Presenter: Clarissa Navedo, M.S., CCC-SLP

Co-Presenter: Melissa Ortiz, M.S., CCC-SLP

This session will explore how to recognize communication strategies, effectively implement communication assistance, and ensure that children of all abilities have their voices heard and valued in their environment. We provide strategies to enhance speech and language development, foster meaningful interactions, and promote inclusive practices to help increase functional and social communication exchanges.

Objectives: 

1. Participants will accurately define and identify at least 10 key communication terms.

2. Participants will demonstrate the ability to apply at least three communication support strategies in practice scenarios.

3. Participants will develop and share a plan to integrate at least two alternative communication methods into their environment.

Presenter: Clarissa Navedo, M.S., CCC-SLP

Co-Presenter: Melissa Ortiz, M.S., CCC-SLP

This session will explore how to recognize communication strategies, effectively implement communication assistance, and ensure that children of all abilities have their voices heard and valued in their environment. We provide strategies to enhance speech and language development, foster meaningful interactions, and promote inclusive practices to help increase functional and social communication exchanges.

Objectives: 

1. Participants will accurately define and identify at least 10 key communication terms.

2. Participants will demonstrate the ability to apply at least three communication support strategies in practice scenarios.

3. Participants will develop and share a plan to integrate at least two alternative communication methods into their environment.

Presenter: Brenda Matamoros and Canutillo High School Team

Co-Presenter: Monica Noyles

Job skills and development programs are important to helping students with disabilities gain knowledge and skills to help make them successful community partners after their high school years.

Objectives: 

1. By the end of the session, each educator will participate in role-play activities, demonstrating at least two key interpersonal skills (e.g., active listening, and conflict resolution) in simulated classroom scenarios.

2. During the session, each participant will identify two specific work behaviors (e.g., punctuality, teamwork) that they can promote in their classroom or school environment.

3. By the end of the session, educators will draft a brief plan on how to support the functional capacities (e.g., problem-solving, independent task management) of students with disabilities in their classrooms. This plan will include one short-term and one long-term strategy.

Presenter: Richard L. Torres, M.Ed. COMS

Let’s collaborate together when working with children who are coded as visually impaired. They will benefit from a variety of ways to access a quality education based on appropriate assessment, curriculum, instruction, IEP implementation, and the use of assistive technologies. Collaboration with all educational staff surrounding our students with visual impairments in the schools, including teachers, paras, Speech Therapists, OTs, PTs,  and Visual Specialists. 

Objectives: 

1. To identify up to 3 areas within a student's IEP  that will assist with communication and collaboration with Visual specialists.

2. To define 2 communication services for the visually impaired when working on communication.

3. Identify up to 3 assistive technology strategies for the visually impaired students while collaborating with the education team.