Multi-Model Communication and Learning Strategies for Children Who Face Significant Challenges Including: Severe Multiple Disabilities and Children on the Autism Spectrum (Day 2)

Day Two: The General and Special Education Summit

Presented by Linda J. Burkhart, BS

Tuesday, December 3, 2019  |  Richmond, bc

Date & Location

Children who face significant physical and multiple challenges as well as those children on the more severe end of the autism spectrum, often struggle to access communication, interaction and learning.  Some of these children may have very little control of moving their bodies.  Others have difficulty taking in and processing sensory information from their environment.  Many find communication and interaction skills challenging. 

This two day presentation will address questions such as: What are we learning from brain research that can help us understand how children learn?  How do we motivate children and provide opportunities for active learning? What strategies help give these children a sense of control and facilitate interaction and communication?  How does the child on the severe end of the autism spectrum perceive the world and how does this impact learning and communication?  How does Cortical Visual Impairment impact learning? 

 This workshop will introduce the concept of providing a receptive aided language learning environment, and demonstrate how learning alternative and augmentative forms of communication can and should parallel the developmental process that typical children go through in learning speech.  We will also take a brief look at Pragmatic Organization Dynamic Display (PODD) Communication books developed by Gayle Porter, in Melbourne, Australia.  (Please note: This is not an official Introductory PODD course, which would require two full days training on just that topic.)

This workshop is for anyone working with young children or children functioning at young levels, who have difficulty communicating and interacting with others.  This includes children with significant physical and multiple challenges and/or young children on the more severe end of the autism spectrum.  Information shared will be useful to parents, teachers, speech therapists, occupational therapists, physical therapists and  other supportive personnel.

Who Should Attend

Education and Clinical Professionals: K–12 Classroom Teachers, School Counsellors/Psychologists, Learning Assistance/ Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers. All other professionals who support students including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers, Police Officers, and Early Childhood Educators.

Parents, Caregiver, Foster Parents, Grandparents, and Extended Family raising a child.

Learning Objectives

• Discuss how the brain develops and describe implications for  teaching and learning for those students who are developing differently
• Describe strategies for increasing motivation, cognitive engagement, and active participation in the learning process.
• Discuss a variety of ways to adapt materials to facilitate cognitive and communication skills in young children.
• List characteristics of students who have cortical visual impairment along with other multiple disabilities, and describe useful strategies to help develop vision and communication skills
• Describe strategies that help the child who are on the severe end of the autism  spectrum, develop skills in receptive, expressive and cognitive  processing language skills.
• Describe how to utilize  what is known about how typical children learn language and apply these principles to creating a multi-modal communication learning environment for children who face complex challenges
• Briefly Explain how the use of Pragmatic Organization Dynamic Display (PODD) provides an appropriate tool for children at the beginning stages of language development and describe how to implement this in natural contexts

Your Presenter

Linda J. Burkhart, BS

  Linda Burkhart, BS, Special Education Consultant, Technology Integration Specialist is an internationally known leader in the field of assistive technology for children who face severe challenges.  She has developed numerous adapted devices, activities, and innovative implementation strategies.  She is the author of a number of books and software titles on topics of adapted play, assistive technology and augmentative communication. 

     Linda was a classroom teacher for fifteen years. Then for eight years, she worked as an Augmentative Communication and Assistive Technology Specialist for the Center for Technology in Education – a joint project between the Johns Hopkins University and the Maryland State Department of Education. Currently, Linda works as an assistive technology and communication integration specialist, trainer, and private consultant.

Registration & Fees