INSAIL 2026: Full Schedule

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8:00am EDT

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Tuesday September 15, 2026 8:00am - 8:30am EDT

502 East Event Centre

Tuesday September 15, 2026 8:00am - 8:30am EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

All Attendees

8:30am EDT

Collaboration in Action: Public School Stories of Access for Students with CVI

Tuesday September 15, 2026 8:30am - 9:30am EDT

502 East Event Centre

Session Description:
Effective CVI support requires more than individual expertise, it demands radical collaboration. This session presents real-world success stories from public school settings, illustrating how families, educators, and specialists bridge systemic gaps. Participants will gain practical service-delivery models and implementation checklists to transform "isolated accommodations" into a cohesive, school-wide culture of access.

Session Abstract:
In the complex ecosystem of public education, supporting a student with Cortical/Cerebral Visual Impairment (CVI) can often feel like an uphill battle for a single educator or parent. However, when the "silo" approach is replaced by a collaborative service-delivery model, the results are transformative. This session moves beyond theory to showcase Collaboration in Action, sharing authentic stories of public school teams that turned "impossible" barriers into "possible" breakthroughs.

We will explore lived examples where General Education teachers, TVIs, O&Ms, and families aligned their vision to create sustainable access. These stories highlight the "creative persistence" required to navigate rigid school structures and high-stakes environments. We don't just talk about what worked; we break down how it worked—examining the communication loops, shared data collection, and mutual advocacy that sparked change.

Key highlights of this session include:

The "Shared Vision" Framework: Moving from conflicting goals to a unified CVI-focused IEP.

Case Studies in Creativity: Real-world examples of low-budget, high-impact adaptations that emerged from team brainstorming.

Sustainable Systems: How to build an "Access Team" that survives staff turnover and grade-level transitions.

Attendees will leave with a "Collaboration Toolkit," including simple implementation checklists and communication templates designed to streamline the consultation process. This session is a reminder that while the brain processes visual information, it is the human connection and collective effort that truly opens the door to learning for students with CVI.

Session Goals:

Attendees will analyze three successful service-delivery models that integrate CVI accommodations into the general education curriculum through interdisciplinary teamwork.
Attendees will evaluate communication strategies that bridge the gap between home and school, ensuring a consistent visual environment across all settings.
Attendees will construct data-driven advocacy statements for IEP meetings or district reviews that link specific visual barriers to the need for modified assessment formats.

Speakers

Emily Cantillon, PhD, TVI

Perkins School for the Blind

Emily Cantillon, Ph.D., TVI, is a Teacher of the Visually Impaired, providing direct instruction, consultation, and program leadership to support students with complex visual needs in both public and specialized settings while serving as the School-Age Lead CVI Teacher at Perkins... Read More →

Tuesday September 15, 2026 8:30am - 9:30am EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Blind/Low Vision

8:30am EDT

The Screen Reader Lesson You Can Teach Tomorrow: JAWS, NVDA & ChromeVox Basics

Tuesday September 15, 2026 8:30am - 9:30am EDT

502 East Event Centre

Session Description:
Tired of screen reader sessions that drift without purpose? Many vision professionals feel inadequacy teaching JAWS, NVDA, and ChromeVox instruction, memorizing commands they can't apply, and struggling to document progress. This hands-on workshop provides immediate relief with a structured lesson plan template and Eye.t Learning Portal access. You'll leave with a complete lesson ready to teach, including specific objectives, success criteria, and exact portal locations for instructional content.

Session Abstract:
Tired of screen reader sessions that drift without clear purpose, leaving both you and your student unsure of what was accomplished? You're not alone. Many vision professionals feel inadequacy around screen reader instruction, struggling to document progress, and memorizing commands they can't actually apply to real websites. This hands-on workshop eliminates the guesswork by providing you with a structured lesson plan template and immediate access to the Eye.t Learning Portal's comprehensive screen reader curriculum for JAWS, NVDA, and ChromeVox.

You'll walk away from this session with a complete lesson plan that includes specific objectives, success criteria, and exact portal locations for instructional content, meaning your next session with students has clear purpose and measurable outcomes. No more spending hours preparing lessons that still feel inadequate. The portal does the heavy lifting with pre-made instructional videos, while the lesson plan template ensures every session is purposeful and documented.

This isn't about learning everything at once or becoming a "tech expert." It's about getting one quality lesson ready to teach immediately, with a replicable system that transforms screen reader instruction from anxiety-inducing to structured and effective for every future session.

Session Goals:

Complete one structured lesson plan that includes a specific screen reader skill objective, success criteria statement, and the exact portal location where the instructional content can be accessed.
Articulate a realistic timeline estimate for developing student confidence with screen reader navigation based on the workshop discussion, replacing previous misconceptions about instruction duration.
Document in their lesson plan template the specific student need being addressed, the selected skill from the portal, and at least one measurable success criterion that defines when the skill has been mastered.

Speakers

Cody Laplante

Owner / CEO, Eye.t Vision

Cody Laplante is a certified Teacher of Students with Visual Impairments living in Baltimore, Maryland. Formerly working at the Maryland School for the Blind, Cody worked as an Assistive Technology Specialist, teaching students how to use screen readers, switch access, and worked... Read More →

Tuesday September 15, 2026 8:30am - 9:30am EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Blind/Low Vision

8:30am EDT

Workshop: Deep Dive into the Listening Inventory For Education (LIFE): Assessing Real-World Listening Challenges to Support Self-Advocacy

Tuesday September 15, 2026 8:30am - 9:30am EDT

502 East Event Centre

Session Description:
Master the Listening Inventory For Education (LIFE) suite of assessment tools for evaluating functional listening challenges in DHH students with hearing technology. Learn administration of teacher and student versions, interpret results across educational environments; develop data-driven goals and accommodations; and monitor progress toward improved listening access and self-advocacy.

Session Abstract:
This comprehensive session focuses exclusively on the Listening Inventory For Education (LIFE) suite—a set of inventory-based assessment tools designed to identify real-world listening challenges faced by students who are deaf or hard of hearing and use hearing aids, cochlear implants, or other assistive listening technology. Unlike performance-based auditory assessments, LIFE captures ecological validity through systematic rating of listening difficulties across authentic educational environments and situations.

Participants will gain expertise in all LIFE components: the teacher rating scale that captures educator observations of student listening across diverse settings (classroom instruction, small groups, lunch, recess, assemblies), the student self-assessment version that provides the student's perspective on their own listening challenges and communication experiences, and the preschool version designed for early childhood contexts. Teachers will learn when each version is most appropriate and how to use multiple versions together for comprehensive assessment.

The presentation addresses systematic implementation including training general education teachers and related service providers to complete ratings accurately, interviewing students for self-assessment versions, gathering data across multiple environments and stakeholders, and ensuring cultural and linguistic accessibility. Participants will practice analyzing LIFE profiles to identify patterns—such as specific situations causing greatest difficulty, discrepancies between teacher and student perceptions, and how listening challenges vary across acoustic environments.
Significant emphasis will be placed on translating LIFE results into actionable outcomes: writing measurable IEP goals addressing identified listening barriers, recommending specific accommodations and assistive listening systems, communicating findings to audiologists for technology optimization, and using LIFE for progress monitoring after interventions. The session includes strategies for making LIFE data meaningful to families, administrators, and students themselves.

Session Goals:

At the end of this session, participants will describe the purpose, structure, and administration procedures for all components of the Listening Inventory For Education (LIFE) suite, including the teacher rating scale, and student self-assessment.
At the end of this session, participants will identify strategies for implementing LIFE assessments across diverse educational environments, interpreting results to identify specific listening challenges, and collaborating with stakeholders to gather comprehensive data about students' functional listening needs.
At the end of this session, participants will list decision-making factors for building a practical assessment toolkit that balances psychometric quality, age/grade range coverage, budget constraints, and time efficiency for their program needs.

Speakers

Brenda Wellen, M.S.

Executive Director, Supporting Success for Children with Hearing Loss

Brenda is a semi-retired Teacher of the Deaf and Hard of Hearing in San Angelo, Texas. She received her Bachelor's Degree in English at Angelo State University and earned her Master's Degree in Communication Sciences with a specialty in Deaf Education at Texas Woman's University... Read More →

Tuesday September 15, 2026 8:30am - 9:30am EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Deaf/Hard of Hearing

9:30am EDT

Break

Tuesday September 15, 2026 9:30am - 9:45am EDT

502 East Event Centre

Tuesday September 15, 2026 9:30am - 9:45am EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

All Attendees

9:45am EDT

Accessible Math in Action: Digital Math Demonstrations

Tuesday September 15, 2026 9:45am - 10:45am EDT

502 East Event Centre

Session Description:
Mathematics remains one of the most challenging areas for digital accessibility, yet recent innovations are transforming how students with visual impairments can learn, explore, and produce math content.
This session explores how assistive technology improves math access for students who are blind or have low vision. Learn how tools like JAWS, Desmos, MathPix, Monarch, and MathType support efficient digital and tactile math, with practical strategies to promote independence and engagement.

Session Abstract:
Mathematics remains one of the most persistent challenges in digital accessibility, yet recent innovations are transforming how students who are blind or have low vision engage with math content. This session explores how a combination of screen readers, tactile displays, and math creation tools can be used to support meaningful, independent access to mathematics across K–12 settings.
Participants will experience practical demonstrations of tools such as JAWS Math Editor, Desmos, and Monarch, highlighting how students can independently compose, interpret, and interact with mathematical expressions, equations, and graphs. The session will also examine how MathPix and MathType can be leveraged to efficiently convert and create accessible math materials suitable for both digital use and tactile production, including embossed formats.
Emphasis will be placed on how these tools function together within a cohesive workflow, allowing educators to design and deliver instruction that is both accessible and rigorous. Real-world classroom applications will be shared to illustrate how accessible math tools can be integrated into daily instruction, assessments, and student assignments.
By the end of the session, participants will have a clearer understanding of how to implement these technologies to support student independence, increase engagement, and expand access to higher-level mathematical thinking. This session is designed for educators, assistive technology specialists, and related service providers seeking practical strategies to improve math accessibility for students with visual impairments.

Session Goals:

Participants will identify at least three assistive technology tools (e.g., JAWS Math Editor, Desmos, Monarch) and describe one specific function of each for supporting accessible math.
Participants will demonstrate the ability to complete one math-related task (e.g., creating, interpreting, or navigating an expression or graph) using at least one featured tool.
Participants will develop one classroom-ready strategy or activity that integrates at least two tools to support accessible math instruction for students with visual impairments.

Speakers

Nick Leon, MA, COMS, BLV

Indiana School for the Blind and Visually Impaired

Nick Leon is a Blind and Low Vision Teacher and Certified Orientation and Mobility Specialist who serves as the Assistant Director of the Expanded Core Curriculum at the Indiana School for the Blind and Visually Impaired.

Tuesday September 15, 2026 9:45am - 10:45am EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Blind/Low Vision, Blind/Low Vision

9:45am EDT

From Function to Support: Behavior Strategies for Diverse Sensory Learners

Tuesday September 15, 2026 9:45am - 10:45am EDT

502 East Event Centre

Session Description:
Students with sensory and neurodevelopmental differences may communicate behavior in unique ways. This session explores practical, function-based strategies to assess, interpret, and support behavior across diverse learning needs using evidence-based, school-friendly approaches that promote access, regulation, and meaningful skill development.

Session Abstract:
Students with sensory and neurodevelopmental differences often communicate needs, stress, and skill deficits through behavior. Educators and service providers must be prepared to interpret behavior within the context of communication access, sensory processing, and environmental demands. This session explores how to apply function-based behavior assessment and intervention strategies to support diverse sensory learners in educational settings.

Participants will review how to identify the function of behavior while considering factors such as communication modality, access barriers, sensory regulation, trauma history, and skill acquisition needs. The presentation will highlight practical adaptations to traditional behavior frameworks, including modifying Functional Behavior Assessments (FBA), aligning supports with communication systems, and embedding proactive antecedent strategies that increase predictability and engagement.

Attendees will leave with concrete, school-friendly tools to design individualized supports that prioritize dignity, autonomy, and meaningful participation. Emphasis will be placed on replacing reactive discipline with preventative, skill-based approaches that build regulation, communication, and independence.

This session is ideal for educators, related service providers, behavior specialists, and administrators seeking to strengthen behavior support practices for students with complex sensory and developmental profiles.

Session Goals:

Participants will identify at least three variables that influence behavior in students with sensory and neurodevelopmental differences (e.g., communication access, sensory processing, environmental demands) when given case examples.
Participants will describe the four primary functions of behavior and apply function-based reasoning to at least one presented scenario during guided practice or discussion.
Participants will develop one function-based, preventative behavior support strategy aligned to a student case example that includes an antecedent support and a replacement skill.

Speakers

Kelli Spires

Special Education Administrator, Center Grove Community Schools

Kelli Spires is a dedicated education professional serving as the Program Support Teacher for Center Grove Community School Corporation. She holds a Master’s degree in Special Education and brings extensive experience supporting students with diverse learning and behavioral needs... Read More →

Erica Bushnell, MA, BCBA, LBA

Center Grove Community Schools

Erica Bushnell is a Board Certified Behavior Analyst with 14 years of experience in the field of applied behavior analysis. She specializes in school-based services, supporting students with autism and other developmental differences through practical, data-driven, and collaborative... Read More →

Tuesday September 15, 2026 9:45am - 10:45am EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

BLV and DHH

9:45am EDT

The Deaf Reading Rope

Tuesday September 15, 2026 9:45am - 10:45am EDT

502 East Event Centre

Session Description:
With the growth of the Science of Reading, the vital question is being raised of how Deaf/Hard of Hearing students fit into that science. Using reading research from Deaf Education, Dr. Harrison combines ASL/English approaches with the Science of Reading to create the Deaf Reading Rope.

Session Abstract:
With the growth of the Science of Reading, the vital question is being raised of how Deaf/Hard of Hearing students fit into that science. Rather than create a new approach, Dr. Harrison decided to merge what we know from Deaf education research and the Science of Reading. After analyzing decades of research regarding deaf reading, Dr. Harrison noted key themes and areas of emphasis. Several studies used an emic perspective of successful, skilled Deaf readers, which was given emphasis. Using Scarborough’s Reading Rope (2001), the Science of Reading (SoR) and these key themes were merged to create a new rope that utilizes an ASL/English approach while still addressing the core tenants of the SoR. This resulting model was titled the Deaf Reading Rope; this model is not a curriculum, checklist, or ready-made assessment. Rather, it’s a conceptual framework for teachers to evaluate their own pedagogical approaches and then discover where they can extend their practice to improve and enrich reading instruction for D/HH students.

Session Goals:

Participants will reflect on their own instructional practices for reading and writing.
Participants will explore the research-backed aspects of bilingual reading instruction that are visualized within the Deaf Reading Rope model.
Participants will create personal goals for improving their reading instruction with D/HH students using strategies of the Deaf Reading Rope.

Speakers

Nathan E. Harrison, EdD

Faculty, RIT

Dr. Nathan E. Harrison is a lecturer in the Department of Deaf Education at the NTID/RIT, focusing on digital teaching and learning, Deaf/Hard of Hearing pedagogy, bilingual instruction, and Deaf Educational Leadership. He has degrees in Math & Science Education (BS, Utah State University... Read More →

Tuesday September 15, 2026 9:45am - 10:45am EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Deaf/Hard of Hearing

10:45am EDT

Break

Tuesday September 15, 2026 10:45am - 11:00am EDT

502 East Event Centre

Tuesday September 15, 2026 10:45am - 11:00am EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

All Attendees

11:00am EDT

Strengthening Playful Learning in Inclusive Classrooms

Tuesday September 15, 2026 11:00am - 12:00pm EDT

502 East Event Centre

Session Description:
Play is the foundation of learning, connection, and joy in early childhood — yet in many classrooms, the pressures of standards, data, and compliance have quietly edged play to the margins. This workshop invites educators to rediscover the power of play as a vehicle for engagement, inclusion, and authentic learning for all children, including those with sensory disabilities. Through stories, evidence-based strategies, and hands-on exploration, participants will reflect on their own beliefs about play, and design playful learning opportunities that support development in both academic and communication domains. This session will help you reconnect with the joyful core of teaching — and the children who remind us why it matters.

Session Abstract:
In inclusive settings — from early childhood through elementary school — the science of play is both well-established and persistently underutilized. Research confirms that play promotes neurological development at molecular, cellular, and behavioral levels, building executive function, language, social competence, and emotional regulation across the developmental span (Yogman et al., 2018). For children with sensory disabilities, including those who are Deaf or Hard of Hearing (DHH), Blind or Low Vision (BLV), or Deafblind, play is not a supplement to learning — it is the primary context through which language, symbolic thinking, and world knowledge develop. This is true not only in the toddler years, but across the school-age continuum. Yet many educators serving this population face heightened pressure to prioritize compliance, data collection, and direct instruction, often at the cost of authentic, engagement-centered play.

This focused one-hour workshop offers a joyful re-entry into the evidence base for play — and a practical toolkit for embedding it meaningfully across settings and age groups. Participants will explore the neuroscience and characteristics of play, examine how sensory access shapes play participation for DHH, BLV, and Deafblind learners at every age, and consider how IEP goals can be embedded authentically within play-based learning experiences. Special attention is given to the spectrum from free play to guided, adult-supported play — and to the educator's role in facilitating rather than diminishing playful engagement, even as students grow older and academic demands intensify.

The session opens with a reflective Joy Inventory and closes with a personal commitment card — anchoring evidence and strategy in the reason participants entered this field. Participants leave with concrete, immediately applicable ideas and renewed energy for the children who remind us why we teach.

Session Goals:

Explain the developmental, cognitive, and academic benefits of play for children ages 3–8, including those with sensory disabilities.
Design strategies and learning environments that promote play-based engagement while meeting curriculum and IEP goals.
Reflect on their own professional joy and reconnect with practices that foster meaning and creativity in their work.

Speakers

Jenna Voss, PhD, CED, LSLS Cert AVEd.

Deaf Education Program Director, Butler University

Jenna Voss, PhD, CED, LSLS Cert. AVEd, is Program Director for the Master of Arts in Deaf Education at Butler University. An experienced faculty member and compassionate educator of deaf and hard of hearing (DHH) students, Dr. Voss finds joy in supporting the professional growth of... Read More →

Tuesday September 15, 2026 11:00am - 12:00pm EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

All Attendees

12:00pm EDT

Lunch and Networking

Tuesday September 15, 2026 12:00pm - 1:00pm EDT

Wabash Ballroom

Tuesday September 15, 2026 12:00pm - 1:00pm EDT
Wabash Ballroom 502 E Carmel Dr, Carmel, IN 46032, USA

All Attendees

1:00pm EDT

Aligning AAC Settings with CVI Evaluation Data

Tuesday September 15, 2026 1:00pm - 2:00pm EDT

502 East Event Centre

Session Description:
This session explores how a vision evaluation by a teacher of the visually impaired informs AAC access for students with Cortical Visual Impairment. Presenters will examine common AAC applications through a CVI-informed lens, highlighting visual modifications that support communication, emphasizing individualized approaches, implementation, and ongoing assessment to honor each learner's visual and communicative needs.

Session Abstract:
This presentation examines Cortical Visual Impairment (CVI) and its impact on students’ access to Augmentative and Alternative Communication (AAC) systems. CVI is the leading cause of pediatric visual impairment in the United States and results from damage to visual pathways or processing centers in the brain. Students often have healthy ocular structures; however, the brain has difficulty interpreting visual input. CVI affects visual attention, recognition, complexity tolerance, and visual-motor integration—skills foundational to efficient AAC use.

We will analyze how CVI characteristics interfere with AAC access, including reduced visual field use, difficulty with cluttered displays, impaired symbol recognition, and inconsistent visual engagement. Without intentional design adjustments, these barriers can limit communication growth and system consistency.

Participants will explore widely used AAC applications, including TouchChat, LAMP Words for Life, TD Snap, GoVisual, GoTalk NOW, Avaz, Proloquo2Go, and Grid for iPad. For each, we will identify adjustable features that support learners across CVI phases, including simplified layouts, increased symbol size and spacing, high-contrast color options, reduced visual complexity, and layered auditory feedback.

Effective CVI-informed AAC implementation requires assessment of each student’s visual profile followed by systematic modification and ongoing data review. When AAC systems are aligned with neurological visual needs, communication access expands, independence increases, and expressive language becomes more consistent. Attendees will leave with practical evaluation tools and immediately applicable strategies to ensure AAC functions as a bridge to connection—not a barrier.

Session Goals:

Attendees will be able to analyze three defining characteristics of CVI that interfere with visual access to high-tech AAC systems.
Attendees will be able to compare visual accessibility features across three or more AAC applications, identifying supports aligned to CVI-specific needs.
Attendees will be able to develop two or more interdisciplinary strategies to integrate CVI-informed adaptations into AAC selection and implementation.

Speakers

Mary Giunta, MA, CCC-SLP

AAC Consultant, AAC Tech Solutions, LLC

Mary Giunta brings over three decades of experience in Augmentative and Alternative Communication (AAC), during which she served diverse populations across multiple settings, including hospitals, schools, adult day programs, outpatient clinics, and early intervention programs. Since... Read More →

Emily Cantillon, PhD, TVI

Perkins School for the Blind

Tuesday September 15, 2026 1:00pm - 2:00pm EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Blind/Low Vision

1:00pm EDT

Thinking About Thinking: Why Theory of Mind Matters

Tuesday September 15, 2026 1:00pm - 2:00pm EDT

502 East Event Centre

Session Description:
Understanding how students think about thoughts matters for language and learning. This session explores why Theory of Mind is foundational to language development, literacy, and classroom learning for all students. Teachers will gain practical ideas for embedding Theory of Mind support into daily academic instruction.

Session Abstract:
Theory of Mind (ToM) refers to the ability to understand that others have thoughts, beliefs, emotions, and perspectives that may differ from one's own. This capacity is foundational to language development, narrative comprehension, reading, classroom discourse, and academic learning. Differences in language access, sensory experiences, and incidental learning can influence how ToM develops and how social-cognitive skills are expressed in educational settings.

This session provides teachers with essential, practical foundations in ToM and its role in supporting language and academic outcomes. Participants will explore key ToM concepts, typical developmental progressions, and the instructional conditions that support social understanding across early childhood and school-age classrooms. Emphasis is placed on how ToM connects to vocabulary growth, comprehension of classroom language, literacy tasks such as inference and perspective-taking, and student engagement in collaborative learning.

By increasing teachers' understanding of ToM as a core component of learning, this session aims to strengthen instructional decision-making and support language-rich educational environments for students.

Session Goals:

Participants will be able to define Theory of Mind and identify at least three ways it supports language development for academic learning for students.
Participants will be able to describe two instructional factors that influence Theory of Mind development in students.
Participants will be able to select and apply at least two classroom strategies for embedding Theory of Mind support into everyday instruction, routines, or academic activities.

Speakers

Jacqueline Hall-Katter

Speech-Language Pathologist, Rocky Mountain University of Health Professions

Jacqueline D. Hall-Katter received her master’s degree from Purdue University in 1992. She has worked exclusively with deaf and hard of hearing children since 1997, first at the Indiana School for the Deaf before transitioning full time to the Center in 2016. As the Center full... Read More →

Tuesday September 15, 2026 1:00pm - 2:00pm EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

BLV and DHH

1:00pm EDT

Pathways to Spoken Language: Key Prognostic Indicators

Tuesday September 15, 2026 1:00pm - 2:00pm EDT

502 East Event Centre

Session Description:
This session explores prognostic indicators essential for Listening and Spoken Language (LSL) success, using longitudinal case outcomes to guide objective decision-making and clarify when LSL is an appropriate and ethical recommendation.

Session Abstract:
Successful Listening and Spoken Language (LSL) outcomes depend on more than hope or opportunity and require careful, objective consideration of prognostic indicators. As children transition from Early Intervention to school-age services, professionals are often asked to determine whether LSL supports and services remain appropriate, particularly in the presence of additional disabilities, late identification, or variable school-based service models.

This session examines longitudinal case outcomes of students following transition to school-age services to clarify what makes LSL possible. Participants will explore key positive prognostic indicators, including communicative intent, audiologic access, consistency of hearing technology use, family engagement, and awareness of co-occurring disabilities. Through structured case review guides educational programming and recommendations.

Emphasis is placed on ethical, evidence-based decision-making aligned with LSL principles, while acknowledging the realities of diverse educational placements and evolving supports. Participants will be encouraged to reflect on guiding questions for complex cases and consider how individualized service delivery models can align with a child’s unique profile.

By the end of this session, participants will have a clearer framework for identifying when LSL is feasible, ethical, and in the best interest of the child and family during and after the transition beyond age three.

Session Goals:

By the end of the session, participants will be able to list at least four key prognostic indicators that support successful Listening and Spoken Language (LSL) outcomes using real-world case examples.
By the end of the session participants will identify two prognostic indicators that contributed to positive outcomes of a specific case review.
Participants will apply session concepts to one relevant case from their own professional practice, developing and articulating an evidence-based rationale for specific programming.

Speakers

Lindy Powell, M.Ed., LSLS Cert. AVEd

St. Joseph Hearing + Speech

Lindy Powell is the Chief Program Officer at St. Joseph Hearing + Speech, where she provides leadership for educational and early intervention programs serving children who are deaf and hard of hearing. She previously served as Director of Education at the Texas Hearing Institute... Read More →

Tuesday September 15, 2026 1:00pm - 2:00pm EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Deaf/Hard of Hearing

2:00pm EDT

Snack Break

Tuesday September 15, 2026 2:00pm - 2:15pm EDT

502 East Event Centre

Tuesday September 15, 2026 2:00pm - 2:15pm EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

All Attendees

2:15pm EDT

Teaching Low Vision Computer Accessibility Tools to Resistant Learners

Tuesday September 15, 2026 2:15pm - 3:15pm EDT

502 East Event Centre

Session Description:
Your student needs magnification but refuses to use it. You're exhausted from fighting the same battle every session, watching their future narrow as deadlines approach.
This workshop transforms adversarial relationships into collaborative partnerships. Learn why resistance signals unmet psychological needs, then master the Three Indicators framework, a student-driven assessment that preserves their authority while addressing real access barriers.

Session Abstract:
You know your student needs magnification. They refuse to use it. The clock is ticking toward graduation, and you're watching their future narrow while feeling powerless to stop it.
This isn't about their defiance. It's about unmet psychological needs. When students resist accommodations, they're protecting their competence, relatedness, or autonomy. This workshop breaks the stalemate by transforming you from frustrated authority into trusted collaborative partner.
You'll learn Self-Determination Theory to diagnose what's really driving resistance, then master the Three Indicators framework, a structured assessment process that replaces "I know what you need" with student-driven evaluation. Students rate themselves on Task Completion and Natural Reading Posture, then collaborate with you to adjust settings. This preserves their decision-making authority while addressing genuine access barriers.

Choose one accessibility feature pathway (magnifier, high contrast, display scaling, text-to-speech, or screen settings) for hands-on exploration. Leave with a concrete action plan including the exact language to introduce this framework, anticipated student objections and responses, and specific questions for collaborative problem-solving.

Stop exhausting yourself trying to convince resistant students. Start building the trust-based relationship that finally gets them to honestly engage with what works.

Session Goals:

Apply Self-Determination Theory to identify the specific psychological need (competence, relatedness, or autonomy) driving resistance in one current student case.
Plan a complete Three Indicators assessment cycle for a student, including task selection, and collaborative adjustment planning.
Demonstrate technical proficiency with one Windows, Chromebook or Mac accessibility feature sufficient to guide student exploration.

Speakers

Cody Laplante

Owner / CEO, Eye.t Vision

Tuesday September 15, 2026 2:15pm - 3:15pm EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Blind/Low Vision

2:15pm EDT

Beyond the FLE: Listening Assessments for the Classroom

Tuesday September 15, 2026 2:15pm - 3:15pm EDT

502 East Event Centre

Session Description:
This presentation expands on Designing Meaningful FLEs by introducing additional audition focused assessments for children who are DHH. Presenters will review tools, including the Mr. Potato Head Task, the Common Objects Token Test, and the Test of Auditory Functioning and focus on selection considerations and connections to classroom auditory access.

Session Abstract:
This intermediate-level session provides an in-depth exploration of functional listening assessments that extend beyond the traditional Functional Listening Evaluation (FLE). Participants will examine additional low-cost, evidence-informed tools such as the Mr. Potato Head Test, the Common Object Token Test, and the Test of Auditory Functioning. These assessments offer valuable insight into a student’s auditory development, receptive communication skills, and functional listening abilities in educational settings.

Presenters will outline the essential components, administration procedures, and interpretive considerations for each assessment. Discussion will include how these tools support the determination of present levels of performance and auditory development, inform intervention planning, and guide program design for students who are deaf or hard of hearing. Attendees will learn strategies for comparing results across multiple evaluations and for selecting progress-monitoring tools that align with student needs and auditory development trajectories.
The session will incorporate structured opportunities for both small- and large-group discussion focused on the strengths and limitations of various assessment tools, supporting participants in developing a critical understanding of their use in diverse educational settings. Presenters will also review case-based examples illustrating how assessment results translate into classroom implications, including environmental accommodations, instructional planning, and the development of targeted auditory skill goals.

Participants will apply frameworks such as Erber’s Auditory Hierarchy and the Auditory Learning Guide to interpret assessment outcomes and generate evidence-based recommendations for advancing students’ auditory learning and communication access.

Session Goals:

By the end of the presentation participants will be able to list three to five ways to assess a student’s current auditory functioning.
By the end of the presentation participants will be able to differentiate between three to five audition oriented assessments and name two pros and cons of each.
By the end of the presentation participants will be able to read results from three to five listening oriented assessments and name their significance for designing classroom instruction.

Speakers

Sarah Kiefer, MAEd

Deaf Education Coordinator, Center for Deaf and Hard of Hearing Education

Sarah Kiefer serves as the Deaf Education Coordinator at the Indiana Department of Health’s Center for Deaf and Hard of Hearing Education. She has backgrounds in Deaf Education, Curriculum and Instruction, Technology Leadership, and Administration. Sarah oversees assessment and... Read More →

Kelsey M. Large, Ph.D., LSLS Cert. AVEd

Center for Deaf and Hard of Hearing Education

Kelsey currently works as an educational diagnostician and listening and spoken language specialist at the Center for Deaf and Hard of Hearing Education within the Indiana Department of Health. Kelsey has worked with children who are deaf or hard of hearing for the last ten years... Read More →

Tuesday September 15, 2026 2:15pm - 3:15pm EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Deaf/Hard of Hearing

2:15pm EDT

The Road to Readiness: What Educators Should Know about DHH Early Intervention

Tuesday September 15, 2026 2:15pm - 3:15pm EDT

502 East Event Centre

Session Description:
This session guides participants through Indiana’s early intervention system, First Steps, as it specifically relates to DHH infants and toddlers, highlighting DHH‑specialized services, CDHHE Network referral procedures, family‑centered practices, and cross‑agency collaboration, with an overview of the transition process and available educational opportunities.

Session Abstract:
Supporting infants and toddlers who are deaf or hard of hearing (DHH) requires a coordinated and informed approach within Indiana’s early intervention (EI) system. This session offers an overview of First Steps as it relates specifically to DHH infants and toddlers, highlighting eligibility, service delivery models, and the Family Guided Routines‑Based Intervention philosophy, which emphasizes caregiver coaching. Participants will also learn about DHH‑specialized services—including Deaf Mentor, Listening and Spoken Language, and Family Navigator—and how these supports promote early language, communication, and developmental outcomes. The session will also describe how Indiana’s seamless EI structure operates as both a statewide hub and a safety‑net system in direct collaboration with EHDI’s 1‑3‑6 benchmarks to ensure timely identification and connection to services.

Additionally, participants will explore effective cross‑agency collaborative practices, including data sharing, coordinated teaming, and the involvement of EI providers in the transition process to ease the transition experience for caregivers and improve information transfer between Part C and Part B services. An overview of educational opportunities available at age three, including the Indiana School for the Deaf and St. Joseph Hearing + Speech, will also be provided.

Session Goals:

Participants will describe how Indiana’s early intervention system functions for children who are DHH, including statewide processes, available DHH‑specialized services, and the Family Guided Routines‑Based Intervention philosophy, and will explain how these elements work together to support language, social‑emotional, and developmental outcomes that influence later educational success.
Participants will describe EHDI benchmarks for children who are DHH and identify ways educators can support timely referrals, collaboration, and family engagement with audiologists, parent guides, and specialized DHH service providers throughout a child’s educational journey.
Participants will explain the First Steps transition process and describe effective collaboration practices among early intervention providers, LEAs, and teachers of the deaf through shared information, coordinated planning, and family-centered teaming. Participants will also identify programs available through the Center for Deaf and Hard of Hearing Education, St. Joseph Hearing + Speech, and the Indiana School for the Deaf to support children and families during and after transition.

Speakers

Kyndal Gonzalez

Indiana School for the Deaf

Kyndal Gonzalez: Kyndal Gonzalez works as the Family Engagement Coordinator and Deaf Mentor Program Lead for the Indiana School for the Deaf. She holds a BA in Sign Language Interpreting and an MA in Marriage and Family Services. Most of her professional career, spanning 16 years... Read More →

Kjari C. Newell, MA

Center for Deaf and Hard of Hearing Education

Kjari C. Newell, M.A., serves as the CDHHE Network Lead & Compliance Manager and has dedicated nearly two decades to supporting deaf and hard of hearing children and their families. Her experience includes eight years as an itinerant Teacher of the Deaf and over a decade in early... Read More →

Caitlin Stacy, M.S., CCC-SLP, LSLS Cert. AVT

Early Intervention Lead, St. Joseph Hearing + Speech

Caitlin Stacy is a licensed Speech-Language Pathologist and certified Listening and Spoken Language Specialist/Auditory-Verbal Therapist. Caitlin has been with St. Joseph Hearing + Speech for 13 years and currently serves as the Lead of St. Joseph’s Early Intervention Program and... Read More →

Tuesday September 15, 2026 2:15pm - 3:15pm EDT
502 East Event Centre 502 E Carmel Dr, Carmel, IN 46032, USA

Deaf/Hard of Hearing

3:15pm EDT

Closing and Door Prizes

Tuesday September 15, 2026 3:15pm - 3:30pm EDT

Wabash Ballroom

Speakers

Brittany Feilen

Director, PASS Project

Tuesday September 15, 2026 3:15pm - 3:30pm EDT
Wabash Ballroom 502 E Carmel Dr, Carmel, IN 46032, USA

All Attendees

8:00am EDT

8:30am EDT

8:30am EDT

8:30am EDT

9:30am EDT

9:45am EDT

9:45am EDT

9:45am EDT

10:45am EDT

11:00am EDT

12:00pm EDT

1:00pm EDT

1:00pm EDT

1:00pm EDT

2:00pm EDT

2:15pm EDT

2:15pm EDT

2:15pm EDT

3:15pm EDT

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