Virtual Event Registration
Thursday, February 20, 2020
9:15-11:15 am and 1:30-3:30 pm
Sponsored by: Montana Deaf-Blind Project
Philip Schweigert, M.Ed. began working with children with sensory and multiple disabilities in 1977 in Portland, Oregon. After serving as both a classroom teacher and later, program chair, he spent 22 years as project coordinator on numerous research and demonstration efforts to investigate assessment and intervention strategies in communication and cognitive skill development in individuals with severe disabilities. Philip has authored and co-authored articles for refereed journals as well as curriculum materials through the Design to Learn project of Oregon Health & Sciences University. He subsequently served as a consultant, lead teacher and affiliate university instructor and continues to provide consultation nationally in the area of communication strategies for learners with significant disabilities.
The morning session (9:15- 11:15 am) will focus on assessing levels of communication for learners at the non-symbolic or early symbolic level of communication. The Communication Matrix (Rowland,C., 2006) will be used to review the assessment process and how to target levels for instruction and programming.
The afternoon session (1:30-3:30 pm) will present participants with a variety of examples of learners at various pre-symbolic stages and intervention strategies to further their communicative abilities. It will also discuss the transition from pre-symbolic to emerging symbolic communication and describe interventions designed to promote the learners continued progress at this stage of expressive communication development
1) Participants will be able to describe the Communication Matrix’s 7 levels of expressive communication development
2) Participants will be able to identify learners’ present level of expressive communication
3) Participants will be able to describe at least two intervention strategies for the learner at the pre-symbolic level of communication
4) Participants will be able to describe at least two intervention strategies for the learner at the early symbolic level of communication.