Road to independence.

Assistive technology (AT), defined as anything that supports learners in doing things they would not otherwise be able to do, can provide the traction learners need to succeed but is often intimidating to educators who think of it as very specialized. Staff participating in the AT Journey will be empowered to individually consider, select and implement AT for their students, yet also recognize when additional perspectives (e.g., teacher, administrator, itinerant staff, paraprofessional, parent, etc.) are critical to this process.

All learners have the right to communicate.

Communication is a prerequisite for teaching and learning. Building Blocks to Autonomous Communication focuses on the what, why, and how of supporting learners with communication needs. The overarching goal is that individuals with CCN leave their educational programming as autonomous communicators - in other words, that they can say what they want to say, when they want to say it, how they want to say it, and with whom they wish to communicate.

No student is too anything to be able to read and write.

Autonomous communication requires literacy, and our goal must be to allow all learners to express what they want to communicate. Classroom and ancillary staff are taught how to structure daily literacy instruction for learners with significant disabilities and complex communication needs (CCN).

A shift in mathematical thinking can change mathematical outcomes.

Should more of your learners with disabilities be proficient in math? This course, focused on mathematical content knowledge, allows general and special education teachers to examine mathematical procedures from a conceptual standpoint and increase sense making for learners who struggle with methods reliant on memorization and procedure. Participants will learn how making pedagogical shifts can increase student engagement and improve math achievement for every learner.