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THE SCOOP
  • 5 sessions                            
  • All skill levels                        
  • Attend LIVE or WATCH RECORDINGS                     
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THE SCHEDULE
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The live class sessions for this series will meet via Zoom on Wednesdays, 5:00-6:30PM EDT/2:00-3:30PM PDT on the following dates:

Session 1: August 30, 2023
Session 2: September 6, 2023
Session 3: September 13, 2023Week break
Session 4: September 27, 2023
Session 5: October 4, 2023

Writing for All: Strategies & Tools for Students with Complex Writing Needs

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This 5-part series combines lecture and demonstration to cover strategies and technologies for scaffolding the written requirements for students across the lifespan who have a variety of challenges that interfere with writing development and instruction. Participants will see examples of written work support in the curricular areas, as well as writing for leisure, email, and other social media participation. Each engaging session in this series offers a multimedia learning experience that includes an optional, cumulative learning project, wherein participants begin their project at the start of the series and continue to add to it as the series progresses, with informative feedback from their instructor. There’s something in this series for everyone as we aim to cover how to unlock the written literacy potential in all learners, from early intervention through transition to adulthood!
7.5 
CMH
LIVE
OR wATCH ON-DEMAND
12
mONTHS OF ACCESS

WHAT'S INCLUDED

  • 5 Modules
  • Live classes & 12 months of access to recordings
  • CMH, Certificate Provided 
  • Multimedia, hands-on  learning experience
  • Online classroom community 
  • Loads of resources!

Support emergent writing

Gain the mindset, the tools, and the strategies to help the most complex learners on their writing journey.

Foster literacy development

Help learners with complex needs build a strong foundation for communicative independence through conventional literacy. 

Learning Objectives

Upon completion of each part of this series, learners will attain the following objectives and use a combination of assessment methods to determine growth across objectives.

Session 1: Writing for All Mindset: Access Forward Writing Assessments

  1.  Describe the five writing functions which can be augmented by assistive technologies.
  2.   Create a plan for writing assessment for a student with complex writing needs.
  3.   Identify two available writing resources to explore for their connection to the student(s) on their caseload/classroom/home.

Session 2: Alternative Pencils & Assistive Technologies for Writing
  1.   List three ways of using technologies to support writing mechanics.
  2.   Describe two features of word prediction systems.
  3.   List two ways of scanning for writing that switch users may need to use when the electronics are unavailable.

 Session 3: Writing Strategies & Tools for Emergent Writers
  1.  List two ways of using assistive technology to support the cognitive /expressive skills of written communication;
  2.   Create an activity that can potentially increase the alphabet production of alternative access methods for an emergent-level writing student;
  3.   Create an activity that can potentially increase the whole word writing for an emergent-level writing student.

 Session 4: Writing Strategies & Tools for Conventional Writers

  1.  List ways of using technology to support the cognitive /expressive skills of written communication.
  2.   Describe two uses of word prediction to support language during written expression.
  3.   Create a toolbox of apps/extensions/no-tech tools to support a student throughout the written aspects of the curriculum.

Session 5: Implementation Planning & Evaluating Effectiveness of Writing Interventions

  1.   List a minimum of 3 existing evaluation tools that can support measuring the effectiveness of writing interventions.
  2.   Create a data collection tool for a student that collects meaningful data that can lead to future instruction and point toward future needs of support.
  3.   Develop an implementation plan that includes writing strategies and tools that can be utilized throughout a student’s day.

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Continuing Education Credit

This series offers eligible students a total of
 7.5 certification maintenance hours (CMH)

Learn more about CMH/PDH (versus CEU's or continuing education units) on your course syllabus and on our CEU Page. All learners are encouraged to confirm that this course meets the requirements of their licensing board before purchasing.  
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Meet the instructor

Kelly Fonner

Kelly Fonner, MS is a self-employed consultant and trainer in assistive and educational technology. She has a BS in Special Education from Millersville University and an MS in Educational Technology with emphasis in Rehabilitation/Special Education Technology from The Johns Hopkins University. Her continuing education and research have been in Adult Education and Special Education Technology at the University of Wisconsin – Milwaukee. She holds an Assistive Technology Applications Certificate of Learning from California State University - Northridge.
Kelly has been a teacher, para-educator, instructional media specialist, assistive technology specialist, education consultant, and is currently a self-employed consultant in assistive technology and is an on-line teacher and IEP member of students with complex communication and learning needs. She has worked for a statewide AT project, several federal AT related grants and has been an instructor in university courses on AT. Kelly is also a family member to individuals with physical challenges and with Asperger's. She is a leadership member of QIAT & the WI AAC Network, & a co-author of two QIAT books.
For over 35 years Kelly has presented at schools, conferences, & to families in 48 states and internationally in Australia, Brazil, Canada, and South Africa. She speaks on a wide range of topics including assisted writing, augmentative communication, computer access, electronic literacy, study skills, assistive technology assessment and implementation strategies. Each year, she works with approximately 20 school-based teams supporting students and the implementation of AAC & electronic literacy implementation in the classroom.
Kelly is available to do seminars, webinars, consultations and workshops. Her website is www.kellyfonner.com.

Disclosures
Kelly’s financial disclosures include that she is a co-author of the QIAT: Quality Indicators in Assistive Technology books that may be mentioned in this presentation. Kelly receives work-based payment for presentations and consultative services from families of students, school districts, agencies, and companies connected to assistive technology. She is not receiving financial support from those entities for this presentation.
Kelly’s non-financial disclosures are voluntary leadership membership of QIAT, Wisconsin AAC Network, and an advisor the ATIA Conference; She is a member of CEC, ISTE, USSAAC, and RESNA. On occasion she receives copies of apps and materials as a professional courtesy.
Patrick Jones - Course author

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