Archived Webinars
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This site houses a collection of webinars that will be of particular interest to people working with or supporting children and youth with low incidence disabilities.
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Complex Communication Needs (CCN) |
Blind or Visually Impaired (BVI) |
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Children and youth with complex communication needs (CCN) benefit from assistive technology and augmentative and alternative communication to support communication and language development. Students who have complex communication needs are unable to communicate effectively using speech alone. They and their communication partners may benefit from using alternative and augmentative communication (AAC) methods, either temporarily or permanently.
AAC systems of communication do not rely on speech. Children and youth who require AAC may have some speech but not enough to meet their daily needs. AAC systems may be used to augment existing communication skills or provide an alternative to speech. These resources are intended to provide professional learning for professionals working with children and youth in the complex communication needs population. Currently the resources have been divided into four categories:
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Visual impairment generically covers a continuum of visual functioning and can include the following terms: blind, legally blind, partially sighted, low vision, or cortically visually impaired. For educational purposes, an individual with visual impairment is one whose visual acuity is not sufficient for the student to participate with ease in everyday activities. The impairment interferes with optimal learning achievement and can result in a substantial educational disadvantage unless adaptations are made in the methods of presenting learning opportunities, the materials used and/or the learning . ~Quick Guide Supporting Children & Youth From Low-Incidence Populations
These resources are intended to provide professional learning for professionals working with Blind or Visually Impaired (BVI) Children and Youth. |
Deaf or Hard of Hearing (DHH)
Children and youth who are Deaf or hard of hearing (DHH) make up a very diverse population, making it difficult to make general statements about them as a group. Some of this diversity is rooted in factors like cultural, linguistic, social, medical, and physical variables. Because the Deaf or hard of hearing population is so diverse, it is critical to address the individual’s unique set of strengths and needs when planning to support teaching, learning and development. It is important to assist children and youth to develop the ability to exercise self-advocacy and self-determination and develop ways to access communication. This may include visual and signed language such as American Sign Language (ASL), acoustic communication through audiological interventions, and technologies such as hearing aids, cochlear implants, and amplification systems. A strengths-based approach also considers the ways in which children and youth who are Deaf or hard of hearing may best be able to access, understand and use information. Universal Design for Learning (UDL) principles, combined with a responsive, whole-person approach, can support effective teaching, learning, and inclusion while addressing individual needs and preferences. ~Quick Guide Supporting Children & Youth From Low-Incidence Populations
These resources are intended to provide professional learning for professionals working with children and youth in the deaf or hard of hearing (DHH) population.
These resources are intended to provide professional learning for professionals working with children and youth in the deaf or hard of hearing (DHH) population.
“If all my possessions were taken from me with one exception, I would choose to keep the power of communication, for by it I would soon regain all the rest”― Daniel Webster
Upcoming Webinars
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For more information
Please feel free to contact Kathy Howery at kATeConsulting@icloud.com
