Thursday August 4, 2020
If a student is not successfully using verbal speech as her or his primary form of expression by the age of three,
educators working with that student should be considering augmentative/alternative communication. But what
are those considerations? What principles should everyone involved be using when making decisions about what
technology to select for implementation? Considerations discussed during this session will include the Least
Dangerous Assumption, vocabulary selection, vocabulary organization, aided language input, and designing
engaging and empowering language opportunities.
Participants will examine a continuum of supports for how to provide inclusive instruction and accessible materials
supported by technology. There are a number of strategies fostered by technologies that can be used by students
who are learning language that can also be applied to students with other disabilities, including dyslexia, to
enhance their own learning. Participants will learn about initiatives to help educators select materials which are born
accessible, how to make inaccessible texts accessible, how to create accessible materials, and how to help students
learn to make their own materials accessible in preparation for graduation and the world beyond.
Find more information here.
The OPI has a limited number of scholarships available for attending this conference in-person or virtually. You can request a scholarship on this page.