SETC Class Titles & Descriptions

SETC Class Titles & Descriptions2018-06-08T02:44:12+00:00

SETC Class Titles and Descriptions

The following classes are available upon request. The SETC can provide custom classes to suit the needs of your district. Utilize the SETC staffs’ expertise to provide AT learning and exploration opportunities for your team. Contact Kristin Leslie at kristin.leslie@cwu.edu (509.963.3352) to discuss desired content, SETC pricing, and scheduling options.

Registration Form (this seems to go to a error page)

The following options can be provided in a one-day format or in mini sessions over time. The classes can occur on-line or in-person, depending on your district’s needs. Hands-on classes can occur at a district site or a SETC designated site.

SETC Overview of Assistive Technology and Related Services
Technology Tools for Reading & Writing
AT, AAC and Literacy in the Self-contained Classroom
Overview of Alternate Computer Input and Adaptive Switches
AAC Assessment
Including AAC Throughout the Early Childhood Day
AAC on a Budget
Forming Your AT Team & Consideration of AT in the IEP
AAC Overview
Success with AAC: What It Is and How to Get There
Math Tools To Help All Students Succeed
Introduction to Clicker Software and Applications
Technology Tools for Writing
AAC Evaluation and Implementation
Chrome Accessibility
Microsoft Accessibility
iPad Accessibility
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SETC Overview of Assistive Technology and Related Services (6 hours)
This presentation style workshop will provide an overview of the services provided by the Special Education Technology Center and the various assistive technologies that school districts should consider when planning for students with special needs. Special attention will be given to technology for students with Autism, Learning Disabilities, Severe Communication Disorders and Multiple Disabilities. The technologies to be covered will include augmentative communication (speech generating) devices, alternate access, and software to support academics.
Participants will have the opportunity to explore, hands-on, the use of some devices. The workshop will not include a hands-on software lab but will include a demonstration of software for literacy, math, communication support, and switch access.
The goal of this class is to increase the general awareness of Washington state school personnel regarding the services provided by the Special Education Technology Center and the assistive technologies that are relevant to students with special needs.

Learning Objectives:

  1. Participants will become familiar with the services offered by the Special Education Technology Center and how they can access those services
  2. Participants will gain an awareness of the range of assistive technology products that have application in the educational setting
  3. Participants will become familiar with the different categories of assistive technology and the respective access limitations addressed
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Technology Tools for Reading & Writing (3 hour)
Just as physical barriers to buildings can exclude people with disabilities from full participation in education, so can invisible barriers to written expression prevent some students from maximizing their academic potential. Students with learning disabilities and/or physical disabilities may struggle with the writing process for a variety of reasons. Use of certain software adaptations may free these students from writing constraints and enable them to more easily express what they have learned. Software tools that may be covered based on participant needs: Microsoft accessibility tools, Chrome accessibility tools, apps and extensions, Mac accessibility tools, and iPad accessibility tools and apps, specialised reading and writing products.

Learning Objectives:

  1. Participants will acquire an awareness of a range of software adaptations that can be used to assist students in the writing process.
  2. Participants will become familiar with the basic features of text to speech, word prediction, abbreviation expansion, concept mapping, word banks and speech recognition.
  3. Participants will learn to match student needs to specific software features in order to identify the most appropriate solutions.
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AT, AAC, and Literacy in the Self-contained Classroom (3 hour)
Do you struggle with how to provide meaningful classroom activities to your most impacted learners? In this workshop we will focus on ideas and strategies to provide literacy activities for those students who, regardless of their age, have emerging literacy skills. The presenter will share ideas for reading and writing activities that utilize low tech and high tech tools to support student understanding, expression and participation. We will also discuss strategies to implement these ideas into a busy classroom.

Learning Objectives:

  1. Learn to create adapted books and strategies for interactive shared reading.
  2. Identify low tech to high tech supports for student written expression.
  3. Become familiar with theme-based literacy supports.

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Overview of Alternative Computer Input and Adaptive Switches
Oftentimes, physical and/or cognitive disabilities make it difficult to impossible to use a standard keyboard or mouse. This hands-on workshop will give participants guided practice in exploring a range of devices that offer alternative means of input to the computer. Products to be covered include alternative keyboards & mouse options, eye gaze, switch access and speech recognition.
Adaptive switches provide one mode of alternate access to the computer but also can be used to access any battery-operated, electrical, or electronic device. Participants will have the opportunity to explore a variety of switches and adaptive applications. We will also discuss issues to be considered in switch selection and proper positioning. This class will not cover technology designed specifically for the blind or deaf population.

Learning Objectives:

  1. Participants will acquire an understanding of the terms alternative keyboard, alternative mouse, keyboard emulation, mouse emulation and adaptive switch.
  2. Participants will become familiar with a variety of alternative input devices and adaptive switches and how to match them to student need.
  3. Participants will learn how to connect, set up and use various alternative input devices and adaptive switches.

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AAC Assessment
Assessing students for the use of Augmentative and Alternative Communication (AAC) systems requires attention to three areas of development. This class will include the components of language, sensory, and motor assessment that need to be included in AAC planning. Currently available AAC equipment, switches and mounting will be available for participants to see. Matching selection of equipment to student needs will be discussed. Participants will receive a checklist to assist them in the AAC assessment process.

Learning Objectives:

  1. Participants will be able to identify the proper position and motor movements to support communication goals.
  2. Participants will be able to identify which types of communication systems are appropriate for students with a variety of disabilities.
  3. Participants will be able to identify which areas of AAC a student is ready to begin to work on.

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Including AAC Throughout the Early Childhood Day
Simple Augmentative Communication devices and communication displays can be used to increase young children’s communication skills even when speech is limited. Videotaped segments will show a variety of ways to include simple voice output communication devices and communication displays. Sensory and positioning issues will be addressed. Lesson organization that supports increased language experience will be discussed. Participants will receive sample communication displays and scripts for various activities.

Learning Objectives:

  1. Participants will be able to identify at least five simple and inexpensive voice output communication devices.
  2. Participants will be able to include augmentative communication systems in several different activities throughout the early childhood day.
  3. Participants will be able to identify strategies for increasing student’s turn taking, initiation, and social communication skills within customary class activities.

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AAC on a Budget
Many Augmentative and Alternative Communication (AAC) devices are very expensive. These devices may not be available for all students. Additionally, electronic devices need back-up systems to allow students to be able to communicate throughout the school day when their device is not available or not appropriate for the situation. This class will focus on using low-tech/no-tech tools to move students’ communication skills to higher levels when other devices are not available. Emphasis will be on student skill development and participation throughout the school day.

Learning Objectives:

  1. Participants will be able to identify at least five low cost Augmentative Communication devices.
  2. Participants will be able to combine teacher made materials with low cost devices to maximize student communication growth.
  3. Participants will be able to plan AAC use considering sensory and motor issues as well as language/communication goals.

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Forming Your AT Team & Consideration of AT in the IEP
The law mandates that assistive technology be considered in the development of the IEP for any special needs student. However, many school districts don’t currently have the expertise or resources within their district to make appropriate AT determinations. What can districts do to develop suitable policy and procedure and adequately prepare and support special education staff in addressing the technology needs of their students?
The purpose of this presentation is to explore the issues that school districts will need to consider when seeking to form an assistive technology team and look at the steps that need to be taken to do so. We will look at what some states and school districts are doing to properly consider assistive technology in the IEP process.

Learning Objectives:

  1. Participants will understand the state of current law related to consideration of assistive technology as found in the IDEA amendments of 1997.
  2. Participants will acquire an awareness of the steps needed to move toward more complete compliance with the law.
  3. Participants will acquire an awareness of the issues to be considered in the development of an assistive technology team.
  4. Participants will develop an outline of the steps that their school district must take toward compliance with the law.

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AAC Overview
This class will meet four times during the school year. The goal of this seminar is to provide ongoing support to teams implementing AAC systems for a student with complex needs that include:

  1. Difficult motor access
  2. Diverse vocabulary
  3. Academic participation
  4. Communication within a variety of settings

Each session will focus on one of the topics, with participants bringing video tapes, documentation and/or devices for the student they are focused upon. Teams are encouraged to attend together and to select a single student to focus on during the class.
The seminar is appropriate for SLPs, OTs, PTs, Teachers, and Paraprofessionals who have responsibility to support a student using an AAC system. Don’t miss this opportunity to have ongoing support and brainstorm with others facing the same issues!
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Success with AAC: What It Is and How to Get There
What is “successful” intervention in Augmentative and Alternative Communication? Is there a difference in how success is defined by professionals, family members and AAC users themselves? Do our different definitions set teams up for disagreement and contention . . . and sometimes failure? Is there a way to look at short- and long-term success that will bring teams together on goals and objectives? The presenter will cover these issues and how to plan intervention for individuals, whether they are beginning communicators or very experienced AAC users.

Learning Objectives:

  1. Participants will be able to state the goals of intervention for different types of AAC users
  2. Participants will be able to see the role of evidence-based practice in AAC and learn a variety of measures of success
  3. Participants will be able to show that they understand the way in which AAC, social networks and quality of life interact
  4. Participants will be able to understand how the team can have different perspectives on the definition of “success” in AAC
  5. Participants will be able to understand how differing perspectives can lead to obstacles in intervention
  6. Participants will be able to unify those perspectives around quality of life and social network perspectives

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Math Tools To Help All Students Succeed
21st Century math students need to understand and be able to explain “big picture” concepts in addition to demonstrating computational skills. For students with learning and/or motor challenges, it can be especially difficult to understand and/or demonstrate knowledge in mathematics. Using standard lessons plans from Engage New York math curriculum, this class will look at resources to engage diverse learners and help all students succeed in learning math concepts and be able to express that knowledge. This will be a hands-on class that allows participants to explore alternative math manipulatives as well as apps and software.
This class can be adapted for elementary or secondary students based on participants’ needs.

Learning Objectives:

  1. Learn about tools to present math skills and concepts in a variety of formats
  2. Learn about tools that allow students to participate in math with alternative access methods
  3. Learn about a variety of software and apps as well as adapted/virtual manipulatives to help students fully participate in math lessons. These will include EquatIO, MathSpeak, Kidspiration Mathview and more.

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Introduction to Clicker Software and Apps
This is a very practical, hands-on, 6 hour class where participants will learn how easy it is to create fully accessible Clicker activities using features such as text to speech, picture supports, word banks and more. The workshop is suitable for both complete newcomers to Clicker, and those who have had experience with previous versions of the Clicker products

Learning Objectives:

  1. Participants will learn how to use the activities that help students write with whole words, phrases and pictures
  2. Participants will learn how to create simple Clicker sets for writing
  3. Participants will learn how to create fully accessible simple talking books
  4. Participants will learn how to access the ready-made Clicker Learning Grids from within the program without opening a web browser
  5. Participants will learn to create fully accessible multimedia presentations

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AAC Evaluation and Implementation
With the popularity and availability of AAC apps for mobile technology, more students than ever use AAC. In the school setting, teachers and therapists are challenged to keep up with the changing landscape of AAC. However, the fundamentals have not changed regarding how to match systems to students and how to use these systems within the school setting. During this session we will discuss the basics of:
1) levels toward communication independence
2) matching student needs to system features
3) strategies to support implementation in the classroom.

Learning Objectives:

  1. Consider AAC apps and dedicated AAC devices in terms of how they reflect differing levels of communication.
  2. Become familiar with feature matching checklist.
  3. Identify and practice basic implementation strategies.