CLARKSON UNIVERSITY'S ASSISTIVE TECHNOLOGY RESOURCE & EDUCATION CENTER
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 Mark your calendars! 

The 2019 CUOT Assistive Technology Expo
will be held November 15 & 16, 2019
at Clarkson University, Potsdam, New York

Sponsored by the Clarkson University Occupational Therapy Department, 
​an approved continuing education provider of the American Occupational Therapy Association.



Schedule of Events
Friday, November 15
9:00 a.m. to 4:00 p.m.


Breakout Sessions 
Participants are eligible to earn up to 6 contact hours (0.6 CEUs) on Friday. Three contact hours will be awarded for each breakout session attended. Session attendance and completion of course evaluation/self-assessment of learning is required to receive CEUs.  
​
Advanced registration required.
​
FRIDAY MORNING SESSIONS
9:00 - 12:00 (0.3 CEUs)

Pediatric Power Mobility
Michelle Lange, OTR/L, ABDA, ATP/SMS


This course presents pediatric power mobility, including the importance of early mobility, determining readiness, assessment, and mobility training. Research has linked early mobility to specific developmental skills. Assessment strategies determine readiness and identify needs and product parameters. If you work with clients who are not mobile, this course will help you determine if a client is an appropriate candidate for a power wheelchair, participate in an assessment and optimize skills through mobility training. Hands-on time is included.

Learning objectives:

1. The participant will be able to explain current research linking early power mobility to overall development.
2. The participant will be able to describe ways to determine if a child is ready for a power wheelchair assessment.
3. The participant will be able to describe 3 pediatric power wheelchair assessment methods. 

4. The participant will be able to describe 2 mobility training strategies to optimize power wheelchair driving.

​

AT to Support Executive Functioning Across the Lifespan
Diana Petschauer, MEd, ATP & Emma Kuras, BA, SLA


​Executive function challenge is often described as difficulty with planning, behavior control/regulation, organization and thinking skills. For individuals with Autism, Dyslexia, ADHD, Learning Disabilities, a Nonverbal Learning Disability, TBI or other cognitive disabilities, components of executive functioning can limit functional capabilities in all areas of occupation. Students and adults can experience frequent challenges that lead to frustration and shut down or other behaviors. Executive function skills are necessary for successful transition to middle school, high school, post-secondary as well as the workplace. Preparing students early with successful executive function strategies, tools and assistive technologies will support confidence and independence. In this workshop you will learn about AT tools and Apps to support many executive functioning skills such as time management, emotional regulation, self-monitoring, planning and prioritizing, organization, attention and focus, task initiation, writing & research support, and more! Join us for this engaging workshop including demonstrations, hands-on group activities and workstations, discussions, methods of assessment and implementation, and a matrix of tools and resources. Walk away with a powerful toolkit to support executive function for your students or adult clients in all environments including the classroom, home and the community or workplace. Technologies include Chromebooks/ Google apps/ extensions, iPad/Android/iPhone accessibility & apps, Laptops, wearable technology, adaptive equipment and light tech options.

Learning objectives:
1. Identify a minimum of 10 iOS apps to support students who struggle with executive function and describe realistic implementation methods for school, home & community.
2. Identify a minimum of 10 Chrome apps to support students with executive function and describe realistic implementation methods for school, home & community.
3. Identify a minimum of 4 wearable AT tools to support students with executive function and describe implementation methods for school, home & community.
4. Identify a minimum of 4 light tech/no tech AT tools to support students with executive function and describe realistic implementation methods for school, home & community.



Home Modification and Universal Design (Part A)
Scott Jones, MS, OTR/L, SCEM, ATP, UDCP, CAPS, CEAC, SRES, CBR


​Remaining safe and independent within your home should be a universal experience.  In this two-part presentation, the participants will learn about the application of Universal Design, how to assess and document a home environment, the selection/implementation of home modification equipment, the implementation of smart remodeling features and how to work with an interdisciplinary team that includes contractors. Participants/Providers working in any setting will learn valuable information to assist those they serve and will learn skills they can utilize in their own lives.  This presentation will be interactive, hands-on and offer a positive approach to remaining safe and independent at home.

Please note, this is the first of a two-part, full-day session. The following objectives will be covered over the course of the day. Participants are required to attend both Part A and Part B of this session in order to earn CEUs.

Learning objectives:
1. Identify the specific use of Title III and ADA and their application to residential remodeling.
2. Identify a minimum of 3 features of ramp measurement and design.
3. Identify 3 features of a comprehensive home assessment.
4. Identify a minimum of 5 critical features of a comprehensive scope of work.
5. Identify a minimum of 5 new building products/methods to complete barrier-free home access.
6. Identify a minimum of 5 factors that improve modification outcomes through remodeling.



FRIDAY AFTERNOON SESSIONS
1:00 - 4:00 (0.3 CEUs)

​Power Wheelchair Alternative Driving Methods
Michelle Lange, OTR/L, ABDA, ATP/SMS


While some clients require a power wheelchair to achieve independent mobility, not all will be able to use a standard joystick. Clients with paralysis, muscle weakness, increased muscle tone, and uncontrolled movements can often drive a power wheelchair successfully when matched to the most appropriate alternative driving method. This course will systematically explore various alternative driving methods, including specific features, to match these complex client needs. Case studies will be used throughout. A hands-on time will be included.

Learning objectives:

1. The participant will be able to describe 3 reasons clients may not be able to use a standard joystick.
2. The participant will be able to list 3 alternative proportional driving methods and clinical indicators for each.
3. 
The participant will be able to list 3 alternative non-proportional driving methods and clinical indicators for each.
​4. 
The participant will be able to drive with several alternative driving methods.




AT-UDL Apps, Extensions and Tools: Support Diverse Learners on ALL Devices Across the Curriculum
​
Diana Petschauer, MEd, ATP & Emma Kuras, BA, SLA
​
How do you support ALL learners across the curriculum, including those with disabilities, using free and low-cost apps, extensions, web resources and built-in accessibility features? Join us for this engaging, hands-on workshop focusing on ensuring access, inclusion, and success for ALL learners on any device (Chromebook, iPad, laptop, tablet) with specific focus on Google, Apple & Microsoft. These free and low-cost solutions support Personalized Learning and Universal Design for Learning in any subject. Come learn about tools that can support students in accessing curriculum, participating in assignments and activities, researching and studying, note taking, literacy and math support, executive function skills support, transition and more! AT makes UDL possible! Learn about tools for learners who have Dyslexia or LD, are blind or low vision, have a physical, cognitive or sensory disability. Bring your laptop, Chromebook or iPad for hands-on learning.

Learning objectives:
1. Identify a minimum of 10 iOS apps to support students who struggle with literacy, math, executive function and access to the curriculum, and describe realistic implementation methods for classwork and homework.
2. Identify a minimum of 10 Chrome apps & extensions to support students who struggle with literacy, math, executive function and access to the curriculum, and describe realistic implementation methods for classwork and homework.
3. Identify a minimum of 10 free AT tools to support access to literacy, math & curriculum, and describe realistic implementation methods. 



Home Modification and Universal Design (Part B)
Scott Jones, MS, OTR/L, SCEM, ATP, UDCP, CAPS, CEAC, SRES, CBR
Remaining safe and independent within your home should be a universal experience.  In this two-part presentation, the participants will learn about the application of Universal Design, how to assess and document a home environment, the selection/implementation of home modification equipment, the implementation of smart remodeling features and how to work with an interdisciplinary team that includes contractors. Participants/Providers working in any setting will learn valuable information to assist those they serve and will learn skills they can utilize in their own lives.  This presentation will be interactive, hands-on and offer a positive approach to remaining safe and independent at home.

Please note, this is the second of a two-part, full-day session. The following objectives will be covered over the course of the day. Participants are required to attend both Part A and Part B of this session in order to earn CEUs.

Learning objectives:
1. Identify the specific use of Title III and ADA and their application to residential remodeling.
2. Identify a minimum of 3 features of ramp measurement and design.
3. Identify 3 features of a comprehensive home assessment.
4. Identify a minimum of 5 critical features of a comprehensive scope of work.
5. Identify a minimum of 5 new building products/methods to complete barrier-free home access.
6. Identify a minimum of 5 factors that improve modification outcomes through remodeling.




Friday, November 15
5:00 p.m. – 8:00 p.m.
This session of the expo is open to the general public, is free, and does not require advance registration. No CEUs will be awarded.


Student Poster Sessions, 5:00 - 7:00 p.m.
Student presentations on a variety of assistive technology to support all aspects of living.

Assistive Technology Demonstration and Exploration Tables, 5:00 - 7:00 p.m.
Try out a wide range of assistive technology devices to support participation and engagement in meaningful life activities. Devices will be provided by the following agencies:
  • Clarkson University Assistive Technology Resource & Education Center
  • Adirondack Regional Technology Center
  • ACCESS Central New York
  • ​Southern Tier Independence Center
  • ​Center for Assistive Technology - University at Buffalo
​
Keynote Presentation, 7:00 - 8:00 p.m.
​
BCI Research: From Bench to Clinic to Home
Theresa Vaughan and Susan Heckman,
National Center for Adaptive Neurotechnologies
  • Learn about advances in brain-computer interface technologies, and the implications for individuals living with disabling conditions.



Saturday, November 16
9:00 a.m. – 4:00 p.m. (0.6 CEUs)

Advanced registration required. Registration for this session closes October 31.

AT Makers - Making Dreams Come True: A “Hands-on” “Make and Take” Workshop
Dr. Therese Willkomm


​Discover and use amazing new tools and materials for making assistive technology solutions in minutes. Learn the 3Ms of making, mounting, and modifying assistive technology solutions used at home, at school, in the community, or the workplace. Unlock the mysteries of Loc-line, Loc-lift, and Dual Lock. Explore new and amazing uses of Corroplast, InstaMorph, PVC and 10 specialty tapes. Participants will create 10 different multi-use AT devices to support individuals who experience physical, sensory, cognitive, or communication impairments. These devices will include:
  • a multi-use adaptive stylus
  • a hands-free eating device
  • a portable scan and read station for print disabilities
  • a tactile dot maker for making QR codes accessible for blindness
  • a hands-free magnifier holder for low vision
  • a multi-use fidget focus device
  • a multi-use iPad holder/document holder/book holder
  • a flipper and turn taker for hearing loss]
  • a multi-use, repositionable seatbelt gripper and tubular mount
  • an eye gaze board for communication
  • a multi-use universal cuff for holding various objects
  • and a multi-use vertical/horizontal holder/stabilizer. ​

All materials will be provided to participants. Participants must attend full day, participate in make & take sessions, and complete course evaluation/self-assessment of learning to receive CEUs.

Learning objectives:

1. Participants will be able to fabricate 10 adaptive devices using low-cost, low-tech materials.
2. Participants will be able to describe at least 5 materials and tools that can be used to create other custom adaptive devices.
3. Participants will be able to identify at least 3 informational resources to support the fabrication of adaptive devices.






ABOUT OUR SPEAKERS
MICHELLE LANGE
Michelle is an occupational therapist with over 30 years of experience and has been in private practice, Access to Independence, for over 10 years. She is a well-respected lecturer, both nationally and internationally and has authored numerous texts, chapters, and articles. She is the co-editor of Seating and Wheeled Mobility: a clinical resource guide, editor of Fundamentals in Assistive Technology, 4th ed., NRRTS Continuing Education Curriculum Coordinator and Clinical Editor of NRRTS Directions magazine. Michelle is a RESNA Fellow and member of the Clinician Task Force. Michelle is a certified ATP, certified SMS and is a Senior Disability Analyst of the ABDA.

​

DIANA PETSCHAUER
Diana Petschauer, M.Ed., ATP is a RESNA certified AT Professional and is the CEO of AT for Education and Access4Employment. Diana has over 20 years of experience in Special Education & Disability Services, Pre-K-12th grade, as well as post-secondary education, and she presents nationally and locally. Diana manages her multi-disciplinary team of consultants who provide comprehensive AT evaluations, training & services for students to access education and for adults to access employment, home and the community.


EMMA KURAS

Emma Kuras, B.A., SLA is an Assistive Technology (AT) and AAC Specialist and a Certified Speech-Language Assistant working full time for ATforED & Access4Employment. Previously Emma was employed as the Auxiliary Services Assistant in Student Accessibility Services at Dartmouth College. Prior to Dartmouth, Emma worked in special education in New Hampshire for five years. Emma graduated with a bachelor’s degree in Psychology and a concentration in Deaf and Hard of Hearing Studies from the University of New Hampshire. Emma holds a Graduate Certification in AT from UNH (Studied under Dr. Therese Willkomm) after graduating with her Associate’s degree in Communication Sciences and Disorders from Granite State College. Emma specializes in AT & AAC services and support for all ages and disabilities across the lifespan


​SCOTT JONES
Scott Jones is a licensed occupational therapist with over 10 years of experience. He has been recognized by the American Occupational Therapy Association with a Specialty Certification in Environmental Modifications, and has acquired specialty certifications in accessibility, environmental modifications and assistive technology from numerous additional professional organizations. Scott is also a licensed contractor, which when combined with his background in OT, allows him to understand accessibility and promote universal design from a highly skilled perspective. Scott is the owner of Jones Accessible Homes, LLC and provides consulting (in person and remotely) as well as contracting services. 

​
THERESE WILLKOMM
Dr. Therese Willkomm is a clinical associate professor in the Department of Occupational Therapy at the University of New Hampshire. She's also the director of the New Hampshire state-wide assistive technology program. She is known nationally and internationally as the MacGyver of AT for her innovative approaches to fabricating thousands of solutions in minutes. She has presented in 49 states and 12 foreign countries and has appeared on Science Friday, CNN and at the White House Summit on Technology and Disability. In 2018, she was the recipient of the RESNA fellow award for her accomplishments in the field of assistive technology. She has authored numerous publications including two books and has invented over 1,800 different AT devices for individuals with disabilities. Dr. Willkomm's presentation has been generously funded in part by the Adirondack Regional Technology Center.


THERESA VAUGHAN

Theresa Vaughan, BA is a research scientist with thirty years of clinical research experience most focused on Brain Computer Interface (BCI) as new communication channel for people with severe motor disabilities. Recently, her laboratory supervised the first-ever large-scale trial of independent home use of a BCI by people with amyotrophic lateral sclerosis (ALS). To accomplish this, the team developed and tested hardware; modified the BCI2000 software; developed a range of Windows-based applications; produced training tools for therapists, caregivers, and users; and designed software that ensures data transfer and data fidelity and tracks, complies, and displays daily use for each remote BCI home system.


SUSAN HECKMAN
Sue Heckman, M.S. OT/L, M.S. Ed. earned Master of Science degrees in both Occupational Therapy and Science Education from the Sage Colleges and the University at Albany, State University of New York, respectively. She has coordinated and run clinical trials and epidemiological research studies involving patients with neurodegenerative diseases for the past seventeen years, working for both the New York State Department of Health and Albany Medical Center. Ms. Heckman was part of the team that supervised the first-ever large-scale trial of independent home use of a Brain Computer Interface communication device by people with amyotrophic lateral sclerosis (ALS) and currently is the research coordinator for a study.
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COST & REGISTRATION
Registration is now open!
​Early registration rates have been extended to November 1!
$150 - 1 day only
$250 - 2 days
Student rates (must be enrolled in undergraduate or graduate program; ​does not apply to Clarkson Health Science students):
$30 - Day 1 only
​$50 - Day 2 only
$60 - 2 days
​Late registration rates (after November 1):
$165 - 1 day
​$300 - 2 days
​
**NOTE: Registration for Willkomm's Make & Take session will CLOSE on October 31.
Presenters and exhibitors:
Conference fee waived for presenters and exhibitor representatives* (Up to 2 per booth; exhibitors planning on participating in Saturday's Make & Take session will be required to submit $50 to cover materials.)
REGISTER NOW!
SUPPLEMENTAL FUNDING AVAILABLE TO INDIVIDUALS WITH DISABILITIES, FAMILY MEMBERS, AND CAREGIVERS!!
Thanks to a generous gift from the John Ben Snow Foundation, scholarships are once again available for individuals with disabilities, family members or caregivers. Qualifying individuals may register for the full conference in exchange for a $50 contribution for future scholarships, and up to $200 in associated costs (mileage, hotel, etc.) can be reimbursed.
PRIOR APPROVAL IS REQUIRED!
Learn More About JBS Funding!
Continuing Education Certificates
Participants are eligible to earn up to 12 contact hours (1.2 CEUs) for participating in both days.
  • 6 contact hours (0.6 CEU) are offered on Friday, November 15 (3 contact hours will be awarded for each 1/2-day session attended). Verification of attendance and completion of course evaluation (including self-assessment of learning) will be required for each session attended prior to administration of CEUs.
  • 6 contact hours (0.6 CEU) will be awarded for a full day on Saturday, November 16.  Verification of attendance and completion of course evaluation (including self-assessment of learning) will be required for make & take session prior to administration of CEUs.
  • No CEUs issued for Friday evening event.

Clarkson University's Occupational Therapy Program is an approved provider of AOTA continuing education, and the Clarkson University Physical Therapy Program is an approved provider of NYPTA continuing education.  ​The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.

* Speech and Language Pathologists:  Please refer to your state's continuing competency requirements to determine if this conference meets your CEU requirements.  http://www.op.nysed.gov/prof/slpa/speechcefaq.htm

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  • Home
  • Lending Library
  • Smart Apartment
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  • Spotlight: AT of the Week
  • ALS 101
  • ALS Blogspot