Thursday- March 8, 2018 8:00am-4:00pm
Course #14 -Never Give Up: Supporting Access to AT & AAC for Students with Complex Bodies- Access, Seating, Postural Control & Sensory Processing- Part 2
About the Speaker
Karen Kangas, OTR/L, is a seating, mobility and positioning specialist, assistive technology specialist, consultant and clinical educator. She has been working since 1973 in many and varied settings including the school system, group homes, early intervention programs, integrated day care, home health, rehabilitation centers, residential facilities, and long-term care facilities. She has been actively teaching since 1985 all over the United States, and in Canada, Sweden, Israel, England, Ireland, Scotland, New Zealand, and Germany. Karen is a clinical faculty member at Misericordia University and she teaches a week long graduate course on Seating in Pediatric Practice. Karen has developed teaching materials, including assessment tools, and videotapes and has been in private practice since 1996 in Pennsylvania. She has been an active participant in the International Seating Symposiums including RESNA (Rehabilitation Engineering Society of North America). She is regularly sought out to teach at national, state, and local seminars, training workshops, and conferences on issues of seating, positioning, access, mobility, and assistive technology. Karen is currently working on a book series on seating, sensory processing, powered mobility and access to assistive technology. Disclosures: Financial- Karen has a private practice and she receives speaking and consulting fees from Adaptive Switch Labs, Inc. There are no nonfinancial relationships to disclose.
Target Audience (who should attend): Assistive Technology Team Members/ Specialists, Physical Therapists, Occupational Therapists, Special Education Teachers, Speech-Language Pathologists, Case Managers, Nurses, Social Workers, Administrators/
Principals, Instructional Assistants and Paraprofessionals
Target Age Range: Pre-Kindergarten through 21 years
Access remains a “problem” for many of the children we serve, especially those who have increased or fluctuating or unpredictable tone or extremely low tone and are seated in wheelchairs. How can we decide what will work, including eye gaze, single switch access or assisted direct selection? Why do these children seem to not make progress? Sensory processing directly affects visual convergence, focus, attention and postural control. To assist these children in wheelchairs in developing and using “access” to assistive technology devices, we must also better understand how their bodies work functionally, rather than pathologically, and what different seating equipment is needed.
This is Day 2 of this 2-day course.
What You Will Learn
Course Objectives– Participants will be able to:
• Adequately define “access”
• Identify at least 2 new paradigms needed to support learning access to assistive technology
• Identify 2 “old paradigms” not successful for assessing access
• Identify 2 “new paradigms” for seating needed to be used for access
• Define “consistent” as it relates to access to assistive technology
• Describe the 5 features of mechanical switch access vs.the 2 features of electronic switch access Define “sensory integration inexperience”
• Identify the neuronal process required to practice in order to support and develop motor endurance
• Identify at least 3 characteristics of tactile processing in 2 different individuals’ photos/videos shared during the case study activity
• Identify at least 2 characteristics of vestibular processing in 2 different individuals’ photos/videos shared during the case study activity