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Supporting Communicative Competence Professional Learning Series
November 5, 2020 @ 4:00 pm - 5:00 pm
November 5, 2020, December 10, 2020, January 28, 2021, and March 4, 2021
4:00 to 5:00 PM (EST) Participants may register for one or more of the sessions.
Developing communicative competence for children with combined hearing-vision loss, sensory impairment, and/or multiple disabilities can be challenging. The Supporting Communicative Competence Professional Learning Series includes four one-hour virtual sessions focused on core and fringe vocabulary, using tactile core, using core as part of the curriculum, and developing peer supports. See the learning objectives for each of the four sessions.
Jacqueline Kearns, EdD – Dr. Kearns is Associate Director of the Inclusive Large-Scale Standards and
Assessment Group at the Interdisciplinary Human Development Institute at the University of Kentucky. With
expertise in serving students with significant disabilities, she supports professional learning for educators in the
areas of communication, inclusive education, and assessment and accountability.
Dr. Kearns is also the principal investigator for the University of Kentucky subcontract for the national TIES
Center. At the University of Kentucky, she leads major projects at the Human Development Institute such as the
TAALC (Teaching Academic Age-appropriate Learning via Communication) project. She is also the previous
director of the National Alternate Assessment Center (NAAC) and the developer of the Learner Characteristics Inventory.
Judy Page, PhD, CCC-SLP – Dr. Page is Associate Professor in Communication Sciences and Disorders,
College of Health Sciences, at the University of Kentucky. She serves as recent past president of the American
Speech and Hearing Association (ASHA). Her primary areas of interest are communication intervention
strategies for persons with severe disabilities and augmentative and alternative communication (AAC) systems.
Other research interests include early intervention, early literacy development, and interprofessional education
and practice. She is a Fellow of the American Speech-Language-Hearing Association, a Fellow of the National Academies of Practice, a recipient of the Honors of the Kentucky Speech-Language-Hearing Association, and a past nominee for the American Speech-Language-Hearing Foundation’s DiCarlo Award for Outstanding Clinical Achievement.
November 5, 2020
Registration link: https://www.surveymonkey.com/r/suppcc1
Learning Objectives: • Define core and fringe vocabulary
• Identify key features of core and fringe vocabulary
• Identify evidence supporting the use of core vocabulary
• Identify AAC arrangements for core vocabulary
• Use aided language modeling to teach core vocabulary
December 10, 2020
Considerations for Children with Visual Impairment
Registration link: https://www.surveymonkey.com/r/suppcc2
Learning Objectives: • Identify key features of tactile core representations
• Identify strategies for teaching tactile core arrangements
• Identify strategies for using the tactile core and literacy materials
January 28, 2021
Using Core as Part of the Curriculum
Registration link: https://www.surveymonkey.com/r/suppcc3
Learning Objectives: • Define features of core word of the week curriculum
• Identify strategies for using core words in books, music, games, science
• Outline a lesson for using core words in an academic content area
March 4, 2021
The Power of Peers
Registration link: https://www.surveymonkey.com/r/suppcc4
Learning Objectives: • Identify strategies for teaching peers to communicate with AAC users
• Differentiate peer networks and peer support arrangements
• Identify strategies for implementing peer support arrangements for a student
Target Audience: Special and general preschool and school-age educators, related services personnel (e.g., speech language pathologists), paraprofessionals, administrators, parents, others
Contact hours: One (1) contact hour for each session upon completion of the session evaluation
Questions: Contact Kathy Richards at [email protected]