Date: 6/21/2022 Time: 12:00-1:00 Location: internet Type: Webinar
Chapter 4 focuses on Emergent Reading, including shared reading, independent reading and the research behind it. The CAR and CROWD acronyms are used to help structure how we think about these reading experiences. A variety of texts and access to those books are also highlighted. This is where the rubber meets the road! In Chapter 5 we’ll focus on Emergent Writers. If you haven’t already reached out to your OT, do it for this webinar! It is important to address motor limitations and ways to increase engagement in writing experiences. Writing AT tools, surfaces, and even adapted scissors can create writing experiences for many of our students. The authors get specific on “day-to-day writing” with all kinds of ideas!
Week 1: 6-7-2022
Week 2: 6-14-2022
Week 3: 6-21-2022
Week 4: 6-28-2022
Week 5: 7-5-2022
Week 6: 7-12-2022
Week 7: 7-19-2022
Week 8: 7-26-2022
1. Understand what the research says about emergent readers and writers
2. Define shared reading and brainstorming activities
3. Problem solve ways to support independent reading for those with significant physical limitations.
4. Brainstorm ways to create a positive writing environment
5. Discuss ways to make writing a daily practice
Literacy improves lives–and with the right instruction and supports, all students can learn to read and write. That’s the core belief behind this teacher-friendly handbook, your practical guide to providing comprehensive, high-quality literacy instruction to students with significant disabilities. Drawing on decades of classroom experience, the authors present their own innovative model for teaching students with a wide range of significant disabilities to read and write print in grades preK-12 and beyond. Foundational teaching principles blend with concrete strategies, step-by-step guidance, and specific activities, making this book a complete blueprint for helping students acquire critical literacy skills they’ll use inside and outside the classroom.
Brenda Del Monte, MA, SLP-CCC
Brenda Del Monte has been working as a therapist for over 18 years. Brenda received her undergraduate degree in Speech and Hearing Sciences from the University of Washington and her Masters in Speech-Language Pathology at Western Washington University. She has worked with children and adults with multiple disabilities since 2003. Brenda owns Technically Speaking, PLLC, a company that serves those who use AAC. As an expert in AAC, Brenda contracts with Advanced Therapy Solutions to evaluate, train and treat those with multiple disabilities and complex medical conditions.
Brenda serves as a practice scholar research mentor at Northern Arizona University’s OTD program. Brenda has taught courses for Central Washington University, Arizona State University Speech-Language Pathology SLP Master’s Program and Northern Arizona University Occupational Doctoral students.
Sarah Kinsella, MA CCC-SLP
Sarah Kinsella is a Speech-Language Pathologist with a passion for Augmentative and Alternative Communication (AAC) and supporting students with complex communication needs. She holds a Master’s degree in Speech, Language, and Hearing Sciences and has worked in the public school setting for 11 years. She also served as the district Assistive Technology Specialist for 7 years, working with multidisciplinary teams and families to support students with a variety of Assistive Technology and AAC needs. She is passionate about her field and thankful for the students with whom she works as they help her learn and grow along the way.
Kristin Leslie, ATP, MAT, OTR/L
Kristin Leslie is an occupational therapist and an assistive technology professional who is currently in the role of director at the Special Education Technology Center (SETC). She has worked in special education in Washington state public schools for 23 years. Her leadership role at SETC includes providing guidance to administrators, families, and school teams on assistive technology tools and best practices to remove barriers to student learning.
Email Sue Wright at the SETC office
The new clock hours link for the winter-spring webinar series has also been posted on the professional development page. One entry is all that is needed for the clock-hour portion of this training.