Project Core Webinar
Session 1: Classroom-based Core Vocabulary Instruction for Students with Significant Disabilities
This webinar will review an implementation model called Project Core aimed at providing classroom professionals with the training, tools and ongoing support needed to deliver classroom-based communication instruction to students with significant cognitive disabilities. The implementation model specifically targets students who are not yet using speech, sign language or symbols to communicate in flexible ways. The instruction is delivered by teachers, teaching assistants and other classroom staff, and all students have individual access to an augmentative communication system with Universal Core vocabulary. The Universal Core vocabulary consists of 36 highly useful single words that can be used alone or in combination to communicate for a range of purposes on countless topics with a variety of communication partners. Explicit instruction of the Universal Core vocabulary is incorporated into daily activities and common instructional routines. An overview of available professional development, instructional planning guides, and self-evaluation and observational checklists will be provided. The development and evaluation of the Project Core implementation model is supported by a Stepping Up Technology Implementation grant from the Department of Education, Office of Special Education Programs. Preliminary analysis of data from more than 50 classroom sites will be presented. All training materials, tools and support resources are available from the Project’s website at: www.project-core.com.
Session 2: Embedding Core Vocabulary Instruction into Emergent Literacy Routines
This session will offer practical, research-based approaches to address the early communication and literacy needs of students who could benefit from augmentative and alternative communication. The session will focus on students of all ages who are not yet using symbols, signs, or speech to communicate in flexible ways and for a range of purposes across partners and contexts. Well-defined intervention strategies and available resources for embedding core vocabulary instruction into common emergent literacy routines will be discussed. The instructional routines to be featured include shared reading, predictable chart writing, alphabet and phonological awareness, independent reading and independent writing. The presentation will include case examples that demonstrate the potential for students with complex needs to become more effective communicators, readers and writers. All training materials, tools and
support resources are available from the Project Core website at: www.project-core.com.
Lori Geist, PhD, CCC-SLP, is an Assistant Professor at the Center for Literacy and Disability Studies in the Department of Allied Health Sciences at the University of North Carolina at Chapel Hill. Lori is a certified speech-language pathologist with an emphasis in augmentative communication and assistive technology. She has worked in direct service, consultation, and product development related to AAC, language, and literacy intervention for students with complex communication needs. Lori currently serves as the project director for a research initiative called Project Core.
|Event Date||16-10-2019 1:00 pm|
|Event End Date||30-10-2019 2:00 pm|
|Fixed group price||NZD50.00|