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As the school year draws to a close, we reflect on the progress made and eagerly anticipate new adventures in the ever-evolving field of assistive technology. Thank you all for taking the time to learn with us and share your learning with others. We at AT Forward look forward to next year's adventures and transitions for our students.
Looking ahead to next year, AT Forward is thrilled to announce a lineup of new and exciting presentations! We'll be diving into crucial topics such as Assistive Technology and Mental Health, providing a comprehensive AAC Implementation Guide, and exploring Feature Matching specifically for DHH populations, among many other engaging sessions.
Enjoy a restful, relaxing summer and we look forward to seeing you in the fall.
Table of Contents
Upcoming Assistive Technology Professional Learning Events and Announcements
Assistive Technology Resource Suggestions
Augmentative and Alternative Communication (AAC) Corner
Feature Match: Deaf and Hard of Hearing (NEW)
Micro-Credential Update
Upcoming Assistive Technology Professional Learning Events and Announcements
Assistive Technology CoP Meetings
Our AT Forward Community of Practice meetings for this school year have concluded. However, you can access recordings of all our sessions on the DPI / AT Forward page. To support your professional development, we've divided the content into shorter, 20-30 minute segments. We're now planning next year's CoP meetings and welcome your input! If you have suggestions for topics, please email Kathy White (kathy.white@CESA2.org ) or Stacy Duffy (Stacy.Duffy@CESA2.org), and we'll explore finding a speaker for your ideas.
Next year's preview…
September 10, 2025: Start your year off right with help using the ATLC, Accessing AEM, Feature Matching and more
September 23, 2025: AT to Support Social/Emotional/Mental Health with Cassie Frost
October 15, 2025: AEM: Removing Barriers to Reading
October 7, 2025: AAC: Implementation Part 2 of the Guide Presented by Kathy White, Dawn Merth-Johnson, Jenn Seale, and Dana Brown
December 2, 2025:Latest AI Tools Presented by Frank Devereaux
January 8, 2026: Tools for students with Color blindness and other vision disorders with Amy Snow
February 3, 2026: AAC Assessment Guide Part One with new addition Presented by Kathy White, Dawn Merth-Johnson & Jenn Seale
February 19, 2026: New Feature Matching- DHH and ADL
April 28, 2026: AT and Coaching presented by Page Buckingham
May 6, 2026: Adaptive Gaming presented by Dr. Erik Johnson
Other Assistive Technology Professional Learning Events or Announcements
WisTech, Wisconsin’s Assistive Technology Program
WisTech, Wisconsin’s Assistive Technology Program announces the lineup for the 2025 webinars. The following five webinars are FREE for attendees and each includes IACET CEUS and Certified Rehabilitation Counselor credits.
Please join us for some fantastic learning over the next few months. All webinars are two hours in length and will be recorded for the WisTech YouTube channel (CEUS and CRC hours are only available for the live sessions.) Full details on Wistech trainings can be found on the WisTech AT Trainings website.
WisTech Webinar #1 Exploring Generative Artificial Intelligence (AI): Practical Applications and Ethical Considerations
WisTech Webinar #2 Digital Ethics: Empowering Autonomy
WisTech Webinar #3 Tribal Members with Disabilities: Assistive Technology Services and Relationship Building
WisTech Webinar #4 Assistive Technology to Support Mental Health
WisTech Webinar #5 Literacy Access: The Integration of Digital Literacy and AI into Program Services
Make a Difference: Support Adults with Developmental Disabilities Using Speech-Generating Devices
This FREE online, at your own pace learning is being offered to anyone. Instructor: Gail Van Tatenhove, P.A., M.S., CCC-SLP through the PRC/Satillo company. You do NOT need to have a PRC/Saltillo product to attend. This course has been written for anyone supporting adults with developmental disabilities who use speech-generating devices.
Assistive Technology Resource Suggestions
Good Summer Reads
Know the Night: A Memoir of Survival in the Small Hours by Maria Mutch
When children do not sleep, their parents don’t either. This Memoir follows the mom of a child with Down Syndrome and Autism and what happens to the family during the night hours when the rest of the world sleeps.
The Revised Fundamentals of Caregiving: A Novel by Jonathan Evison
Jonathan Evison's "The Revised Fundamentals of Caregiving" delves into the unlikely bond between a down-on-his-luck caregiver and a teenager with Duchenne muscular dystrophy. This darkly funny and moving novel explores how these two very different individuals navigate life's challenges, forming a powerful connection through caregiving and shared experiences.
Augmentative and Alternative Communication (AAC) Corner
As professionals we should back up our statements with research and facts. With summer almost here we will want our students to spend time communicating with their parents using their AAC devices. This article, AAC Buy-In at Home: Carefully assessing how a device can meet communication needs is key to promoting its use with a client’s family and friends, discusses the challenges of getting families to consistently use speech-generating devices (SGDs) with their children at home, even when the devices are effective in clinical or school settings. It emphasizes the importance of understanding a family's communication dynamics, identifying specific needs that an SGD can address, and focusing on highly motivating reasons for its use. The article suggests that by prioritizing these factors, speech-language pathologists and other early interventionists can promote greater buy-in and successful integration of SGDs into daily family life.
AAC Buy-In at Home: Carefully assessing how a device can meet communication needs is key to promoting its use with a client’s family and friends.
Authors: Karen Erickson, PhD, Lori Geist, PhD, CCC-SLP, and Penelope Hatch, PhD, CCC-SLP Authors Info & Affiliations
Publication: The ASHA Leader
Volume 22, Number 2, February 2017
Feature Match: Deaf and Hard of Hearing (NEW)
When conducting an IEP and having the conversation about “whether the student needs assistive technology services or devices, “consider the following questions. This is not a finite list. This is intended as a starting point for teams.
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Area of Student Concern-Activities of Daily Living within a School Environment
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Potential Solution Feature Match
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Are there accessible supports in place to assist with vocabulary enrichment?
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Consider:
- Vocabulary table of words with visual representation
- Sign language interpretation
- Scaffolded text based on reading levels
- Various dictionary formats, including picture dictionaries
- Use of tactile objects for representation of vocabulary.
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Are there accessible supports in place to assist with scaffolding of reading materials?
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Consider: Same as scaffolding.
- Providing visual representation through the use of technology and non-electronic solutions.
- Text to speech feature with word highlighting and the dictionary feature.
- Captioned video that “shows” the meaning behind the text.
- Sign language interpretation
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Are there accessible supports in place to assist with note taking?
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Consider:
- Guided or full notes provided in advance of the lesson
- Peer note taking (National Deaf Center Note Taking free course https://nationaldeafcenter.org/courses/note-taker-training/)
- Livescribe Pen (or similar) (availability and specific functions will vary and consider pros/cons).
- AI notetaking
- Assistive Listening Systems
- Preferential seating
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CART (Communication Access Realtime Translation)
- C-Print
- Typewell
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Are there accessible supports in place when there is listening fatigue?
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Consider:
Managing Listening Related Fatigue
Minimize background noise. Provide breaks throughout the day.
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Are there accessible supports in place to support virtual learning or participating in video-conferencing?
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Consider:
DHH Friendly Features for Video Conferencing
- Peer education on basic communication rules such as turn taking, use of raised hands vs physical hand, etc.
- Student education on video call dynamics and best practices
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Are there accessible supports in place to assist with Captioning Access?
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Consider:
All of the materials they use during the day - books, computers, art tools … are they accessible?
- Movies
- Videos
- Lecture Notes
- Recorded Lectures
Preview any recorded content being shown for caption accuracy.
Speech to Text Options
- Automated versus human generated pros/cons
- Cart
- Typewell
- CPrint
- AI
A side note: It’s important to consider the content area and which method provides the most comprehension. For ex: Auto generated may not have complex or technical vocabulary capabilities.
Educational Audiologists and DHH teachers have experience with a variety of free and subscription based captioning options and can guide the selection process. Seek out your DHH staff!
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Are there accessible supports in place to assist with access to verbal information from adults who do not sign?
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Consider:
- Speech to text apps (see resource)
- iPads or dedicated caption tablets
- Standalone laptop with word processing
- Paper/Pen
- Dry erase boards
- UbiDuo
- Room poster with ASL alphabet to encourage language learning by others
Speech to Text Options
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Are there accessible supports in place to assist with access to noise canceling or speech enhancing ?
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Consider:
Sound systems, consider having an audiologist to assist with sound field enhancements
Consult with an Educational Audiologist. Most DHH students require a personal remote microphone for complete access to teacher’s voices in noisy or reverberant rooms. Room sound systems are not research-based solutions for DHH students- they are great for early literacy and ELL learners
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Are there accessible supports in place for PE, art, cafeteria, and outside areas including bus pickup?
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Consider:
written and or visual rules, placed on fences, walls or other areas for the student to see.
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Please note: Any listed app/website should be vetted prior to student use to ensure compliance with the district’s technology policy.
Micro-Credentials Update
Congratulations to the following people who have earned badge(s) over the summer. We have now awarded 447 badges! We are empowering learners and raising the awareness of Assistive Technology!
Lindsay Hendricks: 3 badges New Berlin
Mara Jonet: 2 badges Beaver Dam
Carly Burgeson: 1 badge Genoa City J2
Emma Wiltzius: 1 badge Fond Du Lac
Michael Ament:1 badge West Allis
Emma Davis: 1 badge CESA 2
Mary Hillebrand: 1 badge
What is AT Forward?
The Assistive Technology (AT) Forward Project works with self-advocates, educators, practitioners, caregivers, and families to increase student autonomy in utilizing Assistive Technology tools to support access, engagement, and progress in learning. The AT Forward Project provides a variety of free resources and learning opportunities, including Community of Practice (CoP) meetings, micro-credentialing, and monthly email updates. See all past recorded CoP meetings on the AT Forward CoP Video Resource Library. Please help us grow our AT community in Wisconsin and refer others to the AT Forward CoP, by visiting the AT Forward Registration page. From AT beginner to expert, the AT Forward CoP welcomes all knowledge level backgrounds!
Together we can and are moving AT Forward!!
If you have any questions or comments about the AT Forward Project, please contact Kathy White at Kathy.White@CESA2.org or Stacy Duffy at stacy.duffy@cesa2.org.
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