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.
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.
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:
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
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Saturday, November 16
9:00 a.m. – 4:00 p.m. (0.6 CEUs)
Advanced registration required. Registration for this session closes October 31.
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:
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. |