Co:Writer® is a word prediction app for iOS devices that provides context-sensitive word choices as one types to help students with learning disabilities write with more confidence and effectiveness.
Like the Don Johnston literacy software on which it is based, the Co:Writer app presents relevant word suggestions based on spelling, grammar, and vocabulary drawn from a user's personal- and topic-specific dictionaries.
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Apps for the iPad with Word Bank and Word Prediction Support - Webinar - Mar. 25, 2013 - 0 views
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Click here to register for this webinar
What:
This session will covers apps with supports for writing that allow you to create word banks and apps that contain options for word prediction, voice recognition and text-to-speech, as well as options for switch access. Learn which apps allow for adding image and symbol support in word banks, which apps can export word banks for use on other iPads and which apps are a cross-platform program (computer iPad), allowing you to create on computer for use on both computer and iPad and more. When:
Monday, March 25, 2013
9:00 am - 10:30 am Mountain Cost:
$55.00 single participant fee, no cancelations or refunds. Group discounts available.
Co:Writer Word Prediction iOS App Aids LD Student Literacy - 0 views
Re-Wording with MSWord: Scaffold Print with Tools You Already Have - Webinar - Oct. 2, ... - 0 views
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Register for this webinar What:
Say goodbye "one-size-fits-all" print resources and hello to providing access! Have you heard the word about MSWord? Did you know that you can alter the cognitive difficulty of print information to provide multiple means of representation, action and expression, and engagement using MS Word and free internet downloads? Using a process called "cognitive rescaling" (Edyburn, 2002) and flexible digital technologies, you can change digital text to engage and support students. Every educator can provide the scaffolds needed by using common features of Microsoft Office in uncommon ways to ensure that all learners have access to knowledge.
When:
Wednesday, October 2, 2013
1:30 pm - 3:00 pm Mountain
Cost:
$49.00 - Live Broadcast
Helping cerebral palsy sufferers find the words - The Globe and Mail - 0 views
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The ability to communicate was a major step forward for Dung Le, who has severe cerebral palsy and can't control much of his movements aside from opening and closing his mouth. Professor Tom Chau of the University of Toronto has developed a new technology that allows his patient to finally express himself in words, and it could soon help hundreds of thousands of people across North America with severe mobility problems.
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Dung Le, who has cerebral palsy, said his first word in June. ‘I’m so happy,’ his mother, Yen Nguyen, says. J.P. MOCZULSKI/THE GLOBE AND MAIL $('#lead-photo').hover(function() { $('#lead-caption').slideDown(300); }, function() { $('#lead-caption').slideUp(300); }); Dung Le can make sounds, but trying to form words requires so much effort that his whole body breaks out in a sweat. A new infrared technology has made it easier for him to express himself
Spread The Word to End the Word Campaign - Bozeman High School - 0 views
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Mrs. Shonkwiler's and Mr. Asserson's classes united to make a video to spread the word to end the word.
'R-Word' PSA Receives YouTube Award - Disability Scoop - 0 views
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A public service announcement featuring “Glee” star Jane Lynch decrying use of the word “retard” is being honored for its fearless take on the issue. The ad in support of the “Spread the Word to End the Word” campaign is one of four winners of the YouTube-backed DoGooder Nonprofit Video Awards in the “Fearless Video” category, besting over 1,000 entrants for the title.
More Than Words: Developing Social Communication Skills In Young Children - Great Falls... - 0 views
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Click here to download the brochure with registration information for this event
What:
Social Communication Skills are vital to school and life success. There is compelling evidence that all children can benefit from direct instruction in specific social communication skills. This presentation describes the developmental sequences of social communication skills along with effective instructional methods that teach children expected behaviors and give them "words" they can use to interact in socially appropriate ways. Strategies that provide opportunities to model, reinforce and re-teach these important skills will be described and practiced. Techniques will be provided that involve families, which makes the impact of learning these skills very powerful.
Participants will be able to: Describe the developmental sequences of social communication skills. Use effective techniques to teach social communication skills to young children. Enhance strategies to facilitate pro-social behavior in young children. Target Audience: General and Special Educators, Paraprofessionals, Agency Personnel, Parents and others who work with young children When/Where:
Nov. 6, 2012 - Hampton Inn, Great Falls, MT
Nov. 7, 2012 - Duck Inn (Vineyard Room), Havre, MT Contact:
Aileen Couch, Coordinator
REGION II CSPD
PO Box 7791
Havre, MT 59501
Phone: (406) 265-4356 ext. 322
Fax (406) 265-8460
Email - cspd@havre.k12.mt.us
Using Free Apps on the Computer & iPad for Celebrating/Sharing Student Writing - Webina... - 0 views
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What:
Writing is not real until it is shared. It is essential for students to have opportunities to celebrate and share what they wrote in order to become better writers (Caulkins, Sturm, Musselwhite). This webinar will present a number of tools that can be used for free on the iPad to make a few words stand out in spectacular ways. We can use wordle on any computer with an internet connection to make beautiful word clouds. With the iPad, you can also paste text written by students into a free app called "Wordsalad." Or take a picture or their writing and embellish it using a draw program that allows photo import (e.g., Doodle Buddy). Classroom projects can be uploaded to VoiceThread, shared on powerpoint sites or used to create a story on
When:
Thursday, April 25, 2013
2:00 pm - 2:30 pm Mountain
Cost:
Free of charge
Using Sentence Starters for Early AAC/Writing: Poetry Power - Webinar - Apr. 24, 2013 - 0 views
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This session will highlight ways to use highly functional sentence starters as predictable charts and poems. Here they are, the top two word sequences for vocabulary use in early writing (Clendon, Sturm, & Cali, 2004): I like, Going to, I am, Went to, To the, I went, In the, It was, My mom, And my. Learn how to structure experiences for students that support and celebrate their earliest writing attempts using poetry forms. These sequences can be embedded in list poems, add-a-word poems, comparison poems, and other poetry frames.
When:
Wednesday, April 24, 2013
2:00 pm - 2:30 pm Mountain
Cost:
Free of charge
Wired Wednesdays!!! - Billings, MT - Many Dates - 0 views
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Creating A Google Website
October 24th, 2012
5:30pm-8:00pm
MSUB College of Education Building, Room 122 In this series of classes Ronda McManus will explore how to create and maintain a workable website using Google Tools. Websites can be created for a personal digital portfolio, a classroom, or a business. Participants will learn how to use many Google tools such as calendar, documents, presentation, and forms and how to incorporate them into a workable website. Ronda will cover each Google tool and give participants an opportunity to develop content that will be utilized to develop a website at the end of the series. Click here to register for Google Docs
Google Docs
November 7, 2012
5:30pm-8:00pm
MSUB College of Education Building, Room 122 Google Docs is a suite of products that lets you create different kinds of online documents, work on them in real time with other people, and store your documents and your other files -- all online, and all for free. Learn how to create various documents, presentations, drawings, spreadsheets, and forms. In addition, learn how to use Google Docs professionally in teaching and in collaboration with colleagues, from making Digital Kits to using forms to survey parent and student interests. Click here to register for Assistive Technology
Assistive Technology
December 5, 2012 5:30pm-8:00pm
MSUB College of Education Building, Room 122 Participants will have an opportunity to learn and use a variety of
Systematic Vocabulary Instruction - Billings, MT - November 8, 2012 - 0 views
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Click here to register What:
Improve vocabulary instruction in your school/district. This seminar is designed to help educators develop a plan for providing explicit, systematic vocabulary instruction to improve student academic performance in the classroom and on state assessments. Key academic vocabulary correlated to common core standards in reading, language arts, math, and science are provided along with a five day instructional plan that can be implemented in a single classroom or entire school/district. Targeted words are embedded into existing lessons and taught in context. An explicit, engaged instructional approach is used to introduce words followed by the use of center activities for meaningful use/practice of words to ensure long term retention. Mastery and progress monitoring assessments are provided to monitor student learning and inform instruction. When/Where:
November 8, 2012
Crowne Plaza
27 N 27th Street, Billings, MT
Billings, MT
8:30am-3:30pm (8:00am sign-in and breakfast) Contact:
Sandra
Executive Assistant
Partners For Learning, Inc.
2971 North Mumbarto Ave.
Boise, ID 83713
208-322-5007
sandra@partnersforlearning.org
The power of words: The IACC works to reconcile different perspectives on aut... - 0 views
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The task of this week’s meeting of the Interagency Autism Coordinating Committee (IACC) in Rockville, Md. was to approve an update to the IACC’s Strategic Plan for Autism Research. Most of the updated sections had been approved at earlier meetings, but the committee still had to grapple with the introduction, which contained several sticky phrases. The committee is a diverse group of people ranging from a parent who believes that autism is the result of injury caused by toxins in our environment to an adult on the spectrum who views autism as a natural part of our human diversity. Given the wide range of perspectives, words matter a lot.
WordTalk - a free text-to-speech plug-in for Microsoft Word - 0 views
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A free text-to-speech plugin for Microsoft Word For people with reading and writing difficulties, having text reinforced by hearing it read aloud can be very useful.
Answers About Dyslexia and other Learning Struggles Seminar - Bozeman, MT - Nov. 8, 2012 - 0 views
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For PRE-REGISTRATION contact Elsie Johnson at 406-282-7416 or email at elsie@thelearningoptions.com What:
This free seminar shines new light on how the natural Ability to see ideas in pictures when thinking can be a DISability in word thinking settings. Strategies to use your way of thinking to your advantage. When/Where:
Bozeman Public Library
East Main Street
Bozeman, MT
Nov 8, 2012
7pm Contact:
Elsie Johnson
www.TheLearningOptions.com
282-7416
Churchill, MT, USA
Financial Resources: Kids with Special Needs - Webinar - Jan. 23, 2013 - 0 views
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Click here to register for this webinar What: Greg Zibricky will use the word "F.A.M.I.L.Y." to breakdown difficult financial planning concepts and special needs planning into easy to understand components. With the information provided from the F.A.M.I.L.Y. presentation, webinar attendees will be able to confidently chart a path as parents and caregivers of children with special needs and professionals will be able to provide information and resources to share with families. Greg Zibricky is recognized and regarded for his expertise in the field of Financial and Special Needs Planning. He has over 27 years of experience helping clients identify the financial strategies that will work best for them. As a parent of a child with special needs, he brings exceptional awareness and a unique perspective to his work. When/Where: Wednesday, January 23, 2013 11:00am - 12:00pm Mountain
Debunking 7 Common Myths About Autism | Care2 Causes - 0 views
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} #addressBook_email li{line-height: 1.7em;overflow: hidden;} #addressBook_name li{line-height: 1.7em;overflow: hidden;padding-left:20px;} #addressBook_name li.friend{background: transparent url(http://dingo.care2.com/ecards/v1/friends_frog.gif) no-repeat scroll 3px 3px;} #addressBook li.over { background-color: #daf6d1; cursor:pointer; } #addressBook li.selected { background-color: #e9e5c7;/*#fdf9db;*/ } #addressBook_add_button, .button_generic { font: normal 11px Verdana, Arial, Helvetica, sans-serif; display: block; color: #000; text-decoration: none !important; padding: 6px 0 9px 13px; background: transparent url(http://dingo.care2.com/ecards/v1/button_generic_left.png) no-repeat scroll 0 0; } #addressBook_add_button span, .button_generic span { color: #000; padding: 6px 13px 9px 0; background: transparent url(http://dingo.care2.com/ecards/v1/button_generic_right.png) no-repeat scroll top right; } * html #addressBook_add_button, * html .button_generic { display: inline-block; } .importer_buttons li { padding: 0 !important; } #plaxo_div { margin-top: 12px; border-top: 1px solid #ccc; padding-top: 12px; font: normal 12px Arial, Helvetica, sans-serif; } #plaxo_div .powered_by { clear: both; background: transparent url(http://dingo.care2.com/ecards/v1/plaxo_powered.gif) no-repeat scroll top left; width: 132px; padding-top: 26px; height: 0; overflow: hidden; margin-left: 37px; margin-bottom: 15px; } #plaxo_div .import_button { display: block; background: transparent url(http://dingo.care2.com/ecards/v1/plaxo_import.png) no-repeat scroll top left; width: 173px; padding-top: 30px; height: 0; overflow: hidden; margin: 15px auto; } #addybook_box { position: absolute; width: 570px; height: 366px; z-index: 999999; } #addressBook_alphabet .active { cursor: pointer; color: #0f6ffe; } Address Book Loading... /* tell a friend styles */ .tellafriend_container { color: #666; background-color: #ececec; line-height: 16px; padding: 10px 0 10px 25px; } .tellafriend_container .taf_error{ color: red; } .tellafriend_container .naturalState{ border: 1px solid black; } .tellafriend_container .errorState{ border: 1px solid red; } .tellafriend_container_extended { padding: 10px 0; width: 535px; background-color: #ececec; color: #666; } .tellafriend_container .send_success, .tellafriend_container .send_error { font-weight: bold; } .tellafriend_container .send_success{ color: green; } .tellafriend_container .send_error{ color: red; } .tellafriend_container .smallerFont{ margin: 0; padding: 10px; background: #ececec; clear: both; } .tellafriend_container label { padding: 0px; margin: 10px 0 0; display: block; clear: both; } div.tellafriend_container textarea{ padding: 5px; } .tellafriend_container input.inputwidth { width: 350px; padding: 3px; } .tellafriend_container textarea.inputwidth { width: 500px; } .tellafriend_container .inputborder { border: 1px solid #5E5E5E; } #addressBook_textarea { width: 500px; height: 75px; border: 1px solid #5E5E5E; color: #999999; } .addressbutton_section { padding: 15px; float: left; background-color: #D6D6D6; margin-top: 20px; position: relative; } .addressbutton_section img.taf_arrow{ position: absolute; left: 150px; top:-14px; } .addressbutton_inner { border: 1px solid #5E5E5E; background-color: white; color: black; padding: 10px; } .addressbutton_inner table.nologin{ width: 325px; } .addressbutton_inner a, .addressbutton_inner a:visited { color: #0000cc; text-decoration: none; } .addressbutton_inner a:hover { text-decoration: underline; } .addressbutton_inner img { border-width: 0px; } div.addressbook_care2btn { width: 139px; height: 24px; float: left; } div.addressbook_otherbtn { width: 192px; height: 24px; float: left; } .addressbutton_container { margin-top: 5px; } /* Care2 addressbook button */ div.addressbook_care2btn a, div.addressbook_care2btn a:visited { background-image:url(http://dingo.care2.com/c2/petitionsite/taf_button_sprite.png); background-repeat:no-repeat; text-decoration:none; display: block; width: 138px; height: 24px; } div.addressbook_care2btn a:hover { text-decoration:none; background-position: 0px -23px; } /* plaxo button */ div.addressbook_otherbtn a, div.addressbook_otherbtn a:visited { background-image:url(http://dingo.care2.com/c2/petitionsite/taf_button_sprite.png); background-repeat:no-repeat; text-decoration:none; display: block; width: 192px; height: 24px; background-position:-137px 0; } div.addressbook_otherbtn a:hover { text-decoration:none; background-position: -137px -23px; } /* plaxo button in Care2 Address book popup */ a.ib_other, a.ib_other:visited { background-image:url(http://dingo.care2.com/petitions/home/addressbook_otherbtn.gif); background-repeat:no-repeat; text-decoration:none; display: block; width: 192px; height: 24px; float: left; margin-top:10px; padding-top: 30px; height: 0; overflow: hidden; } a.ib_other:hover { text-decoration:none; background-position: -192px 0px; } /* tell a friend specific styles */ .tellafriendSection h3 a, .tellafriendSection h3 a:visited { color: #2B769C; text-decoration:none; } .tellafriendSection h3 a:hover { text-decoration: underline; } div.tellafriend_container ul.errorlist { list-style: outside; } div.tellafriend_container ul.errorlist li { color: #ff0000; margin: 5px; padding: 5px; } div.modal_box{ background-color: #FFFFFF; } div#tell-a-friend-form div.tafheader{ padding: 10px; background: #ececec; } /* send and cancel buttons */ a.tafpopupsubmit, a.tafpopupsubmit:visited { text-decoration:none; display:block; width: 94px; height: 27px; background-image:url(http://dingo.care2.com/petitions/home/tafpopupsend.gif); background-repeat:no-repeat; float: left; margin-right: 15px; } a.tafpopupsubmit:hover { text-decoration:none; background-position: -94px 0px; } a.tafpopupcancel, a.tafpopupcancel:visited { text-decoration:none; display:block; width: 95px; height: 27px; background-image:url(http://dingo.care2.com/petitions/home/tafpopupcancel.gif); background-repeat:no-repeat; float: left; } a.tafpopupcancel:hover { text-decoration:none; background-position: -95px 0px; } #addressBook_newGroup, #addressBook_newGroup table { font-size: 10px; font-weight: normal; } #addybook_box, #addybook_box table { font-size: 10px; font-weight: normal; } .floatright { float:right; } .largefont { font-size: 13px; } .sharetitle { font-size: 18px; color: #F4713B; } .tafShareSection { width: 580px; margin-left: 25px; margin-top: 25px; font-size:12px; } .tafShareButtonSection { padding-left: 25px; width: 535px; padding-bottom: 10px; background-color: #ECECEC; } From Your Email To
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Autism spectrum disorders are surrounded by a haze of misconceptions, many of which are harmful for autistic children and adults. It’s time to straighten a few things out, and to spread the word on this complex series of cognitive and intellectual disabilities with a little good old-fashioned debunking. 1. Autistic people have no empathy. This is a common belief about autism; people think that because autistics are sometimes blunt or have difficulty navigating social norms, they aren’t empathetic. In fact, just the opposite seems to be true. Rather than not feeling enough, many autistics feel very intensely, and are easily overwhelmed by the emotions of those around them. 2. Autistic people can’t communicate. Autism spectrum disorders take a variety of forms, and some people with autism are nonverbal, but that doesn’t mean they can’t communicate. Some use communication boards and other methods to communicate with the people around them, but it requires patience to establish and maintain communication with them. Historically, people with more severe forms of autism were often isolated in institutions, but more modern treatment of autism encourages the use of therapy and other techniques to interact with patients and find a communication mode they feel comfortable with. 3. Autistic people are violent. This particularly damaging assumption about autism was widely bandied around in the aftermath of the horrific Sandy Hook shooting. In fact, autistic people are no more likely to commit acts of violence than anyone else, and when they are violent, self-harm is a much more significant concern. Autism and other disabilities also put people at an increased risk of violence, which means autistics have far more to fear about the world around them. Some autistic people do act out or have what are known as “meltdowns,” usually as expressions of frustration with themselves or situations, but this doesn’t equate to violence against other people; an autistic might throw objects in frustration, for example, without any desire or intent to hit people with them. 4. Autistic people are savants. Everyone who’s seen Rainman thinks autistic people are savants, capable of extreme feats of memorization and other amazing skills. While it’s true that some savants are autistic, not everyone with an autism spectrum disorder has these capabilities; some in fact have significant learning disabilities that require accommodations in the classroom. 5. Autism is the result of “refrigerator mothers.” This awful myth about autism has been largely debunked, but it’s still worth a mention. Some people used to believe that autism was caused by bad parenting, with a specific focus on cold or isolated mothers. The result was a lot of misinformation about autism, and terrible pressure on mothers who were already learning about how to navigate the world with autistic children. In fact, autism has no clear cause. 6. Autistics can’t make friends. Along with the belief that autistic people lack empathy comes the assumption that they live isolated lives and have difficulty making friends. Just like everyone else, though, autistics are perfectly capable of establishing and maintaining not just friendships but other kinds of relationships with the people around them. Isolating autistic people in a misguided attempt to protect them can be very harmful, just as it would be for anyone else. 7. Stimming (repetitive behavior like flapping or rocking), is undesirable and should be stopped. Stimming is familiar to many people who are at least vaguely familiar with autism — sadly, it’s often used in mockeries of autistic people, by individuals who think that making flapping gestures or imitative noises is funny. For autistic people, stimming is one way to deal with chaotic environments or stress, and rather than being something that should be suppressed, it can actually be a healthy method of personal expression and sometimes communication as well. Autistics who are forced to modify or hide their stimming behaviors can develop even more stress, which can interfere with focus, completing tasks of daily living, and other activities. It’s important to be aware that the autism spectrum is vast, and that autism spectrum disorders can manifest in a huge variety of ways. Every autistic is different, and every one deserves respect and dignity. That includes not perpetuating harmful stereotypes, and correcting people who falsely repeat them.
Unity: The Language Behind the Device - Webinar - May 8, 9, June 4, 5, 2013 - 0 views
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Register for this event
What:
PRC believes in providing single words for novel communication in addition to preprogrammed sentences and topic/environment specific vocabulary. This course explains the unique method of organizing and accessing vocabulary for all language levels and addresses the ongoing struggle with the constant need for adding vocabulary. It consists of two segments and will focus on Unity 60, 84, and 144 (found in the ECO, Vantage Lite, Vantage, or Vanguard). In the first segment, you will learn about the vocabulary options, icon features/functions and Unity Patterns 1 and 2. In the second segment you will learn Unity Pattern 3 through 5. Strategies for teaching Unity will be addressed throughout the training.
When:
This training meets 2 times. You are expected to attend both sessions.
May 8, 9, and June 4, 5, 2013
4:00 pm - 6:00 pm Mountain (both days)
Cost:
Free of charge.
AAC Developing Participation, Part 2: Building Fundamentals - Webinar - May 9, 2013 - 0 views
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Register for this webinar
What:
The purpose of Part 2: Building Fundamentals is designed to help the children function with AAC because their communication matters. Children can learn to express their choices about daily preferences and take turns with peers. Their voice will be heard, even if that voice is a Little Mac, a Big Mac, or their own voice as they point to a communication board or use a communication switch. Remember that participation matters across contexts so parents and educators must continue to build literacy skills, expand language with question asking vocabulary, use more complex AAC tools, access, and troubleshoot for the children who are putting words and ideas together.
When:
Thursday, May 9, 2013
11:00 am - 12:00 pm Mountain
Cost:
Free of charge
Adapting Classroom Materials for the iPad - Webinar - Apr. 16, 2013 - 0 views
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Click here to register for this webinar
What:
The iPad has proven to be a powerful tool in the classroom for students with diverse learning needs. The iPad allows classroom materials to be customized and individualized for each learner. There are a wide variety of apps that provide the opportunity for students to be more independent and successful in the classroom. This webinar will provide an overview of various apps that can be used to customize and adapt classroom materials. We will cover apps for text-to-speech, voice recognition, OCR (optical character recognition), annotation, classroom response systems and word prediction, as well as others. We will also discuss strategies for adapting classroom materials, third party accessories and file sharing. When:
Tuesday, April 16, 2013
12:00 pm - 1:30 pm Mountain Cost:
$55.00 single participant fee, no cancelations or refunds. Group discounts available.
Course # 3238 - 6 OPI Renewal Units
What:
When upper elementary or secondary students fail written assessments, teachers often assume it's because they lack specific content knowledge. But what if it's simply because they cannot read the multisyllabic words? All reading consists of three components: word identification, vocabulary, and comprehension. Word identification is often overlooked and can be the root of students' failure. Hear about new evidence-based data on prefixes, suffixes, and Greek roots occurring most often in content-area words that supports a shared responsibility for strengthening students' literacy skills. Discover quick, formative assessments for upper elementary and secondary teachers that measure students' ability to use knowledge of syllable types, syllable division patterns, and common morphemes (e.g., prefixes, suffixes, Greek roots) to decode multisyllabic words. The CORE Teaching Reading Sourcebook, a comprehensive resource in teaching research based reading instruction, is used during the session as a resource in helping teachers improve instruction in multisyllabic word instruction.
When:
Thursday, Sept. 26, 2013
8:30 am - 3:30 pm Mountain
Where:
Bozeman Public Library
626 E. Main
Bozeman, MT
Cost:
No cost