Date: 03/26/2024 Time: 4:30-5:30 Location: internet Type: Webinar
Description
Reading: Self-directed
Chapter 4
This chapter on Emergent Reading addresses 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!
Chapter 8
This chapter addresses the need for self-directed reading and the undeniable correlation with motivation. The best readers in any classroom are “engaged” rather than “challenged.” Let’s understand the principles proven helpful for students with significant disabilities engaged in self-directed reading.
Learning Objectives
Chapter 4
1. Understand what the research says about emergent readers
2. Define shared reading and brainstorm activities
3. Problem-solve ways to support independent reading for those with significant physical limitations.
Chapter 8
- Develop tools to build a diverse classroom library
- Understand the pros of “Engagement” and the pitfalls of a “Challenge.”
- How to do one-to-one conferences with your AAC users.
Presenters
Heidi G. Brislin, MS-OTR/L
Heidi G. Brislin, MS-OTR/L is an Occupational Therapist and Assistive Technology Specialist for the Edmonds School District and the Olympic Education Service District 114 in Washington. She owns a private practice, Heidi Brislin OT Consulting in Kingston, WA, where she provides professional development sessions, as well as family and team consultations and training. Heidi has extensive experience in school-based practice and outpatient adult rehab settings. She is a graduate of Boston University and the University of Washington. She is passionate about helping teams create authentic learning opportunities for all children, improving literacy skills, switch access, power mobility, and helping children become autonomous communicators.
Sharon Redmon, M.S., Ad.Ed. AT, ATP
Sharon Redmon is a SpEd and GenEd teacher with over 20 years of experience. She holds a Masters of Science degree in Adaptive Education: Assistive Technology and an Assistive Technology Practitioner (ATP) license from RESNA. Sharon’s passion for AT and especially AAC began with her first teaching job in WI where she became involved in WATI and continues today as a leader in the WI AAC Network created by an AAC Communicator. Sharon has been an AT specialist for a WI and WA school district, ECSE teacher (low incidence population), SPED/ABA/Autism coordinator/teacher, high school and kindergarten teacher and now ATP in private practice. Her classroom experience in WI, WA and overseas schools, has given her a unique perspective on how UDL, AT, and AAC intertwine. She is excited to be back in Washington State and working with individuals of all ages and abilities to access communication and their environment.
Contact
Email Sue Wright at the SETC office
Zoom Link
Clock hours for this webinar and others in this series are available from ESD105 for a small fee. The following Professional Development Enroller link provides more information about clock hours: https://www.pdenroller.org/cwu/catalog/165361