IDEAS 2013 in St. Simons Island

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Visit the IDEAS 2013 Wiki Page for more information about the Conference

Understanding Apps and Tablet Accessibility: Back to the Basics

It seems that Apps and Tablets are everywhere. Are you feeling a bit behind? Do you have “silly “ questions that you are afraid to ask because you feel you should it already? This is the session for you! During this presentation, participants ill learn the basic differences between an i OS, Android, and Microsoft tablets. They will learn about the basic accessibility that each offer. *Participants will come away with at least 3 resources that will assist them in understanding the basics. They will have the opportunity to try out these items first hand.

  • As a result of this activity, the participant will learn a basic understanding of the differences between the i OS, Android, and Microsoft tablets
  • As a result of this activity, the participant will learn a basic understanding of the accessibility features of the i OS, Android, and Microsoft tablets
  • As a result of this activity, the participant will learn at least 2 resources available to them in regards to using basic features

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Ergonomics in the Classroom: Position for Learning

For students with disabilities, computers and adaptive devices are important tools that promote success in the classroom environment. Students and educators are often not provided with information on how factors such as desk height and positioning of equipment can affect posture and attention span. This presentation will identify ergonomic challenges present in the classroom environment and will provide solutions that can assist with improving posture and enhance the student’s ability to focus on learning.

  • As a result of this activity, the participant will be able to identify basic Ergonomic principles for the classroom setting and identify 3 factors that contribute to poor posture.
  • As a result of this activity, the participant will be able to identify 3 assistive technology tools and strategies to improve posture and attention to tasks.
  • As a result of this activity, the participant will be able to identify 3 resources on where to acquire assistive technology equipment needed to improve ergonomics in the classroom.

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Our Favorite Apps: Promoting Successful Transition

With the introduction of Apps, we are experiencing a drastic technology evolution that is revolutionizing the field of Assistive Technology and producing positive life changing results for individuals with disabilities. Apps are assisting students by promoting more independence, increasing opportunities for inclusion, promoting depth of learning, providing equal access in educational settings and supporting smoother transitions. This session will provide participants with opportunities to explore specific App solutions that promote success in the school setting & that can ultimately assist with successful transitions into the workplace and community.

  • As a result of this activity, the participant will be able to identify 3 apps that are available for the IOS that can assist with successful transition within a school setting as well as the workplace and community.
  • As a result of this activity, the participant will be able to identify 3 apps that are available for Android that can assist with successful transition within a school setting as well as the workplace and community.
  • As a result of this activity, the participant will be able to understand the interface of the Tools for Life AppFinder to locate the best apps that are suitable for their students.

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Tools for Life: Georgia's AT Act Program Can Help You Connect the Dots to AT Funding Resources

Come find out how your Assistive Technology Act Program in Georgia, Tools for Life, can help you help your students! Tools for Life (TFL) is funded by the Federal Tech Act which is legislation to promote direct AT services to individuals of all ages and disabilities in each state. Tools for Life increases independence for Georgians with disabilities by providing access to and acquisition of assistive technology devices and services. The TFL Network is fulfilling the intent of the Tech Act through AT assessments, AT lending libraries, device demonstrations, trainings for individuals and groups, AT reuse, and funding education and assistance. Participants will also have the opportunity to learn about unique AT funding resources that are available, including the Tools for Life online funding guide, Dollars and Sense. Join us to learn more about the Tools for Life program and information so you and the students you work with can benefit from these services.

  • As a result of this activity, the participant will be able to list the 7 core activities of the Tools for Life program and access assistive technology devices and services through the Tools for Life Network and TFL AT Demo Lab @AMAC/Georgia Tech.
  • As a result of this activity, the participant will learn about the Tools for Life online funding database, Dollars sand Sense Funding Guide.
  • As a result of this activity, the participant will learn at least 5 free resources and 3 funding opportunities to assist with the purchase of assistive technology

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Transition from the Other Side

“Wish we had known then what we know now”. How can we look at the lives of adults with disabilities to help us create dynamic, successful programs in schools for students who are transitioning to adult living? Looking at current opportunities for students and adults of varying abilities, we will discuss what kinds of transition supports are needed in an environment of more rigorous standards with less time for daily living and job skills training.

  • As a result of this activity, participantswill be able to summarize the current problems facing adults with disabilities and their ability to achieve independence and maintain meaningful employment
  • As a result of this activity, participants will be able to explain the crucial role of communication in adult living
  • As a result of this activity, participantswill be able to evaluate the effectiveness of programs currently being used to help prepare students for adult living

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Using iPads to Support Student Participation in the Individual Educational Plan Process

In this year-long research project, eleven (11) special education students participated in a modified “Aspire“ training and mentoring program to prepare them to lead their Individualized Educational Plan (IEP) meetings at year’s end. Six (6) students were given iPads to support their preparation for and participation in the IEP. Five (5) students comprised a control group who were not provided with technology. Data was collected regarding student, teacher, and family perceptions of student ability and performance. This presentation will discuss statistical and anecdotal data collected concerning the participation and leadership demonstrated in the two groups.

  • As a result of this activity, participants will list the identified benefits of preparation for IEP leadership of the students participating in this study.
  • As a result of this activity, participants will list the identified impacts upon IEP leadership of iPad use in the preparation for and presentation at IEP meetings by students participating in this study.
  • As a result of this activity, participants will assess the potential benefit of applying the lessons of this research study to IEP meetings in home districts.

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Equals Math: A Framework of Math Instruction for Students with Disabilities

This session will address components of a systematic, standards-based math program, designed around NCTM core content areas, for students with disabilities. We will also examine recent research demonstrating student progress using this program. Students with mild, moderate, and severe disabilities are required to have access to Common Core math standards. What does this look like for students with significant communication, motor, and cognitive challenges? We will explore how differentiated math instruction, materials, and AT pave the way for these learners. Includes overview of guiding principles of differentiated instruction and materials for math accessibility so all students can be successful.

  • As a result of this activity, participants will explore what differentiation looks like for students with moderate to severe disabilities.
  • As a result of this activity, participants will discover ways incremental learning can be measured with students with disabilities.
  • As a result of this activity, participants will review results of recent research on use of EQUALS math curriculum.

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Research Findings: SLPs and AAC in Georgia

According to ASHA, significantly more SLPs are involved in AT and AAC delivery than in 2000. National studies indicate that, despite an explosion in training, practice and awareness of AAC, the level of competency that the profession requires has not been achieved. SLPs feel unprepared for providing AAC services. The UGA Speech & Hearing Clinic and GA Tools for Life conducted a survey of SLPs in Georgia to determine the actual levels of participation in and preparation for work in AAC. We will discuss the results and implications of the study, and identify possible future directions indicated in the findings.

  • As a result of this activity, participants will examine the results of the survey of SLPs in Georgia with regard to AAC.
  • As a result of this activity, participants will explore challenges facing the statewide practice of Speech Pathology with regard to AAC in Georgia.
  • As a result of this activity, participants will consider possible solutions identified in the survey for application in the local setting.

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Research Insights into LAMP (Language Acquisition through Motor Planning)

Language Acquisition through Motor Planning (LAMP) is a therapeutic approach based on neurological and motor learning principles which aims to provide individuals who are nonverbal or have limited verbal abilities a method of independently and spontaneously expressing themselves in any setting. LAMP focuses on giving the individual independent access to vocabulary on voice output AAC devices that use consistent motor plans for accessing vocabulary. Aspects of the this approach will be discussed in relation to recent research on LAMP.

  • As a result of this activity, participants will review the background and theory which underlies the LAMP approach
  • As a result of this activity, participants will list the components of LAMP therapy
  • As a result of this activity, participants will describe how and why children with autism would benefit from using a voice output AAC device.
  • As a result of this activity, participants will examine recent research on the LAMP Therapy approach.

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