1 of 11

Communication Workgroup Day 2

Facilitators: Jessica Chandler, TBLVL/COMS/ECSE, Sarah Kinsella, M.A., CCC-SLP and Kristin Leslie, ATP, MAT, OTR/L

2 of 11

Agenda

Review

Group Norms
Oct Small Group Summary

Guest Speaker: Jenni Remeis
Discussion
Research Highlight
December 10 3:30-4:30

Special Guest:

Dr. Melissa Pebly, PSU

3 of 11

For your review...

Communication Bill of Rights & Group Norms

Let's keep our responses crisp, concise, and conversational.
Generate light, not heat, by focusing on illuminating insights, understanding, and productive discourse.
Practice respectful listening—actively listen to others' perspectives without interrupting or dismissing them, fostering an atmosphere of mutual respect.
Be additive—look for opportunities to enhance what another participant has shared in ways that improve understanding.
Not everyone needs to answer every question.
Share student stories and stories of collaboration. They help the audience connect to the ideas and possibilities for students and teams.
Define acronyms, terms, and concepts that may be unfamiliar to the audience to ensure clarity and understanding.

4 of 11

Doable Action Items

Practical, implementable solutions while acknowledging the challenges of time constraints and coordination among team members.

Communication support needs to be flexible and multi-modal rather than one-size-fits-all

5 of 11

Big Picture

A strong emphasis on research, sustainability, and long-term outcomes for users
Holistic view of change needed at multiple levels technical improvements to systemic support structures
Clear focus on making AAC more accessible and practical across different contexts and throughout a person's life

6 of 11

Welcome!

AAC Strategies for Effective Communication with Children who are Blind, Low Vision, or Have a Combined Vision and Hearing Loss

Participants will learn how blindness, low vision, or combined vision and hearing loss affects early speech and language development.
Participants will learn to use information from a functional vision assessment to determine how to select and/or adapt specific AAC devices.

Jenni Remeis is the assistant administrator for early learning services and statewide coordinator for early intervention vision services at Ohio Deaf & Blind Education Services. She has a BS in special education from Ohio Dominican University and a MEd in Visual Impairment from The Ohio State University. Jenni has over 27 years of teaching experience which includes special needs preschool, middle-school student with multiple-disabilities/blindness, orientation & mobility training and her current role in early intervention.

Topic

Participants will learn how blindness, low vision, or combined vision and hearing loss affects early speech and language development.

Participants will learn to use information from a functional vision assessment to determine how to select and/or adapt specific AAC devices.

7 of 11

Discussion

Jenni Remeis, Ohio Deaf and Blind Education Services

Assistant Administrator Early Learning Services

Coordinator Early Intervention Vision Services

jremeis@ossb.oh.gov

8 of 11

Research Highlight

TD_CVI_AacAccommodations.pdf

9 of 11

Participant Resources

Switch Access Series - Heidi Brislin, Occupational Therapist

Session 1 - Recorded The ABCs and 123s of Switch Access
Session 2 - 11/13 Four Tools + Imagination = Endless Possibilities
Session 3 - 12/04 Collaboration & Lesson Planning

10 of 11

Resources from Today’s Session

Session Folder Link

Communication Workgroup Running Notes

Session Folders

Presentation Resources

Participant Shared- Resources

11 of 11

December 10 3:30

Supporting AAC Users in Storytime

Special Guest:

Dr. Melissa Pebly

Associate Professor of Practice in the Department of Special Education at Portland State University