BEGIN:VCALENDAR VERSION:2.0 X-WR-CALNAME:event426a6bb589a5119 X-WR-CALDESC:Event Calendar METHOD:PUBLISH CALSCALE:GREGORIAN PRODID:-//Sched.com INSAIL 2026//EN X-WR-TIMEZONE:UTC BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260914T123000Z DTEND:20260914T133000Z SUMMARY:Check In and Exhibit Hall DESCRIPTION:\n CATEGORIES:ALL ATTENDEES LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:4a2d8ed7131364a5f989fadfb8f49dbe URL:http://event426a6bb589a5119.sched.com/event/4a2d8ed7131364a5f989fadfb8f49dbe END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260914T133000Z DTEND:20260914T134500Z SUMMARY:Welcome DESCRIPTION:\n CATEGORIES:ALL ATTENDEES LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:bb879a81207ab8e4352959ab257c1392 URL:http://event426a6bb589a5119.sched.com/event/bb879a81207ab8e4352959ab257c1392 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260914T134500Z DTEND:20260914T144500Z SUMMARY:Resparking the Joy of Teaching: Sustainable Teaching Practices to Establish Resiliency DESCRIPTION:The session will explore actionable approaches for maintaining longevity in education\, including the importance of mentorship and professional collaboration\, setting healthy boundaries\, building supportive school communities\, and implementing realistic self-care practices that fit into the demands of everyday teaching. Participants will leave feeling encouraged\, energized\, and equipped with practical strategies they can immediately apply to foster resilience\, reduce stress\, and rediscover joy in teaching. CATEGORIES:ALL ATTENDEES LOCATION:Wabash Ballroom\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:5d26a601d26df2b0d3604e753aac960d URL:http://event426a6bb589a5119.sched.com/event/5d26a601d26df2b0d3604e753aac960d END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260914T144500Z DTEND:20260914T154500Z SUMMARY:Break & Exhibit Hall DESCRIPTION:\n CATEGORIES:ALL ATTENDEES LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:b858cd2334ba8a3518a96f2ffbaeb556 URL:http://event426a6bb589a5119.sched.com/event/b858cd2334ba8a3518a96f2ffbaeb556 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260914T150000Z DTEND:20260914T160000Z SUMMARY:9 Classroom Accessibility Adaptations for Students with Cortical Cerebral Visual Impairment DESCRIPTION:Session Description: \;CVI is the leading cause of pediatric visual impairment\, yet environmental barriers often hinder student access. This interactive session explores nine high-impact\, zero/low-cost classroom adaptations. By leveraging Universal Design for Learning (UDL)\, participants will learn to optimize physical and digital spaces\, from lighting to layout\, to foster independence for students with CVI.\n\nSession Abstract:\nIn the four years since this session first debuted\, our understanding of Cortical/Cerebral Visual Impairment (CVI) has evolved\, but the physical classroom often remains stuck in the past. As the primary cause of visual impairment in children today\, CVI requires educators to look beyond traditional "blindness" accommodations and focus on how the brain processes visual information.\n\nThis updated session bridges the gap between theory and practical classroom management. We move past expensive specialty equipment to focus on nine essential\, no-cost adaptations that can be implemented immediately. By viewing the classroom through a CVI lens\, we identify how "visual clutter"\, often disguised as cheerful decor\, acts as a barrier to learning.\n\nDrawing on the principles of Universal Design for Learning (UDL)\, we will demonstrate how strategic changes to furniture placement\, lighting\, organizational systems\, and existing technology settings create a more accessible environment for students with CVI while simultaneously reducing cognitive load for the entire neurodiverse classroom.Participants will engage in: \;Visual Audits: Learning to "scan" a room for sensory competition. \;Tactical Rearrangement: Utilizing anchor points and simplified backgrounds to increase visual attention. \;Digital Scaffolding: Maximizing accessibility features already built into standard classroom tech.\n\nWhether you are a general educator\, a specialist\, or an administrator\, you will leave with a toolkit of "hidden in plain sight" strategies that transform a distracting environment into a supportive\, accessible space for every learner.\n\nSession Goals: \;\nAttendees will identify three common environmental "visual stressors" (such as pattern complexity or sensory competition) that impede access for students with CVI.Attendees will apply UDL-based physical adaptations including furniture orientation and color-coding to reduce visual fatigue and increase student independence.Attends will optimize existing classroom technology using built-in accessibility features to provide high-contrast and simplified visual displays for complex learners. CATEGORIES:BLIND/LOW VISION LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:ac6f39445cd3af5d985c9cd480cef305 URL:http://event426a6bb589a5119.sched.com/event/ac6f39445cd3af5d985c9cd480cef305 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260914T150000Z DTEND:20260914T160000Z SUMMARY:The Braillenote Evolve DESCRIPTION:Session Description: \;\nReady to transform the way you teach your braille students? Join us for an eye-opening session on the BrailleNote Evolve\, the cutting-edge device that combines a laptop-like interface\, integrated Braille display\, and NVDA screen reader to make accessibility effortless. \;\n\nSession Abstract:\nBraille documents can be challenging for teachers unfamiliar with Braille code. This presentation will demonstrate how the BrailleNote Evolve—a device combining a laptop-like interface\, Braille display\, and NVDA screen reader—helps bridge the gap between teachers and students\, fostering inclusion and accessibility in the classroom.\n\nParticipants will be introduced to the BrailleNote Family of products\, the latest in mobile technology for students who are visually impaired. We will explore how these tools integrate with Office 365\, enabling seamless collaboration through document sharing\, email access\, and productivity applications—all designed to support accessible learning environments.\n\nSession Goals: \;\nWe will demonstrate at least three specific ways the BrailleNote Evolve integrates with existing classroom technology (e.g.\, Office 365\, document sharing\, email access) and outline two workflow improvements for teachers unfamiliar with Braille\,Participants will Identify at least two specific features from the BrailleNote Family and describe one practical application that supports their students.We will identify one task that using the Braillenote Evolve will promote inclusion and collaboration between the student and their peers. \;\n CATEGORIES:BLIND/LOW VISION LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:9ae5bac450ae8a3e44e81d5c4f105b26 URL:http://event426a6bb589a5119.sched.com/event/9ae5bac450ae8a3e44e81d5c4f105b26 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260914T150000Z DTEND:20260914T160000Z SUMMARY:Functional Listening Evaluations That Matter DESCRIPTION:Session Description: \;\nLearn practical strategies for Functional Listening Evaluations (FLEs) for students who are deaf or hard of hearing. Explore observation techniques and conduct a FLE incorporating varying conditions and tasks. Gain tools to gather information and meaningful IEP data and assist with student access in the educational environment.\n\nSession Abstract:\nEnsuring equitable access to language in educational settings is essential for students who are deaf or hard of hearing. This session provides educators with a structured\, practical approach to conducting functional listening evaluations that go beyond standard administration. Participants will learn how to systematically assess real-world classroom conditions\, starting with observation and then varying factors such as background noise\, distance\, technology use\, visual supports\, and academic complexity.\n\nThe session will explore strategies for incorporating various conditions within a Functional Listening Evaluation to reflect authentic listening and learning demands. By simulating the challenges students face in everyday environments\, educators can better identify barriers and design interventions that truly support communication access.\n\nAttendees will leave with actionable tools and templates to approach functional evaluations to generate meaningful data for Individualized Education Programs (IEPs). These evaluations help teams make informed decisions about accommodations\, technology\, and instructional practices that promote equity and success.\n\nWhether you are a teacher\, specialist\, or administrator\, this session will empower you to implement evaluations that prioritize student access and inclusion. Join us to learn how to transform observations into data-driven strategies that ensure every student has the opportunity to thrive academically and socially.\n\nSession Goals: \;\nParticipants will identify at least five environmental variables (e.g.\, noise\, distance\, visual cues) that impact language access for students who are deaf or hard of hearing.Participants will demonstrate the ability to design one functional language access evaluation plan that includes observation and varied conditions.Participants will analyze sample functional listening evaluation reports and identify three specific recommendations for improving language access based on evaluation data.\n CATEGORIES:DEAF/HARD OF HEARING LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:ebeaf18255039de60d93899a3299f383 URL:http://event426a6bb589a5119.sched.com/event/ebeaf18255039de60d93899a3299f383 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260914T160000Z DTEND:20260914T170000Z SUMMARY:Lunch and Exhibit Hall DESCRIPTION:\n CATEGORIES:ALL ATTENDEES LOCATION:Wabash Ballroom\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:f383e42a014705033c6cc3b9a703ef69 URL:http://event426a6bb589a5119.sched.com/event/f383e42a014705033c6cc3b9a703ef69 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260914T173000Z DTEND:20260914T183000Z SUMMARY:Empowering Educators Through Assistive Technology: Empowering Students by Empowering Teachers DESCRIPTION:Session Description: \;\nAttendees will explore a variety of assistive technologies for students with visual impairments\, including refreshable braille displays\, magnification tools\, embossers\, beginning braille devices\, STEM products\, and accessibility software. Participants will learn how the Center for Assistive Technology Training supports teachers through resources\, professional development\, and ongoing guidance. \;\n\nSession Abstract:\nAttendees will explore a variety of assistive technologies designed to support students with visual impairments\, including refreshable braille displays\, magnification tools\, embossers\, introductory braille devices\, STEM products\, and accessibility software. Participants will engage in hands-on learning opportunities and discover practical strategies for integrating these tools into classroom instruction to increase accessibility\, independence\, and student engagement. Educators will also learn about the Center for Assistive Technology Training and the ways it supports teachers through professional development\, resources\, and ongoing guidance in assistive technology implementation. This session will introduce educators to valuable tools and resources that can deepen their understanding of assistive technology and its role in student success. By strengthening teachers’ knowledge and confidence\, we strengthen outcomes for students.\n\nSession Goals: \;\nParticipants will be able to identify key categories of assistive technology for students with visual impairments\, including refreshable braille displays\, magnification tools\, embossers\, STEM\, and beginning braille devices for students who are visually impaired.Participants will understand how these devices can be used in a variety of classroom settings.Participants will learn how to work with the case conference committee to determine the device that is best for their student.\n CATEGORIES:BLIND/LOW VISION LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:a13e112888680d7576b86c568dbff9f3 URL:http://event426a6bb589a5119.sched.com/event/a13e112888680d7576b86c568dbff9f3 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260914T173000Z DTEND:20260914T183000Z SUMMARY:Leveraging Games for Learning DESCRIPTION:Session Description: \;\nLearning doesn’t have to feel like work! Games can be a powerful tool for engaging students while building meaningful skills in a fun and motivating way. This session will explore how educators can use games to target self-advocacy\, language development\, and vocabulary within individual and small-group sessions.\n\nParticipants will discover practical strategies for turning familiar games and simple activities into purposeful learning opportunities. We will explore ways to adapt games to meet individual student needs\, encourage communication and interaction\, reinforce new vocabulary\, and practice self-advocacy skills—all while keeping students engaged and having fun.\n\nWalk away with ready-to-use game ideas\, adaptations\, and strategies that can easily be incorporated into sessions. Whether you are working with students individually or in a group\, this session will help you transform game time into meaningful learning experiences that students will look forward to!\n\nSession Abstract:\nGames are more than just a way to have fun—they can be powerful tools for creating meaningful learning opportunities. This interactive session will explore how educators can use common games to support self-advocacy\, language development\, and vocabulary\, while increasing student engagement and motivation.\n\nParticipants will learn practical strategies for transforming familiar games into purposeful learning activities that can be adapted to individual student needs and instructional goals. The session will highlight ways to incorporate games into individual and small-group sessions to encourage communication\, build vocabulary\, practice self-advocacy skills\, and promote meaningful interactions.\n\nParticipants will have hands-on opportunities to explore common games\, collaborate with colleagues\, and brainstorm creative new ways to use them for instruction. Together\, participants will discover how a simple game can be transformed into multiple learning opportunities with a little creativity and intentional planning.\n\nWhether you are looking for fresh ideas to engage students or new ways to target specific skills\, this session will provide practical\, adaptable strategies to help make learning more fun\, meaningful\, and memorable.\n\nSession Goals: \;\nIdentify ways to use common games to target self-advocacy\, language development\, and vocabulary.Collaborate and create new ways to adapt familiar games into meaningful\, goal-oriented learning activities that can be used in individual or small-group sessions.Apply game-based learning strategies to increase student engagement\, communication\, and participation while making instructional sessions more fun and meaningful. CATEGORIES:BLV AND DHH LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:def2c0a7da44eb99b3c4c78165e5679d URL:http://event426a6bb589a5119.sched.com/event/def2c0a7da44eb99b3c4c78165e5679d END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260914T173000Z DTEND:20260914T183000Z SUMMARY:The Itinerant Teacher's Essentials: Streamlined Assessment Strategies for Multiple Schools DESCRIPTION:Session Description: \;\nDiscover streamlined assessment approaches designed for itinerant teachers managing large caseloads across multiple schools. Learn to maximize brief student contact time through strategic observation\, efficient documentation tools\, collaborative data gathering\, and quick-turnaround assessments that provide meaningful information to guide instruction and support student success.\n\nSession Abstract:\nThis session addresses the unique assessment challenges faced by itinerant teachers of the deaf and hard of hearing who serve students across multiple buildings\, grade levels\, and school districts. Participants will explore efficient\, valid assessment methods that accommodate limited student contact time\, varied service delivery models\, and the logistical constraints of traveling between locations while maintaining high-quality evaluation practices.\n\nThe presentation focuses on practical tools including customizable observation checklists\, quick language probes\, curriculum-based assessments that can be administered in 10-15 minute sessions\, and digital documentation systems accessible across devices. Teachers will learn to conduct ongoing assessment embedded within instructional time rather than separating assessment from teaching\, maximizing every interaction with students.\n\nA significant component addresses collaborative assessment strategies. Participants will learn how to train and support general education teachers and related service providers in gathering specific observational data\, using shared Google forms and communication logs\, and conducting joint assessments that provide richer information than any single evaluator could gather alone. The session includes protocols for efficient family interviews and classroom teacher consultations that yield valuable assessment insights.\nPractical examples demonstrate how to organize assessment schedules across school calendars\, maintain comprehensive data despite fragmented service time\, prioritize which assessments are essential versus optional\, and use technology for efficient progress monitoring. Teachers will receive templates for observation forms\, streamlined IEP-aligned data collection tools\, and strategies for creating assessment routines that travel well.\n\nSession Goals: \;\nAt the end of this session\, participants will identify time-efficient assessment tools including checklists\, observational protocols\, and digital documentation methods that can be implemented across multiple school settings and grade levels with focus on elementary grades.At the end of this session\, participants will describe collaborative assessment strategies that leverage partnerships with general education teachers\, related service providers\, and families to gather comprehensive student data without duplicating efforts.At the end of this session\, participants will list practical techniques for conducting valid informal assessments during brief instructional sessions\, transitions\, and natural classroom observations that inform immediate instructional decisions.\n CATEGORIES:DEAF/HARD OF HEARING LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:6bf4c088592727a9e4e27ba02cffa4e1 URL:http://event426a6bb589a5119.sched.com/event/6bf4c088592727a9e4e27ba02cffa4e1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260914T183000Z DTEND:20260914T190000Z SUMMARY:Snack Break & Exhibit Hall DESCRIPTION:\n CATEGORIES:ALL ATTENDEES LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:370bb6335221f209f0437fa9ff316bd6 URL:http://event426a6bb589a5119.sched.com/event/370bb6335221f209f0437fa9ff316bd6 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260914T190000Z DTEND:20260914T200000Z SUMMARY:See and Hear the Future of Braille DESCRIPTION:Session Description: \;\nAre you curious about how traditional braille tools can shine in the digital age? Join this session to learn about APH's Paige Connect. Sighted peers\, family members\, and classroom teachers can quickly read what is written on a Perkins Braillewriter and even dive into online exercises that are easy and engaging.\n\nSession Abstract:\nDiscover how APH's Paige Connect bridges traditional braille instruction and digital learning. This session will demonstrate how a Perkins-style braille writer can instantly display braille on phones\, tablets\, and computers. Learn how this enables teachers\, peers\, and family members to actively engage with student work. Participants will also explore the Paige Braille online platform and its interactive practice activities. Learn practical strategies for reinforcing braille literacy\, increasing family involvement\, fostering classroom collaboration\, and creating more inclusive learning experiences with Paige Connect and Paige Braille. \;\n\nSession Goals: \;\nDemonstrate how Paige Connect connects a Perkins-style braille writer to digital devices for interactive use.Engage with curated online exercises that make braille practice enjoyable and effective.Identify ways Paige Connect can empower learners\, teachers\, and families to bridge low-tech and high-tech braille tools. \;\n CATEGORIES:BLIND/LOW VISION LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:2c6344e72700e0ed69cc40b212ba8915 URL:http://event426a6bb589a5119.sched.com/event/2c6344e72700e0ed69cc40b212ba8915 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260914T190000Z DTEND:20260914T200000Z SUMMARY:Tips and Tricks to Stay Organized DESCRIPTION:\n CATEGORIES:BLV AND DHH LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:23ac3467fedc5e521ed0a1eccf03cbcd URL:http://event426a6bb589a5119.sched.com/event/23ac3467fedc5e521ed0a1eccf03cbcd END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260914T190000Z DTEND:20260914T200000Z SUMMARY:Assessment Tool Selection: Matching Instruments to Your DHH Students and Caseload DESCRIPTION:Session Description: \;\nExplore and evaluate assessment instruments designed for or appropriate for DHH students. Through hands-on examination of test kits\, participants will learn to critically analyze technical adequacy\, determine best-fit tools for their caseloads\, and build cost-effective assessment collections that provide valid\, reliable data across age ranges and skill domains.\n\nSession Abstract:\nThis interactive session provides teachers of the deaf and hard of hearing with practical experience examining and evaluating assessment instruments to make informed purchasing and implementation decisions. Participants will engage in hands-on exploration of test kits spanning language assessment\, literacy evaluation\, speech and auditory skills measurement\, academic achievement testing\, and functional/transition assessments.\n\nThe presentation guides teachers through a systematic evaluation process considering: (1) technical adequacy including reliability\, validity\, and appropriateness of norming samples for DHH populations\; (2) linguistic accessibility and whether assessments can be administered in sign language or with accommodations\; (3) age/grade range coverage and whether single instruments can serve multiple students\; (4) administration time and scoring complexity relative to caseload demands\; (5) cost-effectiveness including initial purchase price\, replacement materials\, and training requirements\; and (6) alignment with IEP goal areas and state standards.\n\nTeachers will learn to distinguish between assessments normed on DHH populations versus hearing populations\, understand when hearing norms are appropriate or misleading\, and identify assessments with evidence of cultural and linguistic validity. The session addresses building tiered assessment systems with screening tools\, diagnostic instruments\, and progress monitoring measures that work together efficiently.\nParticipants will practice using evaluation rubrics to compare similar assessments\, discuss real-world implementation challenges\, and share experiences with various instruments. The session includes guidance on grant writing for assessment purchases\, sharing resources across programs\, and prioritizing essential tools when budgets are limited. Teachers will develop personalized action plans identifying which assessments best meet their program's needs.\n\nSession Goals: \;\nAt the end of this session\, participants will identify key criteria for evaluating assessment instruments including validity for DHH populations\, norming samples\, linguistic demands\, and administrative feasibility for their specific caseload characteristics.At the end of this session\, participants will describe the strengths and limitations of commonly used assessment tools for DHH students across domains including language\, literacy\, speech\, auditory skills\, and academic achievement.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. CATEGORIES:DEAF/HARD OF HEARING LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:f6857e2640a6cb387d626b343c381ce9 URL:http://event426a6bb589a5119.sched.com/event/f6857e2640a6cb387d626b343c381ce9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T120000Z DTEND:20260915T123000Z SUMMARY:Check In DESCRIPTION:\n CATEGORIES:ALL ATTENDEES LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:87594e1a6965fc7a14be243020add5dd URL:http://event426a6bb589a5119.sched.com/event/87594e1a6965fc7a14be243020add5dd END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T123000Z DTEND:20260915T133000Z SUMMARY:Collaboration in Action: Public School Stories of Access for Students with CVI DESCRIPTION:Session Description: \;\nEffective 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.\n\nSession Abstract:\nIn 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.\n\nWe 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.\n\nKey highlights of this session include:\n\nThe "Shared Vision" Framework: Moving from conflicting goals to a unified CVI-focused IEP.\n\nCase Studies in Creativity: Real-world examples of low-budget\, high-impact adaptations that emerged from team brainstorming.\n\nSustainable Systems: How to build an "Access Team" that survives staff turnover and grade-level transitions.\n\nAttendees 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.\n\nSession Goals: \;\nAttendees 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. CATEGORIES:BLIND/LOW VISION LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:91d7d0cf5671e994af11df412215a4d1 URL:http://event426a6bb589a5119.sched.com/event/91d7d0cf5671e994af11df412215a4d1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T123000Z DTEND:20260915T133000Z SUMMARY:The Screen Reader Lesson You Can Teach Tomorrow: JAWS\, NVDA & ChromeVox Basics DESCRIPTION:Session Description: \;\nTired 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. \;\n\nSession Abstract:\nTired 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.\n\nYou'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.\n\nThis 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.\n\nSession Goals: \;\nComplete 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.\n CATEGORIES:BLIND/LOW VISION LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:13fe711260c4fd2e58838784674ef2ca URL:http://event426a6bb589a5119.sched.com/event/13fe711260c4fd2e58838784674ef2ca END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T123000Z DTEND:20260915T133000Z SUMMARY:Workshop: Deep Dive into the Listening Inventory For Education (LIFE): Assessing Real-World Listening Challenges to Support Self-Advocacy DESCRIPTION:Session Description: \;\nMaster 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.\n\nSession Abstract:\nThis 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.\n\nParticipants 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.\n\nThe 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.\nSignificant 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.\n\nSession Goals: \;\nAt 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. CATEGORIES:DEAF/HARD OF HEARING LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:361b5c7eca6d1ab33f160e6668087fd0 URL:http://event426a6bb589a5119.sched.com/event/361b5c7eca6d1ab33f160e6668087fd0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T133000Z DTEND:20260915T134500Z SUMMARY:Break DESCRIPTION:\n CATEGORIES:ALL ATTENDEES LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:28e27d9847dd2feb7606b3cb1b36ec00 URL:http://event426a6bb589a5119.sched.com/event/28e27d9847dd2feb7606b3cb1b36ec00 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T134500Z DTEND:20260915T144500Z SUMMARY:Accessible Math in Action: Digital Math Demonstrations DESCRIPTION:Session Description: \;\nMathematics 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.\nThis 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.\n\nSession Abstract:\nMathematics 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.\nParticipants 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.\nEmphasis 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.\nBy 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.\n\nSession Goals: \;\nParticipants 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.\n CATEGORIES:BLIND/LOW VISION LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:d2b53d73ab4224efc553db92f08d6f48 URL:http://event426a6bb589a5119.sched.com/event/d2b53d73ab4224efc553db92f08d6f48 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T134500Z DTEND:20260915T144500Z SUMMARY:From Function to Support: Behavior Strategies for Diverse Sensory Learners DESCRIPTION:Session Description: \;\nStudents 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.\n\nSession Abstract:\nStudents 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.\n\nParticipants 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.\n\nAttendees 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.\n\nThis 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.\n\nSession Goals: \;\nParticipants 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. CATEGORIES:BLV AND DHH LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:3abb8794f12b67232edf4d12d2e97019 URL:http://event426a6bb589a5119.sched.com/event/3abb8794f12b67232edf4d12d2e97019 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T134500Z DTEND:20260915T144500Z SUMMARY:The Deaf Reading Rope DESCRIPTION:Session Description: \;\nWith 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.\n\nSession Abstract:\nWith 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. \;\n\nSession Goals: \;\nParticipants 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. \;\n CATEGORIES:DEAF/HARD OF HEARING LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:f9ba9faf6f3dd7661c8c0407e6d27283 URL:http://event426a6bb589a5119.sched.com/event/f9ba9faf6f3dd7661c8c0407e6d27283 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T144500Z DTEND:20260915T150000Z SUMMARY:Break DESCRIPTION:\n CATEGORIES:ALL ATTENDEES LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:1808ae0a7e059cb7776f163da9f09efa URL:http://event426a6bb589a5119.sched.com/event/1808ae0a7e059cb7776f163da9f09efa END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T150000Z DTEND:20260915T160000Z SUMMARY:Strengthening Playful Learning in Inclusive Classrooms DESCRIPTION:Session Description: \;\nPlay 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.\n\nSession Abstract:\nIn 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.\n \;\nThis 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.\n \;\nThe 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.\n \;\n\nSession Goals: \;\nExplain 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.\n CATEGORIES:ALL ATTENDEES LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:933bec8edd3c629bfb1733f9f721e875 URL:http://event426a6bb589a5119.sched.com/event/933bec8edd3c629bfb1733f9f721e875 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T160000Z DTEND:20260915T170000Z SUMMARY:Lunch and Networking DESCRIPTION:\n CATEGORIES:ALL ATTENDEES LOCATION:Wabash Ballroom\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:7a7ecd1d5fb6e2c26d3260f175bd94b4 URL:http://event426a6bb589a5119.sched.com/event/7a7ecd1d5fb6e2c26d3260f175bd94b4 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T170000Z DTEND:20260915T180000Z SUMMARY:Aligning AAC Settings with CVI Evaluation Data DESCRIPTION:Session Description: \;\nThis 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.\n\nSession Abstract:\nThis 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.\n\nWe 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.\n\nParticipants 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.\n\nEffective 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.\n\nSession Goals: \;\nAttendees 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.\n CATEGORIES:BLIND/LOW VISION LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:c7f2eca249103d35a37723e3068ce379 URL:http://event426a6bb589a5119.sched.com/event/c7f2eca249103d35a37723e3068ce379 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T170000Z DTEND:20260915T180000Z SUMMARY:Thinking About Thinking: Why Theory of Mind Matters DESCRIPTION:Session Description: \;\nUnderstanding 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.\n\nSession Abstract:\nTheory 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. \;\n\nThis 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.\n\nBy 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.\n\nSession Goals: \;\nParticipants 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. CATEGORIES:BLV AND DHH LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:db9c3cd70ca523eaff8f4a5529630059 URL:http://event426a6bb589a5119.sched.com/event/db9c3cd70ca523eaff8f4a5529630059 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T170000Z DTEND:20260915T180000Z SUMMARY:Pathways to Spoken Language: Key Prognostic Indicators DESCRIPTION:Session Description: \;\nThis 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.\n\nSession Abstract:\nSuccessful 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.\n\nThis 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.\n\nEmphasis 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.\n\nBy 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.\n\nSession Goals: \;\nBy 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. \; CATEGORIES:DEAF/HARD OF HEARING LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:8cae830d900165402cfe752fa36534c3 URL:http://event426a6bb589a5119.sched.com/event/8cae830d900165402cfe752fa36534c3 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T180000Z DTEND:20260915T181500Z SUMMARY:Snack Break DESCRIPTION:\n CATEGORIES:ALL ATTENDEES LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:1e08ff34723170485d61cbe215876d31 URL:http://event426a6bb589a5119.sched.com/event/1e08ff34723170485d61cbe215876d31 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T181500Z DTEND:20260915T191500Z SUMMARY:Teaching Low Vision Computer Accessibility Tools to Resistant Learners DESCRIPTION:Session Description: \;\nYour 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.\nThis 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.\n\nSession Abstract:\nYou 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.\nThis 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.\nYou'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.\n\nChoose 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.\n\nStop exhausting yourself trying to convince resistant students. Start building the trust-based relationship that finally gets them to honestly engage with what works.\n\nSession Goals: \;\nApply 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.\n CATEGORIES:BLIND/LOW VISION LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:603dad38ee97f454f5be8eed9c0dd4b5 URL:http://event426a6bb589a5119.sched.com/event/603dad38ee97f454f5be8eed9c0dd4b5 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T181500Z DTEND:20260915T191500Z SUMMARY:Beyond the FLE: Listening Assessments for the Classroom DESCRIPTION:Session Description: \;\nThis 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.\n\nSession Abstract:\nThis 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.\n\nPresenters 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.\nThe 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.\n\nParticipants 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.\n\nSession Goals: \;\nBy 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. \; CATEGORIES:DEAF/HARD OF HEARING LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:34d252a65f4e981ea75047fc26e24b6b URL:http://event426a6bb589a5119.sched.com/event/34d252a65f4e981ea75047fc26e24b6b END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T181500Z DTEND:20260915T191500Z SUMMARY:The Road to Readiness: What Educators Should Know about DHH Early Intervention DESCRIPTION:Session Description: \;\nThis 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.\n\nSession Abstract:\nSupporting 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.\n\nAdditionally\, 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.\n\nSession Goals: \;\nParticipants 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. \;\n CATEGORIES:DEAF/HARD OF HEARING LOCATION:502 East Event Centre\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:f415d0a35b2ec478fb086e77353f5a33 URL:http://event426a6bb589a5119.sched.com/event/f415d0a35b2ec478fb086e77353f5a33 END:VEVENT BEGIN:VEVENT DTSTAMP:20260820T113956Z DTSTART:20260915T191500Z DTEND:20260915T193000Z SUMMARY:Closing and Door Prizes DESCRIPTION:\n CATEGORIES:ALL ATTENDEES LOCATION:Wabash Ballroom\, 502 E Carmel Dr\, Carmel\, IN 46032\, USA SEQUENCE:0 UID:7fdf7d141ba06b9c578a3b5795562794 URL:http://event426a6bb589a5119.sched.com/event/7fdf7d141ba06b9c578a3b5795562794 END:VEVENT END:VCALENDAR