Communication

Participants will examine key issues for the English Language Learner (ELL) population and consider ways to implement new strategies into their practice.
In this Part 1 video on Tactile Processing, Amanda Martinage focuses on what tactile processing is and what does tactile dysfunction look like.
In collaboration with the Deafblind Program, the Spring 2017 Adult Sign Language Classes will begin on January 30, 2017 and run for 10 weeks.
This activity introduces students with visual impairments to personal task management, which includes skills in a variety of areas of the Expanded Core Curriculum (ECC), such as self-determination, independent living, and compensatory skills.
This series features five workshops — AT in Minutes (NEW), All Behavior is Communication, Sensory Processing, Active Learning, and Using AAC.
Explore ways educators can develop and integrate lite- and lo-tech Augmentative Alternative Communication (AAC) systems for students who are visually impaired.
Participants will be introduced to mathematics in Unified English Braille (UEB) as well as code switching for use with Nemeth.
This workshop will provide an understanding of Functional Communication Training (FCT) and its use in addressing interfering behavior.
In this 3-day workshop, experts will present information related to instruction for students with visual impairments and multiple disabilities/deafblindness.
Learn different strategies and tools that can be used to create and modify literacy materials for early readers in this accessible literacy course.
Visual impairment due to brain damage will be discussed along with assessment of children with this condition.
In this webcast, Ed Summers and Diane Brauner discuss the work they have been doing with teachers regarding iPad accessibility.
In this tutorial, implementation strategies for teaching and using a student-centered AAC system will be presented, using case studies from current students.
The course will include information pertaining to the causes of CVI and program planning/interventions for individuals with CVI.
The presenters will discuss a variety of strategies, accommodations, and adaptations for teaching literacy to children who are visually impaired.
This tutorial focuses on real-life learning and strategies that can be used to capture the essence of an activity and extend learning into the future.
Discover the unique needs of early communicators with visual impairment and additional disabilities when designing AAC Systems.
The presentation includes ways to share experiences between a student’s home and school settings — an integral part of building skills and concepts.
This tutorial considers the unique needs of early communicators with visual impairment and additional disabilities when designing AAC Systems.
This webinar is the first in a two-part series that considers the unique needs of early communicators with visual impairment and additional disabilities.
This lesson is designed to teach students with visual impairments to demonstrate an understanding of photos and to use them to communicate.   A specific student objective might say:  "By June...
Welcoming Students is made up of 4 modules, each containing a lecture, video segments, readings, and assigned activities to enhance and apply your learning.
This training module discusses how to assess, support, and plan for the complex communications needs of some students with visual impairment.
This training discusses how to modify the environment and materials for more effective access to literacy and communication for students.
This online course provides theoretical and practical information for teaching social communication skills to students with visual impairment and autism.
This course will offer practical AAC strategies for educators who work with early communicators with visual impairments and additional disabilities.
This tutorial looks at positioning and other best practices to increase access to technology for multiple disabilities students during classroom activities.
Webinar presentation on effective communication strategies for students who are visually impaired.
This tutorial explains the importance of pairing sensory activities and communication skills for more effective learning for children.
This training module demonstrates adaptive devices used for communication with individuals who are deafblind, or who have both hearing and visual impairments.
This tutorial discusses the importance of adapted and universal curricula and the FAIER Approach to designing physical education activities.
There are four webcasts included in this training that demonstrate a wide range of teaching strategies used to provide effective instruction to students.
This tutorial provides information on the development of meaningful communication for children who are deaf-blind.
Th webinar looks at positioning and other best practices to increase access to technology for students with multiple disabilities during classroom activities.
The webinar explains the importance of pairing sensory activities and communication skills for effective learning for visual and multiple disabilities children.
In this webcast, Linda Hagood addresses the importance and challenges in teaching writing skills to students who are blind and deafblind.
In this webcast, Elizabeth Torrey talks about the use of tangible symbols to support the development of communication in children.
In this video, Barbara Miles talks about the unique functions the hands serve for those who are deafblind.
Barbara Miles discusses her approach to conversations with students who are deafblind and strategies for connecting when a person can't see or hear you.
In this webcast, Jerry Berrier provides an overview of a variety of communication technologies for individuals who are deafblind.
In this webcast, Susan DeCaluwe discusses the development of the Communication Portfolio for learners with deafblindness and multiple disabilities.
Martha Majors provides insights on the impact of medical and physical challenges for children in educational environments.
This section presents information on the development of language and communication skills in young children who are blind or visually impaired.  Parents can explore strategies for establishing...
Break down the concept of time into manageable steps using tangible objects to promote better understanding.
Use meaningful language and tangible symbols to create an accessible schedule calendar.
Develop tactile object identification through a variety of games to practice the skill for independent living.
Increase independence of identifying and locating people in room using a sound localization game.
Teach students to select named objects through object discrimination skills and searching techniques.
A game of object "Hide & Seek" reinforces social skills and tactile discrimination skills.
Use audio recordings of familiar voices to make a fun auditory discrimination guessing game!

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