The Arizona Department of Education Assistive Technology Team is pleased to welcome Judith Schoonover, MEd, OTR/L, ATP, FAOTA as she presents “Building a Foundation for Exploration and Learning with Easily Found Materials.” This virtual professional development series will include four stand-alone sessions scheduled in April 2021.
Judith Schoonover, MEd, OTR/L, ATP, FAOTA is an occupational therapist and former elementary school teacher. She is certified as an assistive technology professional (ATP) by RESNA and was a founding member of the Loudoun County Public Schools Assistive Technology Team. Judith has provided direct services in schools for more than 44 years and is a nationally and internationally recognized speaker, presenting on the topics of school-based occupational therapy, transition, literacy, and assistive technology. She has authored numerous articles, and chapters in Early Childhood: Occupational Therapy Services for Children Birth to Five, Occupational Therapy for Children (6th-8th eds.), Best Practices in School Occupational Therapy, Assistive Technologies, and Occupational Therapy and Transitions: A Cross-System Perspective. She participated in the National Association of State Directors of Special Education (NASDSE) workgroups addressing response to intervention (RTI), transition, and virtual schools. Currently, Judith represents AOTA on the National Joint Committee (NJC) for the Communication Needs of Persons with Severe Disabilities and serves on the editorial board of the Assistive Technology Outcomes and Benefits (ATOB) Journal.
“Building a Foundation for Exploration and Learning with Easily Found Materials”
In this time of school closures and remote instruction, it can be challenging to assess the environment for support and barriers as the environments may change from day to day, yet considering where the student is working, learning, and playing is more important than ever. The SETT Framework directs us to think about the Students, the Environments, and the Tasks they want or need to do to choose individualized and student-centered Tools. Never underestimate the power of using what’s available or easily acquired as a first step. Whether working virtually or face-to-face, simple adaptations with easily found materials can make a difference and empower users, caregivers, and educators to create their own solutions and tools.
This virtual professional development series will include four stand-alone sessions covering various topics on designing and making tools with easily accessible and low-cost materials to help our students be successful in any environment. The presenter will share multiple resources and ideas for building better learning and play environments. Participants can register for any or all the following sessions. Space is limited so register soon.
In this session, construction of adapted ART Kits will be modeled. Participants will be mailed some construction materials so they can “make and take” and get a jumpstart on creating their own kits. Discussion and exchange of ideas will be encouraged throughout the session.
Registration is closed.
This session will focus on modeling simple customized PVC tools that can be easily built from items found in hardware stores (PVC pipe, joints, and cutters) and assembled in minutes. Participants will be mailed the materials to make at least two tools. Discussion and exchange of ideas will be encouraged throughout the session.
Registration is closed.
This “make and take” session will include a demonstration of a number of learning tools that can be assembled and customized with easily found materials and include an introduction to adapted books. Participants will be mailed materials to make several of the tools and be provided resources for the others. Discussion and exchange of ideas will be encouraged throughout the session.
Registraion is closed.
In this session, construction of paper-based kinesthetic tools for organizing and learning will be modeled. Each participant will be guided through the process of folding paper in specific ways to display information. Some materials will be provided. Discussion and exchange of ideas will be encouraged throughout the session.
Registraion is closed.
After registering, you will receive a confirmation email containing information about joining the meeting via Zoom. Participant registration is first-come, first-served until all available seats are filled. Preference will be given to Arizona residents.
What does it mean to be fluent in mathematics? In this webinar, we will examine the key components of fluency and make connections across mathematics standards that specify fluency as the intended end-of-year outcome in each grade level from K–6. Additionally, we will explore instructional routines, strategies, and games that will help all students develop flexibility to solve contextual and mathematical problems involving whole numbers.
This notice serves as a reminder that the most accurate disability representation should be reported for all students with disabilities throughout the school year.
When reporting needs (disability categories) to AzEDS for students, all eligible needs listed on a student’s IEP should be reported for all special education placements in Arizona. If a student has only one need, that need is reported as the primary need. For students with multiple needs, only one can be reported as the primary need and the other need(s) would be reported as secondary. The primary need is defined as the one that most adversely affects the student’s ability to access the general curriculum.