2:00 PM – 3:00 PM: Concurrent Session IV (60 minutes)
Workshop 1: Accessibility and Usability for Diverse Learners and Families
Nicole Deschene and Rachel Elizabeth Traxler (New York University)
(ASHA CEU)
COVID-19 showed how technology can be used as a medium to deliver instruction, engage learners, and reach families. However, course websites and materials may not be designed from the onset with youth, language, and disability in mind, both for students and their families. As educators rely on technology to continue to support their teaching, usability and accessibility should be central to course planning. In the first part of this session, we will discuss the importance of accessibility and usability in course design, ways to think critically about and address the language and disability needs of various stakeholders and provide tangible resources and tools to make planning a success. In the second part of the session, attendees will draw on their personal experiences with virtual instruction, while also applying the materials and skills learned throughout the session. Attendees will analyze examples of accessible and inaccessible course content.
Learning Outcomes: As a result of this activity, participants will be able to:
Target audience: K-12 Educators
Workshop 2. The Relationship between Prosody and Reading Skills in Bilingual Children
Eunsun Park (William Paterson University)
(ASHA CEU)
This presentation will focus on the relationship between prosody and reading skills in bilingual children by reviewing various research outcomes, including the acoustic characteristics of English prosodic reading and reading comprehension. In this session, the audience will learn how to analyze prosodic variables (e.g., pitch, duration, intensity, speech rate, pause duration) using free computer software for speech analysis, PRAAT. This acoustic analysis skill can help a teacher/speech-language pathologist evaluate students' reading skills acoustically.
Learning Outcomes: As a result of this activity, participants will be able to:
Target audience: K-12 Educators, Speech Language Pathologists
Workshop 3. Teaching Phonemic Awareness to English Language Learners Using Multimedia Based Total Physical Response (TPR) Methods
Alyssa Brillante (Haledon Public School)
(ASHA CEU)
In this workshop, we will focus on using an array of multimedia-based approaches to teach phonemic awareness while using Total Physical Response. Educators are heavily reliant on technology to support their teaching practices today, and there are many different tools available that can help student engagement and motivation in the classroom. We will look at ways to design and implement online materials, specifically for young learners.
In the first part of this session, we will discuss the theory behind using Total Physical Response and multimedia approaches in the classroom and its effectiveness. In the second part of the session, we will show different online tools that educators can use for TPR instruction and provide guidance on how to use these tools successfully in their classrooms.
Learning Outcomes: As a result of this activity, participants will be able to:
Target audience: PreK-3 Educators
Workshop 4. Bilingualism and Disabilities: Intersections & Strategies to Prevent Misidentification
Solange Lopes-Murphy (The College of New Jersey)
(ASHA CEU)
In this workshop, participants will engage in interactive and collaborative activities as they explore critical information to properly identify and support multilingual learners with and without disabilities. Participants will: (a) Explore characteristics of second language acquisition that can mirror learning disabilities; (b) Explore appropriate culturally sensitive pre-referral processes based on multiple data sources; (c) Learn about the Universal Design for Learning (UDL) to plan face-to-face and online instruction and increase access for multilingual learners; and (d) Explore how to collaboratively “tune” a lesson to support second language development in ESL and content-based classrooms and adapt instruction for students with and without disabilities.
Learning Outcomes: As a result of this activity, participants will be able to:
Target audience: K-12 Educators, Special Education
Workshop 1: Accessibility and Usability for Diverse Learners and Families
Nicole Deschene and Rachel Elizabeth Traxler (New York University)
(ASHA CEU)
COVID-19 showed how technology can be used as a medium to deliver instruction, engage learners, and reach families. However, course websites and materials may not be designed from the onset with youth, language, and disability in mind, both for students and their families. As educators rely on technology to continue to support their teaching, usability and accessibility should be central to course planning. In the first part of this session, we will discuss the importance of accessibility and usability in course design, ways to think critically about and address the language and disability needs of various stakeholders and provide tangible resources and tools to make planning a success. In the second part of the session, attendees will draw on their personal experiences with virtual instruction, while also applying the materials and skills learned throughout the session. Attendees will analyze examples of accessible and inaccessible course content.
Learning Outcomes: As a result of this activity, participants will be able to:
- Think critically about the language and disability needs of students and/or their families.
- Differentiate between accessible and inaccessible course content.
- Use resources and tools to improve the usability and accessibility of course content
Target audience: K-12 Educators
Workshop 2. The Relationship between Prosody and Reading Skills in Bilingual Children
Eunsun Park (William Paterson University)
(ASHA CEU)
This presentation will focus on the relationship between prosody and reading skills in bilingual children by reviewing various research outcomes, including the acoustic characteristics of English prosodic reading and reading comprehension. In this session, the audience will learn how to analyze prosodic variables (e.g., pitch, duration, intensity, speech rate, pause duration) using free computer software for speech analysis, PRAAT. This acoustic analysis skill can help a teacher/speech-language pathologist evaluate students' reading skills acoustically.
Learning Outcomes: As a result of this activity, participants will be able to:
- Identify various domains of prosodic development and acquisition
- Describe how to use a speech analysis software, PRAAT, for acoustic analysis of reading samples
- Discuss the association between prosody and reading skills in bilingual children
Target audience: K-12 Educators, Speech Language Pathologists
Workshop 3. Teaching Phonemic Awareness to English Language Learners Using Multimedia Based Total Physical Response (TPR) Methods
Alyssa Brillante (Haledon Public School)
(ASHA CEU)
In this workshop, we will focus on using an array of multimedia-based approaches to teach phonemic awareness while using Total Physical Response. Educators are heavily reliant on technology to support their teaching practices today, and there are many different tools available that can help student engagement and motivation in the classroom. We will look at ways to design and implement online materials, specifically for young learners.
In the first part of this session, we will discuss the theory behind using Total Physical Response and multimedia approaches in the classroom and its effectiveness. In the second part of the session, we will show different online tools that educators can use for TPR instruction and provide guidance on how to use these tools successfully in their classrooms.
Learning Outcomes: As a result of this activity, participants will be able to:
- Understand Total Physical Response (TPR) methods and how to use TPR in the classroom to benefit young learners
- Gain online tools and resources that can be used with TPR instruction when teaching in person or virtually
Target audience: PreK-3 Educators
Workshop 4. Bilingualism and Disabilities: Intersections & Strategies to Prevent Misidentification
Solange Lopes-Murphy (The College of New Jersey)
(ASHA CEU)
In this workshop, participants will engage in interactive and collaborative activities as they explore critical information to properly identify and support multilingual learners with and without disabilities. Participants will: (a) Explore characteristics of second language acquisition that can mirror learning disabilities; (b) Explore appropriate culturally sensitive pre-referral processes based on multiple data sources; (c) Learn about the Universal Design for Learning (UDL) to plan face-to-face and online instruction and increase access for multilingual learners; and (d) Explore how to collaboratively “tune” a lesson to support second language development in ESL and content-based classrooms and adapt instruction for students with and without disabilities.
Learning Outcomes: As a result of this activity, participants will be able to:
- Obtain six key steps to prevent multilingual learners from being misidentified for special education services.
Target audience: K-12 Educators, Special Education