This week, Rachel and Chris continue their discussion about the highlights and takeaways from ATIA 2024! They share some of their favorite presentations and poster sessions from Lauren Enders, Brenda Del Monte, Bruce Alter, Tina & Mateo Moreno, Karanveer Singh, EdTech, and more!
Key Ideas this Week:
🔑 The Joy Zabala Fellowship is an organization that supports early career professionals working with students with disabilities by connecting them with a seasoned mentor. The mentee and mentor work together to strengthen the skills of the mentee and, afterwards, to share what they learned with the larger stakeholder community.
🔑 At a session on AI, Chris asked Bruce Alter if we should still be teaching students to code or if we should only be teaching them to use AI to write the code for them. Bruce replied that “not an either/or question, it’s an ‘and’ question.” Students need to learn to code, and also to effectively use AI to write code. A student can’t understand what code the AI has given them or correct bugs if they have no idea how to code themselves.
🔑 EdTech is a session where people ask questions and then the group splits up into different parts of the room to have breakout discussions on some of the topics posed. This year, Rachel really enjoyed discussing supporting creativity in education. Rachel utilizes a lot of creative arts in her therapy activities. It’s nice, because the client is motivated to be creative and the family gets to see what they made afterwards.
🔑 One theme at ATIA this year was the Specific Language System First Approach, which was created by Chris himself! Chris has recently created an online class about the specific language system first approach - learn more here!
Visit talkingwithtech.org to listen to previous episodes, find new resources, and more!
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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
Small Talks VI: Andy Smidt, India Ochs, Lory Chrane, Mark Nichols, and Tali Kellerstein
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
Jeanette Washington & Mai Ling Chan - Creating Effective and Engaging Presentations
Stacy Maijala - Streamlining AAC Evaluations with Multi-Tiered Systems of Support (MTSS)
Tracy Kovach: Re-Defining the Role of AAC Specialist (Part 2)
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