This week, we present Small Talks VI! “Small Talks” are short clips recorded with a previous guest that highlights one strategy or one idea in seven minutes or less. In this episode of Small Talks, we hear from Andy Smidt, India Ochs, Lory Chrane, Mark Nichols, and Tali Kellerstein!
Before the interviews, Chris and Rachel discuss Chris’s “design challenge” he helped create for some 5th graders to help figure out how to attach 3D printed AAC keyguards (i.e. overlays) to AAC devices without needing to remove the case (for warranty reasons). Chris talks about how this authentic problem got the students really excited, and he shares lots of great online resources for getting started with 3D printing keyguards (see links section below).
On this episode:
🗣️ Andy Smidt shares about universal design for learning, and how she is helping people see how UDL is something they already do in the classroom and there are benefits for educators as well as students in making the learning environment more universal.
🗣️ India Ochs talks about “tone policing”, a practice of criticizing the emotional manner in which a person has expressed a point of view, rather than addressing the substance of the point itself. Tone policing can occur when people are having a discussion about disability and ableism - by criticizing the person’s “tone”, they can avoid discussing any important changes.
🗣️Lory Chrane discusses Symbol-It, (https://symbolspeak.co/symbol-it/) a paid app that will translate verbal speech directly into symbols that correspond to the person’s AAC.
🗣️ Mark Nichols shares three of his favorite AT solutions right now, including enabling live captions for all videos, using “accessibility checkers” like Grackle (or ones embedded in Office) to make sure our files are as accessible, and converting the text files we assign to students into audio files for them.
🗣️Talk Kellerstein describes how she uses set up and clean up of games to introduce more opportunities to practice using speech or language. She also describes why she avoids games with batteries.
Links from this week’s episode:
Volksswitch.org - 3D printing resource for AT, including keyguards
Jennifer Schubring (@jjschubring on Twitter) has lots of great info about 3D printing keyguards here: https://www.buildingaac.com/post/3d-printing-keyguards-an-epic-journey
Tinkercad.com - create digital 3D printing designs
“No, We Won’t Calm Down: Tone Policing is Just Another Way to Protect Privilege”, an informative comic on Tone Policing shared by India Ochs
Visit talkingwithtech.org to access previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes!
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Sean Sweeney (Part 2): Evaluating Resources & Apps for Therapy with FIVES
Sean Sweeney (Part 1): Experiences of an SLP Jeopardy Contestant
Kim Hurley & Jessica Conrad (Part 2): Involving Stakeholders in the Selection of a Tier 1 AAC System
Kim Hurley & Jessica Conrad (Part 1) - Preparing to Implement the Specific Language System First Approach
Vicki Haddix & Janine Peca (Part 2): A Neuroaffirming Approach to Overstimulation and Sensory Needs
Vicki Haddix & Janine Peca (Part 1): Increasing AAC Skills Through Mentorship
Shelley Anderson: Teaching Core Words with Music
Bilingüe AAC (Part 2): Taking a Bilingual Approach to AAC Implementation
Bilingüe AAC (Part 1): Conducting Bilingual Family-Based AAC Assessments
Ceci Fetterolf: Supporting Core Words with Student-Led Projects
Benjamin Bennett - Implementing the Specific Language System First Approach District-Wide
Laura Taylor: Using PODD to Teach Communication, Language & Literacy
Meredith Gohsman (Part 2): Possible Negative Impacts of ASHA AAC Certification
Meredith Gohsman (Part 1): Evaluating the Effectiveness of AAC Camps
Jeffrey Ebin - Creating a Free Eye-Tracking Communication Board
Andy Smidt: Writing Effective Goals for Emergent Communicators
Sarah Lockhart: Choosing Motivating Therapy Targets to Maximize Spontaneous Language (Part 2)
Sarah Lockhart: How AAC Supports Greater Spontaneous Language for People with Echolalia (Part 1)
Rebecca - Increasing the Quality of Assistive Technology Support in the Schools
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