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Professional Learning Experiences

Learning Objectives

  1. Describe three different strategies or tools to help learners improve their reading and writing abilities.

  2. Describe three different technologies that can be used to help learners access instructional content.

  3. Describe three different strategies to provide multiple ways to represent content, help learners express what they know, and empower individuals to become experts at learning.

  4. Describe three different strategies to help educators design personalized learning experiences for learners.

Come walk with us. Join Chris and Melissa Bugaj, two educators with over 40 years of combined experience in special education, as they go on a walk sharing practical tips, strategies, and technologies to design learning experiences that will meet the needs of all learners. Topics include literacy strategies, building relationships in virtual learning spaces, maintaining health and wellness, Google hacks, tips for managing distance learning, Must-have Google extensions, Built-in Accessibility and Usability features, and starting and maintaining conversations with learners through open-ended questions. Each topic is discussed during a 15 minute or less video captured during a walk. The video includes text and graphic overlays to help participants experience the content. Join this husband and wife team as they share what really works to help every learner reach their maximum potential. Let’s go!

Presenters:

CHRIS BUGAJ MA, CCC-SLP

MELISSA BUGAJ, M.Ed

New to working with students who use augmentative and alternative communication (AAC) and don’t know where to begin? This 1-hour course is designed to introduce key terminology, technology, and ideology to establish a solid foundation of AAC. Speech-language pathologists and AAC experts Rachel Madel and Chris Bugaj share resources and strategies to utilize when working with students who use AAC to communicate. This course is perfect for OTs, teachers, and other professionals supporting students using AAC!

Learning Objectives

  1. Identify strategies for successful consideration, selection, and implementation of augmentative and alternative communication.

  2. List a variety of common considerations necessary to select and implement AAC successfully.

  3. Recognize basic strategies to support communication with AAC users.

  4. Delineate roles of SLPs, OTs, PTs, teachers, parents, and other team members in the implementation of AAC.

Presenters:

CHRIS BUGAJ MA, CCC-SLP

RACHEL MADEL MA, CCC-SLP

Moderator: Mai Ling Chan, M.S., CCC-SLP

Panel Presenters:

RACHEL MADEL MA, CCC-SLP

CHRIS BUGAJ MA, CCC-SLP

This hour long webinar was created as a response to the COVID-19 pandemic which finds people self quarantining themselves in their homes to prevent the spread of the virus. The hosts of the Talking With Tech podcast offer practical tips, strategies, activities, and ideas for how to create a daily routine which includes the implementation of augmentative/alternative communication devices. The presenters provide different activities that can be plugged into a daily routine by moving hour by hour through the day. Perfect for families or educators supporting families, this webinar helps provide continuity in language growth as families face extended time away from a structured school setting.

Learning Outcomes

  1. Learn how to develop and plan a schedule of activities all day long centered around exposing children to a number of core vocabulary words.

  2. Identify three different activities communication partners can participate in with children who are learning language through the use of augmentative/alternative communication devices.

  3. Explore three different activities to help people who are learning language through the use of an augmentative/alternative communication device practice the skills of reading and writing.

Moderator: Mai Ling Chan, M.S., CCC-SLP

Panel Presenters:

RACHEL MADEL MA, CCC-SLP

CHRIS BUGAJ MA, CCC-SLP

LUCAS STEUBER MS, CCC-SLP, MA-T

The Talking With Tech podcast features discussions on the topic of augmentative/alternative communication. This course features portions of two episodes from the podcast which give an overview of core vocabulary; the theory and practice of primarily targeting the most frequently used words during instruction and therapy when working with those learning language through the use of an augmentative/alternative communication device. Both episodes have been edited to remove advertisements. These episodes are as follows: RoundTable: Core Words AAC Agreements

Learning Outcomes

  1. Define the term 'Core Vocabulary'.

  2. Describe at least three strategies for teaching others to support core vocabulary when working with individuals using augmentative/alternative communication.

  3. List three potential principles agreed upon by professionals working in AAC.

Moderator: Mai Ling Chan, M.S., CCC-SLP

Panel Presenters:

RACHEL MADEL MA, CCC-SLP

CHRIS BUGAJ MA, CCC-SLP

New to augmentative and alternative communication (AAC) and don’t know where to begin? This course is designed to introduce key terminology, technology, and ideology, in order to establish a solid foundation of AAC.

Learning Outcomes

1. Students will be able to identify a variety of augmentative and alternative communication focused terminology.

2. Students will be able to list a variety of common AAC technology.

3. Students will be able to recognize basic strategies to support AAC users.

Moderator: Mai Ling Chan, M.S., CCC-SLP

Panel Presenters:

RACHEL MADEL MA, CCC-SLP

CHRIS BUGAJ MA, CCC-SLP

Learn how to practice modeling the use of core vocabulary to stimulate language development through the use of contemporary digital storytelling applications. Explore how to implement different tools such as animated GIFs, wordless animated video shorts, multimedia slideshows, digital puppetry and more to become a more effective communication partner. Leave with helpful strategies for how to model language on a communication device along with a wide variety of applications that can be used to make the experience fun and memorable for all!

Learning Outcomes

  1. Describe the difference between core and fringe vocabulary and the appropriate frequency in which to model each.

  2. List 3 different digital storytelling platforms to start using to model core vocabulary.

The episodes in this course include:

Episode #151 – SNUG & Presuming Competence

Episode #152 – Breaking Down & Building Up Language

Episode #153 – The Corenerstone of Language

Episode #154 – Planning for Motor Memory

Episode #155 – ALgS or Model, Model, Model

Episode #19 – Sabotage!

Episode #96 – A Language-Based Curriculum

Episode #54 – The Small Mermaid

The video content of this course features 8 of the most popular A.T.TIPSCAST episodes on language, communication, and augmentative/alternative communication. The episodes are shared without advertisements.

Learning Outcomes

1. List necessary principles for successful implementation of AAC.

2. Discuss the benefits of planning instruction around vocabulary based on the most frequently used words when working to teach someone how to use AAC.

3. Describe at least three strategies for how to design instruction to teach language to a user of AAC.

Presenter:

CHRIS BUGAJ MA, CCC-SLP

Moderator: Mai Ling Chan, M.S., CCC-SLP

Panel Presenters:

CHRIS BUGAJ MA, CCC-SLP

BETH POSS MS, CCC-SLP

The eight trends discussed include:

  1. A Growth Mindset

  2. Universal Design for Learning & Personalized Learning

  3. Project Based Learning

  4. Open Educational Resources

  5. The Maker Movement

  6. Bring Your Own Technology & One To One Initiatives

  7. Coding & Computer Science Standards

  8. Cultural Proficiency and Culturally Responsive Teaching

Education is changing. Increased availability and implementation of technology has caused a shift in how people perceive time spent learning inside and outside of school.

Educators everywhere are implementing new principles and practices which are re-imagining what it means to go to school. These changes have implications for students with disabilities.

Learn about eight of these innovative changes and how you can utilize them to improve educational experiences for all students.

Learning Outcomes

  1. Identify three trends in contemporary education and discuss the implications for students with disabilities.

  2. Describe the three pillars of Universal Design for Learning.

  3. Describe at least one benefit of using language to support a Growth Mindset, Project Based Learning, Open Educational Resources, The Maker Movement, Bring Your Own Technology & One To One Initiatives, Coding & Computer Science Standards, and Cultural Proficiency and Culturally Responsive Teaching.

Moderator: Mai Ling Chan, M.S., CCC-SLP

Panel Presenters:

RACHEL MADEL MA, CCC-SLP

CHRIS BUGAJ MA, CCC-SLP

LUCAS STEUBER MS, CCC-SLP, MA-T

Building on a foundation of 30 years of research and adding personal expertise focused on AAC competency, Talking With Tech panel presenters highlight essential AAC skills which are relevant to both children and adults in this fast paced era of technology and social communication.

Learning Outcomes

  1. Identify essential AAC Competency skills for individuals with complex communication needs who require augmentative and alternative communication.

  2. Recognize and define effective measures of AAC competence.

Learning Objectives

  1. Describe the difference between core and fringe vocabulary.

  2. Provide examples of how a single core word can be used to target at least three communicative functions beyond requesting.

  3. List at least three core word resources to access and plan core word activities.

Presenters:

CHRIS BUGAJ MA, CCC-SLP

RACHEL MADEL MA, CCC-SLP

For children with complex communication needs, being strategic about selecting appropriate vocabulary targets is essential. A set of 300 to 400 words compromise 75 to 80% of the words we use in English. These words are vital for teaching children with limited language. In this 1-hour webinar, participants learn to differentiate between core words and fringe words as well as how to strategically balance the targeting of both in accordance with the typical developmental progression of language.

Learning Objectives

  1. Describe three contemporary tools to teach vocabulary.

  2. Describe one benefit of using contemporary technology to teach vocabulary.

  3. State one reason why it is important for the communication partner to use a student’s AAC system to model language.

Presenters:

CHRIS BUGAJ MA, CCC-SLP

RACHEL MADEL MA, CCC-SLP

Learning language with the use of an AAC device need not be a chore. Educators can use myriad tools to design educational experiences to demonstrate the meaning and use of vocabulary in ways that empower students to use that vocabulary for a variety of communicative functions. In this 1-hour webinar, discover numerous low-cost, highly tempting tools and strategies all educators can use to teach what words mean and how they are used all while having fun! Contemporary tricks, tips, and technologies are demonstrated and practiced helping you inspire and entice students to learn to say whatever, wherever, whenever, to whomever!