Presenters & Sessions

CEUs:  1.0 pending approval by WOTA and APTA Wisconsin

Session Description:  Dynamic seating provides movement within a wheelchair. When the client moves, the dynamic seating components move with the client, maintaining alignment with the seating system for postural support and stability. Clients who extend within the seating system or seek out movement may benefit from dynamic seating. Dynamic components absorb and diffuse force, protecting both the client from pain and injury and the wheelchair seat and frame from damage. Absorbing force may reduce active extension. Providing movement can increase alertness and decrease agitation. Movement can also improve function and postural control.

Session Objectives:  Upon completing this session, participants will be able to:

1. List 3 clinical indicators for Dynamic Seating.

2. List 3 areas of movement provided by Dynamic Seating.

3. List 1 product option for a Dynamic Back, Dynamic Footrests, and Dynamic Head Support Hardware.

Presenter Bio:  Michelle Lange is an occupational therapist with over 38 years of experience and has been in private practice,  Access to Independence, for over 19 years where she currently focuses on education and consultation. She is a well-respected lecturer, both nationally and internationally, and has authored numerous texts, chapters, and articles. She is the co-editor of Seating and Wheeled Mobility: a clinical resource guide (1st & 2nd eds). Michelle is a RESNA Fellow and a RESNA certified ATP and SMS. She is also a member of the Clinician Task Force.

CEUs:  1.0 pending approval by WOTA and APTA Wisconsin

Session Description:  IDEA requires IEP teams to consider whether a child with a disability requires Assistive Technology devices and services each time they develop, review or revise an IEP. It's not enough to simply identify a student's needs or list accommodations; the core of IDEA is ensuring these supports are consistently and appropriately put into practice. Effective implementation is what translates legal mandates into meaningful educational progress and equitable access for students with disabilities. This session aims to equip IEP team members with the knowledge and practical skills necessary to effectively address the  continuum of assistive technology needs of students with disabilities within the IEP process, promoting their academic and functional success Attendees will learn how to document lite-, mid- and high-tech AT devices and services in the IEP. Practical strategies will be included to consider AT in goal writing, progress monitoring, and device trials ensuring  all students have the tools they need to succeed.

Session Objectives:  Upon completing this session, participants will be able to:

1. Apply strategies for integrating AT considerations into measurable IEP goals.

2. Describe the process and purpose of AT device trials, and how to reflect findings in the IEP to support data-driven decision-making.

3. Collaborate effectively as part of the IEP team to ensure access to appropriate AT supports, fostering student independence and participation in the least restrictive environment.

4. Understand how to document AT devices and services clearly and accurately within the IEP.

Presenter Bios:  Michelle Silverman, OTD, OTR, ATP is an Education Consultant for the Wisconsin Department of Public Instruction with a focus on occupational therapy, physical therapy and assistive technology. She has 30 years of clinical and supervisory experience in schools, pediatric clinics, and at the university level. Michelle led students and programming as the director of the Assistive Technology and Accessible Design Certificate program at the University of Wisconsin-Milwaukee. Michelle presents at the state and national level on topics related to interdisciplinary practice, advocacy, clinical practice and guiding districts and therapists towards implementing best practice as it relates to occupational therapy, physical therapy and assistive technology in schools.

Kathy White M.S. ED / ATS, Assistive Technology Specialist and CESA 2 Co- Chair of the AT Forward Project, has an extensive background in special education with an emphasis in Assistive Technology.  She is co-manager of the Wisconsin Assistive Technology (AT) Forward Project and a former teacher / assistive technology specialist. Kathy has over 38  years of experience in teaching, evaluation in assistive technology and teaching at various higher educational institutes.  In her role at CESA 2, Kathy provides support and services to school districts in the areas of Assistive Technology.

Barbara Jermyn has 40+ years of clinical experience as a physical therapist in the areas of  home care, long-term care, outpatient pediatrics and school based services. She currently provides both physical therapy and assistive technology support in districts in both CESA 1 and CESA 2. She received her Masters of Arts in Education with a focus on Educational Technology in 2012 and a RESNA certified Assistive Technology Practitioner since 1998.

CEUs:  2.0 pending approval by WOTA and APTA Wisconsin

Session Description:  Occupational and Physical Therapists working in educational settings, play a critical role in fostering independence, communication, and participation for students with diverse needs. This session dives into how Assistive Technology (AT), Augmentative and Alternative Communication (AAC), and Artificial Intelligence (AI) can be leveraged to promote student self-determination across physical, cognitive, and communicative domains.

Join us as we explore evidence-based tools and emerging technologies that support goal-setting, choice-making, and self-advocacy in therapy and classroom environments. You will  learn how to integrate these innovations into collaborative therapy and classroom plans that empower students to lead their learning and daily activities with greater confidence and autonomy.

Session Objectives:  Upon completing this session, participants will be able to:

1. Identify how AT, AAC, and AI can support functional goals aligned with OT and PT interventions.

2. Explore practical strategies to implement technology that enhances motor, cognitive, and communication skills.

3. Collaborate more effectively with educational teams to support inclusive, student-driven practices.

Presenter Bios:  Michelle Silverman, OTD, OTR, ATP is an Education Consultant for the Wisconsin Department of Public Instruction with a focus on occupational therapy, physical therapy and assistive technology. She has 30 years of clinical and supervisory experience in schools, pediatric clinics, and at the university level. Michelle led students and programming as the director of the Assistive Technology and Accessible Design Certificate program at the University of Wisconsin-Milwaukee. Michelle presents at the state and national level on topics related to interdisciplinary practice, advocacy, clinical practice and guiding districts and therapists towards implementing best practice as it relates to occupational therapy, physical therapy and assistive technology in schools.

Dawn Merth-Johnson, M.A., CCC-SLP is an Education Consultant for the Wisconsin Department of Public Instruction with a focus on speech-language and assistive technology. In this role, she provides leadership, consultation and technical assistance for local education agencies, providers and families. Merth-Johnson serves as a member of the Assistive Technology Advisory Council (ATAC) through the Wisconsin Department of Health Services. She has 29 years of clinical and supervisory experience in the schools, long-term rehabilitation, and at the university level. Merth-Johnson presents at the state and national level on topics related to leadership, advocacy, and clinical practice. She serves on the Wisconsin Speech-Language Pathology and Audiology Association (WSHA) Board as the State Education Advocacy Co-Leader (Co-SEAL) for Wisconsin and is the American Speech-Language-Hearing Association (ASHA) SEAL Champion of the Midwest region of the country. 

CEUs:  1.0 pending approval by WOTA and APTA Wisconsin

Session Description:  Occupational and Physical Therapists play a vital role in supporting the development and success of young learners. This session focuses on how OTs and PTs can effectively collaborate with educators and other professionals to ensure positive outcomes for early childhood students. Participants will explore evidence-based strategies for integrated service delivery, and gain practical tools for embedding therapeutic supports into everyday routines and environments. 

Session Objectives:  Upon completing this session, participants will be able to:

1. Understand the foundation of teaming in early childhood.

2. Learn effective collaboration practices.

3. Utilize the general education classroom as the learning environment.

4. Become familiar with practical tools to support teaming and collaboration.

Presenter Bio:  Sandy Miller is a Statewide Early Learning Technical Assistance Specialist and Coach.  She works closely with school district teams to increase inclusive services for early childhood students. In this work, Sandy uses data from early childhood indicators 6 and 7 to support districts in creating processes and programming to improve outcomes for early childhood students. Sandy also supports classroom teachers in implementing evidence-based teaching practices, universal practices, and behaviors that challenge adults.   She is a Pyramid Model trainer and holds undergraduate and graduate degrees in Regular and Special Education.  Her passion is supporting district teams in providing inclusive services while providing developmentally appropriate instruction for children with disabilities.  

CEUs:  2.0 pending approval by WOTA and APTA Wisconsin

Session Description:  The neurodiversity movement is steadily shaping discussions within school-based occupational therapy, though integrating neurodiversity-affirming principles into everyday practice presents challenges for occupational therapy practitioners (OTPs). In schools, the evaluation phase is essential, not only for gathering and analyzing data for therapy services but also for shaping how practitioners perceive their students. The dominant medical model of disability heavily influences school-based evaluations to be deficit-oriented. This approach can result in data collection methods that don't resonate with students, goals focused on neuronormative standards, the use of ableist tools, and reports that invalidate the identities of neurodivergent students.

This session will first introduce the scope of OT practice in the schools and how OTs can address all occupations within the schools. Participants will then learn about components of neurodiversity-affirming evaluations, such as centering the student's lived experiences, using affirming assessment tools, assessing environmental supports and barriers, and collaborating on empowering goals. By the end of the session, participants will feel more empowered and confident in implementing neurodiversity-affirming principles into their school-based evaluations

Session Objectives:  Upon completing this session, participants will be able to:

1. Examine how the medical model and neurodiversity framework shape evaluation practices and influence understanding of neurodivergent students’ occupational participation.

2. Describe neurodiversity-affirming assessment tools that prioritize collaboration, student voice, and assessing environmental supports and barriers.

3. Reflect on their own practices and identify how to incorporate additional aspects of affirming evaluation approaches, such as strengths-based documentation and forming empowering goals.

Presenter Bio:  Bryden is a neurodivergent and disabled occupational therapy practitioner (OTP) with experience in pediatric outpatient, inpatient, and school-based settings. Bryden earned his post-professional doctorate from Boston University, where his research focused on creating a toolkit to support OTPs in challenging ableism within the OT profession. This work led to the development of the first neurodiversity-affirming occupational therapy model, the EMPOWER model. Bryden is also the creator of Neurodivergent Nexus, an online resource hub that supports practitioners in challenging ableism throughout the OT process. He received the 2024 Emerging Leader Award from Boston University and will publish a book on this work in March 2026, titled "Neurodiversity-Affirming Occupational Therapy: Empowering Approaches to Foster Neurodivergent Participation."  

CEUs:  1.0 pending approval by WOTA and APTA Wisconsin

Session Description:  This session will explore inclusive, evidence-based handwriting strategies for the school-based occupational therapist. With a focus on how to support children in their least restrictive environment by discussing usable and practical techniques and strategies that can be integrated into everyday practice. 

Session Objectives:  Upon completing this session, participants will be able to:

1. Describe the role of the school-based OT in inclusive handwriting strategies and how that may differ from a traditional role.

2. Identify evidence-based practice for inclusive handwriting strategies within the school setting.

3. Through a case study, identify applicable strategies that can be integrated into your school-based OT practice. 

Presenter Bio:  Marina Scott MS, OTR/L is an accomplished pediatric occupational therapist with over 20 years of experience. She is a writer and public speaker who teaches and educates about pediatric occupational therapy topics. 

Currently, Marina owns and operates her own business SuperKids Pediatric Occupational Therapy Services which serves the needs of children in her area in person as well as in other states via teletherapy, publishes her own blog, and consults with families and companies.

CEUs:  2.0 pending approval by WOTA and APTA Wisconsin

Session Description:  Occupational therapy has a rich history of promoting health (mental and physical) in all areas of practice through the use of meaningful and enjoyable occupations. This session focuses on occupational therapy’s distinct value in mental health promotion, prevention, and intervention with children and youth in school settings. Emphasis is on helping students participate in a range of occupations and interactions throughout the day to promote school function and health (mental and physical). Legislation (IDEA, ESSAA) supporting integrated services within tiered systems of support will be reviewed. Following a brief discussion of Every Moment Counts’ Tier 1 and 2 strategies and programs, the highlight of this session will be hearing from OT practitioners throughout the US who have creatively implemented Tier 1 and 2 supports throughout the school day reflecting OT’s full scope of practice. 

Session Objectives:  Upon completing this session, participants will be able to:

1. Explain OT practitioners' distinct value in promoting students’ participation and health (mental and using occupation-based interventions.

2. Demonstrate an understanding of the legislative and research evidence supporting integrated related services as best practice in the schools.

3. Demonstrate an understanding of a multi-tiered, public health approach to mental health in school-based practice with children and youth at the universal, targeted, and individualized levels.

4. By using website resources, describe Every Moment Counts’ model programs and embedded strategies for promoting participation and mental health throughout the day in classroom, cafeteria, recess, after-school leisure.

5. Based on four OTPs’ success stories of integrating OT services at Tiers 1 and 2 to promote participation and health (mental and physical), give three examples of how you will implement Tier 1 and 2 strategies in your school setting(s).

Presenter Bios:  Susan Bazyk, PhD, OTR/L, FAOTA is Professor Emerita of the Occupational Therapy Program at Cleveland State University and founding director of Every Moment Counts: Promoting Mental Health Throughout the Day – a multi-pronged mental health promotion initiative originally funded by the Ohio Department of Education (www.everymomentcounts.org). In addition to authoring the book, Mental health promotion, prevention, and intervention with children and youth: A guiding framework (2011), Dr. Bazyk has authored over 50 journal articles and book chapters in leading OT textbooks. She is nationally recognized for her research and leadership in building capacity of occupational therapy practitioners and interdisciplinary school professionals to address the mental health needs of children and youth. Internationally, Dr. Bazyk has presented on Every Moment Counts as a Fulbright Specialist in New Zealand (2020)and Ireland (2024)and as a Ministry of Health Expert in Singapore (2025).

To learn more about the co-presenters, click HERE..  

CEUs:  1.5 pending approval by WOTA and APTA Wisconsin

Session Description:  This session keys in on fundamental movement patterns that have the highest carryover, or generalization, to activities of daily living (ADLs). We will explore the most common barriers to implementing effective fitness programs for young individuals with autism and related neurodivergencies. Additionally, this session will break down the three areas of skill that need to be addressed in order to deliver meaningful results. 

The session will focus on exercise selection, modification and progressions, program design, positive behavior support, and functional communication in the school and/or clinical setting. 

Session Objectives:  Upon completing this session, participants will be able to:

1. Understand of fundamental movement patterns and their relation to ADLs.

2. Explore the most common gross motor deficits in the ASD/ND population.

3. Understand the essentials of exercise program design for optimal effectiveness

4. Understand the barriers of motivation and engagement.

5. Identify common communication mistakes.

Presenter Bio:  Eric Chessen, MS, is the Founder of Autism Fitness. With over 20 years of practice combining exercise science and applied behavior analysis, Eric has certified and trained professionals and parents worldwide. Eric is the creator of the PAC Profile method for assessing and addressing physical, behavioral, and cognitive skills as they related to exercise capabilities. He launched the Autism Fitness Certification in 2017 and has certified nearly 600 professionals and family members in over 10 countries. He is a TEDx Speaker and frequent podcast guest. 

CEUs:  1.0 pending approval by WOTA and APTA Wisconsin

Session Description;  Pediatric Feeding Disorders (PFD) is a complex condition that can significantly impact a child's ability to participate in school activities, their nutritional status, and overall health. Addressing these disorders in school settings requires a coordinated and systematic process that involves various team members including educators, speech-language pathologists, occupational therapists, physical therapists, school nurses, food service or nutrition consultants, healthcare providers, paraprofessionals and families. This session explores best practices for supporting students with disabilities who have feeding and swallowing needs in school settings. It highlights the roles of occupational therapists and physical therapists as members of an interdisciplinary team. Strategies to ensure safe and effective management of pediatric feeding disorders in children in schools will be shared.

Session Objectives:  Upon completing this session, participants will be able to:

1. Understand the key components of a safe and effective feeding and swallowing plan within the school environment.

2. Identify the roles and responsibilities of occupational therapists and physical therapists, school staff and families in supporting students with feeding and swallowing needs.

3. Learn how to advocate for appropriate accommodations and collaborate with school teams to address individual student needs.

Presenter Bios:  Dawn Merth-Johnson, M.A., CCC-SLP is an Education Consultant for the Wisconsin Department of Public Instruction with a focus on speech-language and assistive technology. In this role, she provides leadership, consultation and technical assistance for local education agencies, providers and families. Merth-Johnson serves as a member of the Assistive Technology Advisory Council (ATAC) through the Wisconsin Department of Health Services. She has 29 years of clinical and supervisory experience in the schools, long-term rehabilitation, and at the university level. Merth-Johnson presents at the state and national level on topics related to leadership, advocacy, and clinical practice. She serves on the Wisconsin Speech-Language Pathology and Audiology Association (WSHA) Board as the State Education Advocacy Co-Leader (Co-SEAL) for Wisconsin and is the American Speech-Language-Hearing Association (ASHA) SEAL Champion of the Midwest region of the country

Michelle Silverman, OTD, OTR, ATP is an Education Consultant for the Wisconsin Department of Public Instruction with a focus on occupational therapy, physical therapy and assistive technology. She has 30 years of clinical and supervisory experience in schools, pediatric clinics, and at the university level. Michelle led students and programming as the director of the Assistive Technology and Accessible Design Certificate program at the University of Wisconsin-Milwaukee. Michelle presents at the state and national level on topics related to interdisciplinary practice, advocacy, clinical practice and guiding districts and therapists towards implementing best practice as it relates to occupational therapy, physical therapy and assistive technology in schools..

CEUs:  2.0 pending approval by WOTA and APTA Wisconsin

Session Description:  Several constraints in occupational therapy school practice are impacting the scope of practice in schools. These constraints limit the effectiveness of school occupational therapy. Addressing health, well-being, and participation in occupations for students has been negatively impacted by these constraints. The cause of these constraints can be attributed to high caseloads, instead of a workload model, and confusion about our work by other educational professionals. This workshop educates Occupational Therapy Practitioners (OTPs) about the resources we have in federal and state laws and the Occupational Therapy Practice Framework: Domain and Process (OTPF-4, 2020) that equip us to eliminate these constraints. If we educate others about our value, we will be utilized to meet the needs of students, which will help lead to a workload model. Federal laws (IDEA 1997, IDEA 2004, Section 504 1974, and ESSA 2014), State law (Common Core Standards 2013), and the OTPF-4 expand OTPs' role in general and special education and ground school occupational therapy services in occupation, academic participation and performance, and the student role (e.g., adaptive and functional).To further communicate the value of school occupational therapy, OTPs need to educate others about our skills that include task analysis, the Person Environment Occupation (PEO) fit, a focus on occupation (e.g., Social participation, ADLs, IADLs, Health management, Academic/School Work, Play/Leisure, Work, Sleep rest), sensory motor development, overall development, and a focus on environmental modifications. This session will use the OTPF-4 and educational law to inspire practitioners to take action on the constraints that are currently being faced. Evidence will be reviewed as it relates to the occupational therapy process, evaluations, interventions, and outcomes specified in the OTPF-4. The session format includes education, sharing evidence, and participating in active learning times.

Session Objectives:  Upon completing this session, participants will be able to:

1. Name four (4) unique Occupational Therapy Practitioner (OTP) skills that communicate our professional lens to other educational professionals.

2. Understand how the OTPF-4 guides clinical reasoning to broaden the scope of school practice (occupations, interventions, targeted outcomes).

3. Name five (5) occupations in school practice.

Presenter Bios:  Jennifer Brady-Johnson is a pediatric occupational therapist who primarily works in the school setting. Projects outside of the school district that she has worked on center around sensory processing, self-regulation, training paraprofessionals, social emotional learning, drafting guidelines for MN Occupational Therapists, and the use of the OTPF-4 for defining school practice. She enjoys participating in collaborative work, presenting at conferences, and using evidence-based practices to support schools. Jennifer holds a professional master’s and doctoral degree from St. Catherine University. Jennifer has worked in the role of occupational therapist, program director, and administrator of a clinic, and adjunct professor. She has a SIPT Certification and belongs to MOTA and AOTA. In her spare time, she enjoys spending time with family and friends, playing with her dogs, and enjoying the outdoors.

Paula Stommes is an occupational therapist who works in both school and clinical settings. She has 30 years of experience working mostly in pediatrics. She has a doctorate in occupational therapy as well as a master's Degree in education and certification as an assistive technology professional. Paula enjoys working on research projects with colleagues and is active in both state and national occupational therapy associations. In her free time, Paula enjoys spending time with her family hiking, traveling and gardening.

CEUs:  1.5 pending approval by WOTA and APTA Wisconsin

Session Description:  Many LGBTQ+ students feel unsafe in school. LGBTQ+ youth experience alarming rates of health disparities and other experiences that can lead to negative outcomes. A CC survey from 2022 found that 75% of high school LGBTQ+ youth report persistent feelings of sadness or hopelessness–nearly twice the rate of their peers. In addition, 75% of high school LGBTQ+ youth experienced the trauma of emotional abuse at home. Research also shows that LGBTQ+ children and youth get less sleep and less exercise, two key habits that improve mental health.

The importance of trusted, supportive adults in the lives of LGBTQ+ students can make a big difference in their overall mental health and well-being. Establishing a foundational understanding of respectful terminology to optimize trust and respect when conversing with/about individuals within the sexual and gender minority populations helps providers to feel more comfortable as well as creates comfortable spaces for youth. LGBTQ+ youth who have just one accepting adult in their life can reduce the risk of suicide attempt by 40%.

Cultural competency is the ability to understand, appreciate, and interact effectively with people from different cultures or belief systems. The "4 C's" of cultural competence, often used in healthcare and other fields, refer to the components of developing cultural sensitivity and understanding. They are: Curiosity, Comfort, Clarity, and Confidence.  It is important for educators, including school-based OTs and PTs, to reflect on relationships established in the school environment and know how to honor student identities. This session will offer valuable resources from AOTA, APTA and WI DPI intended to improve your comfort and competence with LGBTQ+ nomenclature and provide familiarity with resources to better equip you in supporting LGBTQ+ youth. 

Session Objectives:  Upon completing this session, participants will be able to:

1. Identify at least one strategy for increasing their cultural competence when working with youth or families in the LGBTQ+ community.  

2. Identify 3 barriers to healthcare and mental health services for the LGBTQ+ population. 

3. Describe how the OT and PT Scope of Practice intersects with numerous concerns of the LGBTQ+ students.

Presenter Bio:  Carlynn Higbie is a part of the Special Education Team at the WI Department of Public Instruction as well as an occupational therapist who has been practicing for over 40 years in both school-based and outpatient pediatric settings. She has supported students with educational disabilities both as a practitioner and a trainer/coach/educator for other educators. Carlynn’s experience in conducting training and consulting with school districts has helped many school-based therapists and educators improve evidence-based practices such as service provision in the least restrictive environment and the use of a collective process for IEP development and participation-based IEP goals.  

CEUs:  1.0 pending approval by WOTA and APTA Wisconsin

Session Description: This session will explore how assistive technology (AT) and artificial intelligence (AI) empower students with learning disabilities. Discover trends and strategies for creating inclusive environments, providing personalized support, and enhancing learning outcomes. Learn about tools, benefits, integration practices, ethical issues, and suggestions for enhancing educator efficiency.

Session Objectives:  Upon completing this session, participants will be able to:

1. Identify at least two AT and AI tools related to their practice area.

2. Articulate how they can be integrated into their setting.

3. Identify challenges and ethical considerations associated with using AT and AI.

Presenter Bio: Kirsten Kohlmeyer is the Director of Assistive Technology at Redwood Day School and a Redwood Literacy and Infinitec consultant, providing intervention and education across school, community-based, and virtual environments. An occupational therapist with extensive experience across physical rehabilitation, assistive technology, and special education, Kirsten is passionate about empowering students and parents with the tools and advocacy skills they need to excel in academic, vocational, and avocational pursuits. She draws on her special education experiences as a parent, service provider, consultant, and advocate when working with educational teams. Kirsten has been published in textbooks, blogs, AT publications, and peer-reviewed journals and has presented nationally on various topics. She holds a post-professional doctorate in Occupational Therapy, an M.S. in Rehabilitation Services Administration, and a B.S. in Occupational Therapy.