fit for ALS implementation
4. identify 4 consumer communication goals addressed using ALS techniques

Presenter:  Joel Aronowitz; Prentke Romich;

Title:  Teaching Language through Visual Scene Displays...how to maximize their benefit

Abstract:  Visual Scenes capability in an AAC device allows for the creation of special teaching pages with "hot spots" but this powerful new approach also presents new challenges to the teacher or clinician.  In this overview of these challenges, we will explore how Visual Scenes can be better utilized to promote more successful communication outcomes. We will discuss scene selection and how that scene can be integrated into the device's system of language organization; examine a variety of approaches to using visual scenes; how to avoid pitfalls and take advantage of the best benefits visual scenes have to offer.

Learning Outcomes:  Participants will be able to:

1. identify learning activities which can be enhanced by Visual Scene Displays
2. identify appropriate scenes for individual learning activities
3. identify strategies to overcome problems that can occur with Visual Scene Displays

Presenter: Deb Bassett & Ben Lieman; Mayer-Johnson and DynaVox

Title: Say it, Play it, Display it.

Abstract: The power and flexibility available in BoardMaker+, Speaking Dynamically Pro and DynaVox Series 5 V and Vmax can help you with the academic challenges posed by the New Jersey Core Curriculum Content Standards. We'll show you how to help students with disabilities, and those whose native language is not English, as well as their peers!

Learning Outcomes:  Participants will be able to:

1. identify the various procedures and functions of various assistive technology software
2. select the appropriate software based upon the ability of the individual student.

Presenter:  Christine Besko-Maughan, M.S., ATP; private practice; 

Title:  Assistive Technology Assessment: Key Components of a Comprehensive Report

Abstract:  In order to deliver comprehensive services to students with disabilities, it is imperative that a thorough assistive technology assessment be conducted, if it is deemed necessary.  The importance of data gathering, environmental considerations and a variety of assistive technology tools (low, medium & high tech) need to be explored with each student in order to discover the most suitable device(s) conducive to the learning process.  This lecture will focus on all of these aspects and will provide child study team members (CST) and educators the tools necessary to determine the validity of an assistive technology assessment report. 

Learning Outcomes:  Participants will be able to:

1. identify various assistive technology assessment tools.
2. critically analyze an assistive technology evaluation report to determine its validity.
3. name various data gathering techniques, environmental considers and assistive technology devices typically noted in an assistive technology report.

Presenter: Barbara C. Bloomfield, MA.  CCC-SLP; IconTalk Visual Teaching Materials

Title:  Meeting the Needs of Students with Autism and Other Severe Learning Challenges: Teaching Ideas and Materials that Target Critical Skills from Preschool to High School

Abstract:  Increasingly, families, job “coaches” and employers report that graduating students with Special Needs such as Autism Spectrum Disorders, Down’s Syndrome, etc. often lack the critical life skills needed to independently carry out even modest employment responsibilities. Employability and successful employment outcomes appear to be closely associated with four primary issues: The Ability to Work Independently, Social Communication, Daily Living Abilities, and Organizational and Planning Skills. 

Which skills are most likely to contribute to as much independence as possible in both work and domestic living experiences once a student reaches adulthood? How do educators plan an effective system for integrating instructional responsibilities across educational team members so that the curriculum journey is a seamless one for the student?  How to teach important communication based skills to a level of true mastery?   In addition to discussing each of these questions, there will be many practical, easy to implement suggestions for instructional strategies and visual teaching supports.
There will be an extensive display of intervention materials.  Participants are welcome to bring cameras to create a photographic record of the numerous visual supports and teaching activities that will be discussed.  An extensive resource guide and laminated samples will also be made available to participants.  A Make and Take Project will also be offered and will target a layered visual support that can be used across a range of functioning and age levels.

Learning Outcomes:  Participants will be able to:

1. identify three categories of visual supports used to teach communication related skills.
2. identify a minimum of five social communication skills considered critical for vocational independence.
3. describe a primary organizing strategy that should be taught across school, home and work settings.
4. describe three main stages of skill mastery and at least one intervention strategy associated with each stage.

Presenter:  Barbara  C. Bloomfield, M.A.  CCC-SLP; Director:  IconTalk Visual Teaching Materials:

Title:  Targeting Incidental Learning Opportunities: A Tool Kit of
Visual Teaching Strategies and Materials

Abstract: This highly practical seminar provides communication specialists and other special educators with effective, easy to implement instructional strategies designed to capitalize on available teaching opportunities across the school day.  Its focus will be the many “in-between” and supplemental routines which can be targeted as additional opportunities for encouraging fluency and generalization of skill acquisition.

Suggestions will be included for infusing routinely scheduled daily activities such as lunch and playground/leisure time with curriculum specific teaching objectives for such content areas as communication, academics/academic readiness, social/emotional functioning, sensory-motor skills and self-help abilities.  Numerous instructional activities and visual support materials will be discussed, demonstrated and incorporated into a large interactive item display that can be explored by participants.

The information presented will cover a range of functioning levels and chronological age groups.  Sample materials and a take and make project will provide participants with easy to make and easy to implement intervention supports that can be put into immediate use following the seminar.

Learning Outcomes:  Participants will be able to:

1. identify supplemental teaching opportunities for addressing curriculum specific skills during common classroom activities  and “in-between” routines.
2. learn a system for sharing infused goals and objectives with other team members and for quickly and easily documenting student response.
3. gain knowledge regarding how to effectively design, construct, store, and use a wide variety of visual teaching supports.
4. learn how to adapt regularly scheduled classroom routines to better support a structured teaching approach to skill acquisition.
5. better understand the key variables involved in maximizing student attention and in minimizing disruptive behaviors across classroom routines.

Presenter:  Tom Caine & Brian Friedlander: Tom Caine and Associates

Title:  Using Interactive Whiteboards with Special Needs Students

Abstract: Interactive whiteboards are one of the most effective technologies you can add to your assistive technology toolbox. Recently, a number of new accessory products have been introduced that add functionality to interactive whiteboards and make them even more effective. Don’t have an interactive whiteboard? No problem... we have a great low cost alternative. Tom Caine and Brian Friedlander, the assistive technology gurus, will make this a very lively and informative session!

Learning Outcomes: Participants will be able to:

1. list and describe the accessory products for the interactive whiteboard
2. identify situations and complexes of disabilities for which specific products would be appropriate

Presenters:  John W. Coviello, & Lorraine Montecuollo, M.A. New Milford Public Schools

Title:  Literacy Learning Software: Does Literacy Have To Be So Expensive?

Abstract:  Literacy learning software (i.e. universal readers, word prediction programs, and talking word processors) is often utilized in order to make curriculum texts, on-line resources, and the writing process accessible to all students.  It is often difficult for teachers and school districts to decide what will work best for their budgets and their student populations.  Educators will share ideas, advice, and best practices for choosing, purchasing, and implementing these software programs in the classroom. 

Learning Outcomes: Participants will be able to:

1. discuss the advantages and disadvantages of a variety of literacy software
2. match software with specific types and levels of disabilities

Presenter: Michele Daly, MSW

Title: The Meadowlands Environment Center

Abstract:  Historically, people with disabilities have not received equal educational opportunities in the subject area of science due to a lack of understanding of how to provide appropriate modifications and the limited amount of resources available.  This presentation will focus on strategies for engaging people with visual, hearing, mobility, mental/cognitive and age related disabilities in science activities and will demonstrate how specific assistive technology tools have been incorporated into current informal science activities.   

Learning Outcomes: Participants will be able to:

1. demonstrate specific skills and knowledge of strategies and technologies, including assistive technologies that enhance the participation of people with disabilities in the field of science.
2. identify ways in which assistive technology and/or universal instructional design can be implemented in their own professional settings.
3. better apply assistive technology tools and strategies in programming in order to equally engage people with disabilities in hands-on and/or experiential educational activities.

Presenter:  Curtis D. Edmonds;  Assistive Technology Advocacy Center at New Jersey Protection & Advocacy, Inc.,

Title: Tips and Tricks for Website Accessibility Training

Abstract: This presentation will introduce participants to a variety of techniques to provide training and technical assistance regarding how to make websites more accessible for people who are blind and have low vision, as well as other disabilities.  Many Internet sites are designed so as to be inaccessible to people who are blind, have low vision, or who have other disabilities.  Unfortunately, it is not always easy to explain to people who design websites exactly how people with disabilities access their websites.  Even individuals who have a great deal of knowledge about assistive technology struggle to explain how assistive technology interacts with websites, and the barriers that can result from the poor design of websites.  This presentation will provide hints, tips and tricks that assistive technology providers or other interested attendees can use in training sessions or in discussions with website designers on accessibility issues.

Learning Outcomes: Participants will be able to:

1. identify techniques for making websites more accessible for individuals with visual impairments
2. explain to website designers the barriers that can interfere with website accessabilities

Presenter:  Curtis Edmonds, Assistive Technology Advocacy Center at New Jersey Protection & Advocacy, Inc.,

Title: Assistive Technology for Transition-Age Students with Disabilities

Abstract:  Every year, students with severe disabilities leave the public school system to transition into employment, higher education, or community placements.  All too often, assistive technology gets left out of the transition planning process.  This presentation will introduce participants to the issue of provision of assistive technology for students who are transitioning into employment and/or community settings.  The presentation will discuss the legal requirements of school districts and the state vocational rehabilitation agency in transition planning.

Learning Outcomes:  Participants will be able to:

1. identify the legal requirements for the transition process, and how they can include assistive technology elements into a student’s transition plan.

Presenter:  Andrew Giehl, Bergen County Special Services School District

Title:  Mounting Systems for Devices, Laptops and Switches

Abstract: You’ve worked hard to obtain funding and find the right technology for your student/ client but now what? Where and how will it be used? Will equipment need to be mounted? Students who have more significant disabilites are sometimes met with unique challenges. Those students who are in wheelchairs are especially likely to make use of special mounts to transport and place the equipment within a useful range.

Mounting equipment for a device, computer or switch, can become a confusing yet essential part of the formula. Ordering a mount which is poorly specified or all together the wrong choice can lead to frustration and the inability to use the technology as intended.  How do you decide?  Come to this workshop and find out how to approach this frequently over looked part of a good evaluation.

Learning Outcomes: Participants will be able to:

1. identify 3 commercially available mounting systems
2. list negative and positive features of various mounting systems
3. make an informed decision concerning the recommendation for a mounting system.

Presenters: Michele Lefebvre MS CCC-SLP & Hilary Phalen BS; Douglass Developmental Disabilities Center;

Title: AAC in Behavioral and Functional Contexts for Clients with Autism

Abstract: This presentation discusses the important role that both functional communication training (FCT) and augmentative/alternative communication (AAC) can play in overcoming challenging behaviors. It explores how the function of a behavior should be considered when teaching replacement communication skills with a voice output system. Instructional strategies for functional communication are demonstrated in a variety of situations and in settings such as community and jobsites, promoting generalization and success.

Learning Outcomes: Participants will be able to:

1. identify functional communication training to replace various problem behaviors.
2. describe the use of AAC by clients in a functional capacity while at jobsites.
3. identify and describe generalization strategies for functional communication in the community setting.
4. identify and describe strategies for the teaching of replacement communication strategies in a school setting.
5. identify and describe the to use functional communication to overcome challenging behaviors.

Presenter: Mike Marotta, ATP; Cerebral Palsy of New Jersey

Title: Exploring Mouse Alternatives

Abstract: For some individuals, the mouse creates a physical barrier to the computer they cannot overcome. This workshop will focus on the wide range of mouse alternatives available to enable computer access. We will discuss evaluation tools necessary to determine an appropriate match between user’s needs and features of the various mice.  Participants will experience a range of computer mouse alternatives through hands-on activities and will leave the workshop with a feature list for each device.

Learning Outcomes:  Participants will be able to:

1. identify features of a wide range of cursor control solutions, both hardware and software.
2. effectively match the needs of individuals to the features of mouse alternatives, using evaluation tools.
3. apply the principles of ergonomics to the computer workstation and computer equipment to reduce the possibility of repetitive stress injuries.

Presenter: Eden Melmed; Tobii ATI; (this presentation is not listed on the program brochure)

Title:  Complete Communication and Computer Control with Viking VS Communicator

Abstract: In the past AAC users have been denied efficient and easy access to the computer as well as text messaging and e-mailing from within their AAC software and/or device.  The Mercury, MiniMerc and MyTobii P10 coupled with Viking VS Communicator Software will allow you to access the computer, e-mail, text messaging as well as their communication software within one program and one piece of equipment.  Access includes direct select, single switch, dual switch scanning, mouse control through the Tracker or Head Mouse as well as eye control with the MyTobii P10.

Learning Outcomes:  Participants will be able to:

1. understand how VS Communicator Software will allow people using many access methods to access the computer and communication functions of his device.
2. understand how to use these accessing functions with children in the school setting.
3. understand how to use these accessing functions with those who are beyond the school situation, including living and work situations.

Presenters: Kim Parra & Louise Ortiz, Bergen County Special Services School District:

Title: Universal Design for Learning

Abstract: What is UDL and how it can help you turn the challenges of today’s high standards and increasing learner diversity into opportunities to maximize learning for every student? This introductory level workshop will discuss the basic principles of Cast’s Universal Design for Learning and how this framework for curriculum design uses technology's power and flexibility to make education more inclusive and effective for all. Resources, lesson plans, and technology demonstrations provided.

 Learning Outcomes: Participants will be able to:

1. understand the concepts of Universal Design for Learning
2. focus on practical strategies for incorporating technology into the curriculum.
3. gain experience using readily available tools such as MS Word to create classroom materials.

Presenters: Jamie A. Prioli, RESNA ATP; Assistive Technology Consultant, Private Practice

Title:  Assistive Technology Solutions for Individuals with Traumatic Brain Injury

Abstract:  Brain injury is called the “silent epidemic” because recognition of brain injury is extremely low despite the overwhelming number of people who are injured each year. Traumatic brain injury (TBI) may result in the impairment of cognitive abilities such as memory loss, trouble concentrating, organizational problems, poor judgment and difficulty initiating activities. This intermediate session identifies several assistive technology devices and techniques found to be successful cognitive aids for individuals diagnosed with TBI. 

Learning Outcomes: Participants will be able to:

1. describe three (3) features of two personal digital assistant (PDA).
2. identify two (2) funding sources available for assistive technology devices specifically for individuals diagnosed with traumatic brain injury (TBI).
3. list two (2) uses of organizational aids and software in the home, educational and/or vocational environments.

Presenter: Fred V. Tchang, CP of New Jersey

Title:  Free And Cheap Software To Enhance Learning

Abstract:  Wondering how the computer can enhance learning for students with learning disabilities?  Don’t have the funds to buy everything?  This course will introduce you to:
(1) capabilities built into Windows and Word that can prove very useful to students with disabilities, including:

• visual enhancements that support reading
• make the mouse easier to use

(2) programs that can be downloaded off the web, that will allow you to try things out with your student without having to go to your administrator.  Some examples of how these programs enhance learning include:

• allowing the computer to read web pages out loud
• reading the student's own written work back to the student for editing. 

Learning Outcomes: Participants will be able to:

1. use existing classroom technology
2. explore creative features of Microsoft products
3. explore resources to accommodate learning styles

Presenter: Melda Yildiz; William Paterson University:

Title: Think/Create/Play: Power of New Media in the Curriculum

Abstract: 'Think/Create/Play' participatory workshop focuses on critical media literacy and the role of popular culture and media production in the K12 curriculum. Topics to be covered include: Digital media, online learning, Internet usage and social networking, making video: documentary and fiction, civic participation and community service, teaching with popular music, playing and making games, narrative space and role play.

Learning Outcomes: Participants will be able to:

1. argue the challenges and advantages of media production in the curriculum,
2. develop skills in deconstructing existing curricula and communicating media messages,
3. examine the process of integrating new media as a tool for teaching and learning,
4. integrate the use of media in an instructional context,
5. explore lesson plans, assessment tools, and curriculum guides that incorporate new media and technologies across grades and subjects
6. experience how a critical approach to the study of new media combines knowledge, reflection, and action to promote educational equity; and prepares new generation to be socially responsible members of a multicultural, democratic society.