Celebrating 15 Years of Inspiration Into Action

OCALICONLINE Returns This November

Inspiration can come in many forms. A conversation, a connection, a bit of information that sparks a new perspective. Sometimes it happens gradually, and sometimes it happens in an instant. Inspiration opens the door to imagine new possibilities. And action breathes life into those possibilities that can bring about real change.

As the premier autism and disabilities conference, OCALICONLINE reaches across disciplines, age groups, and audiences to impact people’s lives for their entire lives. Along with our partners, we bring you world-class speakers and sessions with a variety of experiences and perspectives, so there’s something for everyone. 

Reflections Over the Past 15 Years

OCALICONLINE 2021 marks the second year of hosting the event exclusively online, but the 15^th year of providing participants with ample opportunities to transform inspiration into action. As we reflect on the last 15 years, we take stock of not only how far we have come within the field of disabilities and as a conference, but as a society. Much has changed. We look back on the last 15 years knowing we have come a long way, but we look ahead to the next 15 years knowing there is still much work to do.

Everett Bradley is one such person who has seen that change over the last 15 years, ultimately experiencing on a very personal level what it looks like to turn inspiration into action. Bradley joined the conference team for the inaugural conference in 2007, to oversee the numerous volunteers needed to stage the event. His business background enabled him to efficiently streamline and coordinate the volunteers, and his role was largely behind-the-scenes. It wasn’t until his youngest daughter was diagnosed with autism that his trajectory changed. He was no longer just the volunteer coordinator. He was now a beneficiary of the ideas, strategies, and expertise offered through OCALICON.

“The knowledge I learned from OCALICON gave me the courage and strength to start asking questions,” Bradley shares. “Personally, there is no doubt that the conference was the catalyst for my family into understanding my daughter.”

“Everett has been an essential team member from that very first conference in 2007,” says Simon Buehrer, one of the conference coordinators. “We’re thrilled and humbled to hear his personal story of how discoveries and connections he made through OCALICON had a direct impact on his family.”

“That’s exactly why we do this.”

“OCALICON focuses on supporting needs across the lifespan,” says Jill Hudson, another one of the conference coordinators. “So, we hope Everett and his family will continue to benefit from OCALICON as his daughter grows through the schooling years and into adulthood.”

“It’s been such an honor and privilege to be part of this community of professionals, parents, and self-advocates and see it grow and evolve over the last 15 years. It’s important to celebrate all their achievements and accomplishments in 2021 – and even more exciting to think about all the opportunities that are in progress and the possibilities on the horizon.”

New for 2021

The planning team is always looking for fresh new content, ideas, and presenters to keep attendees engaged and inspired. This year, the event will include several new features, including:

• Expanding the event from three days to four, allowing time for additional content and a modified structure with more breaks between sessions.
• Hosting an Artist Spotlight, showcasing the talents and skills of people on the spectrum or with a disability—from artists to musicians, filmmakers to poets.
• Inviting community members from around the state to serve as hosts and emcees.
• Offering one single closing keynote instead of a keynote every day.

Introducing Our Keynote

OCALICONLINE 2021 will feature Judy Heumann, a lifelong advocate for the rights of disabled people. She contracted polio in 1949 and began to use a wheelchair for mobility. She is an internationally recognized leader in the disability rights community, and featured in the Oscar-nominated Netflix documentary Crip Camp, released in 2020.

“Judy has been leading the charge for disability rights for decades, and it’s an honor to host her,” shared Courtney Yantes, event specialist. “She holds a perspective of not only someone who has been down in the trenches doing the hard work of advocacy and fighting for disability rights, but she’s also been flying up at the highest levels of the government, seeing a much larger picture than most of us will ever see.”  

Join Us November 16-19

For some of you, OCALICONLINE 2021 may be a starting point. Your young child is newly diagnosed, and you’re looking for answers and connections. For others, OCALICONLINE 2021 is a continuation of years spent investing in and raising up a new generation of students. Or you may be a self-advocate celebrating your yearly reunion with peers and colleagues. Whether it’s your first time at OCALICON, or you’ve been with us for all 15 years, each of us has an important role to play in this experience. The knowledge we share and connections we make when we come together as a community, empower each of us to move Inspiration into Action.

Don’t miss OCALICONLINE 2021 November 16-19. Join us online. We’re saving you a front-row seat.

Supporting Your Personal and Professional Learning This Summer

The 2020-2021 school year has been unlike anything we have ever experienced—transitioning from virtual to hybrid to in-person learning models, managing stints of quarantine, and in many cases, trying to figure out how to meet students and individuals where they were at any given time. It was a year that tested us and pushed us in new and different ways, and yet it was a year that also inspired us to be more flexible, innovative, and creative.

As many educators and parents prepare take a ‘pause’ from the school year—taking a mental health break, planning the long-awaited vacation, or just getting ready to enjoy a more relaxed schedule, we want to remind you that we are here to support your professional and personal learning and have a variety of resources available—many of which are free and several that offer the opportunity to earn graduate or continuing education credit. You can access these resources any time, in your own home, and at your own pace.

For people with disabilities and those supporting them—families, educators, caregivers, service providers, and others—it is essential to have the latest knowledge, skills, resources, and tools to ensure they can live their best lives for their whole lives. For more than 15 years, OCALI has been a trusted source of providing high quality research, resources, and training.

As you consider your professional learning plans—for yourself or your teams—OCALI has compiled some resources to get you started.

InspirED Virtual Learning Series

Last fall, OCALI, in partnership with the Ohio Department of Education’s Office for Exceptional Children, launched the InspirED Virtual Learning Series. The free learning series consists of 30-minute recorded, facilitated sessions focused on increasing successful engagement of diverse learners in a remote/virtual instructional environment, linking the users with appropriate resources and tools. The InspirED Video Gallery has recently been reorganized by audience – for families and professionals – and by topic, including: accessibility, autism, early childhood, family and community, PBIS, remote learning, transition, universal design for learning, wellbeing and self-care, along with assessment and data for professionals. As always, all sessions include interactive transcripts, audio description, and supporting materials, and the opportunity to earn a professional development certificate by completing a survey at the end of each session. It’s a great way to get FREE professional development hours.

Ask Abbey: Developing Literacy Skills for Learners Who are Deaf/Hard of Hearing Gallery

This interactive learning series is designed to provide practical, easy-to-use strategies to increase auditory skills, visual language skills, and reading and writing print for learners who are deaf or hard of hearing. Each 30-minute session includes a 10-minute webinar with simple tips and strategies, followed by 20 minutes of Q&A with Abbey Weaver, an itinerant teacher for the deaf and hard of hearing in Ohio. Certificates of completion for the 30 minute sessions are available and provided on completion of the webinar and accompanying survey.

Addressing Challenging Behavior Webinar Series

Every person is unique and has different strengths, talents, and skills. When addressing challenging behaviors for people with complex needs, it is essential to individualize the process in order to develop effective intervention plans. This 14-part webinar series is based in positive behavior intervention supports (PBIS), functional behavior assessment (FBA), and behavior intervention planning. The series explores the belief system and a systematic process essential to understanding and addressing challenging behavior. It also includes team-based strategies that focus on matching evidence-based interventions to a target behavior, after in-depth exploration of the individual’s strengths and challenges. This series is ideal for anyone supporting school-age children, adolescents, and adults. Inclusive of the components of PBIS, this training can support educational teams working with students in need of Tier 3 support.

Assistive Technology Internet Modules (ATIM)

ATIM is designed to provide high-quality information and professional development on assistive technology (AT) for educators, professionals, families, persons with disabilities, and others. Each module guides you through case studies, instructional videos, pre- and post-assessments, a glossary, and much more. ATIM modules are available at no cost. Fee-based professional development certificates and graduate credit hours are available and continuing education credits are coming soon.

Suite of Resources for Early Childhood Professionals

If you’re an early childhood professional who needs hours toward your credential, or you want to build your knowledge about early childhood topics, the Center for the Young Child’s Suite of Resources is a great place to start. These modules have received the Ohio Approved (OA) designation and are also eligible for Ohio Department of Developmental Disabilities continuing professional development (CPD) unit in the area of developmental specialist/supervisor, EI service coordinator/supervisor.  If you’re a developmental specialist who needs hours toward your credential or you are an early care or education professional who wants to build their knowledge around child growth and development, check out the Early Care and Education Seminars.

The Journey: Webinar Series Video Gallery

The transition from school to adult life is an ongoing journey. Youth with complex and unique needs often require teams to have access to a variety of tools, resources, and people to plan and prepare for the future. These webinars are designed for teams assisting youth with complex support needs and their families to better navigate the process of the own journey to adulthood. If you missed a session or want to go back and re-watch, check out the video gallery. This gallery is also a great resource to share with colleagues and others who may benefit from the information.

10 Minutes with Barb and Ron and #UDLChat

Join Barb and Ron for 10 minutes of light and fun chats infused with a perspective on Universal Design for Learning (UDL). These videos are geared toward parents, educators, college students, and administrators. Also check out the #UDLchat, which occurs every 1st and 3rd Wednesday at 9 p.m. Eastern on Twitter.

From My Perspective

Created by OCALI’s Family and Community Outreach Center, From My Perspective is a podcast featuring people with disabilities, their families, friends, and others in their lives sharing about everyday life, their interests, opinions, and more. Check out the latest episodes on belonging or check out other past episodes.

OCALI’s Lending Library & Know More Do More Campaign Resources

During the month of April, OCALI shared information and resources from our Lending Library by launching the #KnowMoreDoMore campaign. These resources featured different topics, including social-emotional wellbeing, supporting family interactions, early childhood, supporting independence in adolescence and adulthood, and more. The OCALI Lending Library is a great resource to connect you with accessible materials, resources, and technology. We offer Ohioans an extensive collection of FREE books, videos, assistive technology devices, assessment tools, and other resources that are available to borrow and shipped directly at no charge.

Shifting from Autism Awareness to Autism Acceptance

Since 2008, April has been recognized as Autism Awareness Month in Ohio. The intent was designed to bring awareness to autism and to encourage and empower individuals with autism in Ohio and their families.

Earlier this month, Governor DeWine signed a proclamation to recognize April as Autism Acceptance Month, which states, “the purpose of Autism Acceptance Month in Ohio is to spread awareness, foster acceptance, and identify the public policy improvements needed for people with autism to live fully across all areas of life.”

The transition from the word awareness to acceptance may not seem like a big deal. But, words matter and the shift to acceptance accounts for accommodating the feelings of others and accepting and celebrating our differences. Acceptance requires taking conscious action and shifting from not only seeing and recognizing that autism exists, but seeking to listen and learn, and then adapting our perspectives and behaviors. Just being aware of autism facts and information will not necessarily lead to acceptance or create inclusive and supportive environments in our schools, communities, and relationships. However, by intentionally moving toward acceptance, we can inspire confidence and a vision for possibilities that motivate us to continue to ensure that people with disabilities can live their best lives for their whole lives.

Acceptance is also the first step toward inclusion. Inclusion then leads to belonging, which is essential to truly connecting and relating to others. Unfortunately, acceptance and belonging are often the biggest barriers to inclusion that people with autism and their families encounter. At OCALI, our mission is to inspire change and promote access to opportunities for people with disabilities. Over the years, we have been working hard to break down traditional barriers for people with autism and other disabilities and explore things that others may not have yet seen as possible. While we have made significant progress, we have more work to do and we continue to explore and learn new ways of listening, understanding, and modeling. Our words and work must then translate into action.

The good news is that we don’t have to do this alone. As leaders and practitioners, autistic and disabled people, parents, family members, neighbors, and community members, we ALL play a role in inspiring the change we wish to see. 

Throughout the month of April, we encourage you to seek out opportunities that promote acceptance—for yourself and within your own communities. Following are a few simple ideas to get started:

Learn more. Explore information and resources about autism. A few websites to check out:

The Autism Center at OCALI
The Autism Society of Ohio
Interagency Work Group on Autism

Show support. Many organizations are hosting Autism Acceptance Month social media campaigns. You can easily show your support by reviewing and sharing the information and using designated social media tags. This month, OCALI is using the hashtag #KnowMoreDoMore, as part of a month-long email and social media campaign featuring information and resources from our Lending Library. Each week, we are featuring information and resources suggested by the Autism Center, Family and Community Outreach Center, Center for the Young Child, and Lifespan Transitions Center on various topics, including social-emotional wellbeing, early-childhood, supporting family interactions, and independence

Connect with others. Acceptance is an ‘everyone’ conversation and we all have the power and ability to support acceptance. Simply showing that you’re genuinely open and interested in learning more about autism, particularly from autistic people or their family members goes a long way.

Now, more than ever, it is important to recognize the unique strengths, challenges, and experiences of each person with autism and their families. Rather than attempting to paint with a broad brush based on a shared label or diagnosis, instead we encourage everyone to thoughtfully engage and inspire. Have meaningful conversations about what is most supportive for each person, in each setting in that moment, and then do those things! It’s much easier to write it down than to actually do the work—especially when someone’s experiences don’t match your own. But, by working together to create truly accessible spaces and ensuring that everyone is supported, accepted, and included, that’s what inspiring change is about. 

The Smell of the Room is a Fire in My Nose:
A Conversation on Autism and Trauma

Trauma by its very nature is an incredibly personal and individual experience. There are many different forms of trauma and many different ways it can impact, shape, and define who we are and who we become. But, what about people on the autism spectrum—autistic people. What’s different about how they experience, deal with, and live with trauma?

These are the questions that Kim Clary and Kelly Mahler explore in Rewind, a new series within the Inspiring Change podcast that features conversations and connections from OCALICON—OCALI’s premier autism and disabilities conference. Rewind is the audio showcase of some of OCALICON’s best moments, the speakers’ sessions, and the stories that make it all happen.

Kim Clary is an occupational therapist in Bellaire, Florida and Kelly Mahler is an occupational therapist in Hershey, Pennsylvania. Kelly and Kim push us to expand our thinking beyond what we might consider to be traditional causes of trauma in a conversation about how people with autism experience different types of trauma in different ways, and in ways that ask us to think differently about what trauma is and the impact it can have. Kim further illustrates the effects of trauma by sharing some of her poems and journal entries.

Imagine that you are in the midst of a hurricane outside without protection. That you cannot seek shelter. Imagine that you are in a burning building and cannot leave. Or that your body is covered in angry fire ants. Imagine that you are suddenly attacked, suddenly blinded by sharp daggers in your eyes. Imagine this – is your life. You can imagine it, but I don’t have to. These things are my life.

“What we know about trauma is that it is a response to an event or a series of events that make someone feel unsafe, threatened, or severely distressed and trauma impacts your neurology—both your brain and your body,” explains Kelly. “Trauma also impacts your physiology. It’s important to point out that trauma is dependent on how a person experiences an event.”

“I think that it just goes to show that we really need to be good detectives and always think through a trauma-informed and an autism-informed lens and really figure out what’s going on with each individual person,” continues Kelly. “I think our main goal – besides offering hope and strategies of how to support – is to challenge the way that we’re viewing trauma in the autism field.”

What’s New at OCALI

Register for the last session on April 28! This interactive, three-part learning series is designed to provide practical, easy-to-use strategies on how to include learners who are deaf or hard of hearing in gym, art, and music classes. Each session will incorporate considerations to ensure each learner is safe, engaged, and challenged. Each 30-minute session will include a 10-minute webinar with simple tips and strategies, followed by 20 minutes of live Q&A with Abbey Weaver, an itinerant teacher for the deaf and hard of hearing in Ohio. The sessions are free, but registration is required. Certificates of completion are available for the series. Join us for the last session.

Nationally, prioritizing language and literacy development for all learners has been a focus for many educators. This focus requires that we build educators’ capacity to support evidence-based language and literacy instruction, particularly for educators supporting learners who are deaf/hard of hearing (D/HH) or blind/visually impaired (B/VI), who access English and print in different ways.

To help those who are assessing and teaching literacy to these learners, the Outreach Center for Deafness and Blindness at OCALI is pleased to offer this interactive, virtual professional learning event designed to explore and connect the areas of phonological awareness, phonics, writing, fluency, vocabulary, communication, language, and comprehension specifically for learners who are D/HH or B/VI. 

Inspiration can come in many forms. A conversation, a connection, a bit of information that sparks a new perspective. Sometimes it happens gradually, and sometimes it happens in an instant. Inspiration opens the door to imagine new possibilities. And action breathes life into those possibilities that can bring about real change.

OCALICONLINE 2021 marks the second year of hosting the event exclusively online, but the 15^th year of providing participants with ample opportunities to transform inspiration into action. As we reflect on the last 15 years, we take stock of not only how far we have come within the field of disabilities and as a conference, but as a society. Much has changed. Some for the better, some not for the better. We look back on the last 15 years knowing we have come a long way, but we look ahead to the next 15 years knowing there is still much work to do.

No matter where you are personally or professionally, OCALICONLINE 2021 is the place where you can gather, connect, rest, or regroup.

There’s a place for you here. And we’ve saved you a front-row seat. 

The transition to remote learning left instructional leaders and educators little to no time to prepare and transition how they deliver instruction. Meeting and assessing the needs of all learners in this online environment has been challenging, particularly for students who are deaf, hard of hearing, blind, or visually impaired.

To help school psychologists and district and building leaders build comfort and confidence in virtually assessing all learners, particularly those who are deaf/hard of hearing (D/HH) or blind/visually impaired (B/VI), OCALI launched a free webinar series, Building Capacity to Serve All Learners: Effectively Assessing Learners via Telepsychology.

Part III: Administering Telepsychological Assessments
Parts I and II of the series explored preparing for and completing telepsychological assessments with learners who are D/HH or B/VI. Expanding off of Parts I and II, Part III is designed to focus on the practical demonstration of specific aspects of telepsychological assessments, including how to administer a standard test battery to learners who are D/HH or B/VI.

Did you miss an InspirED learning session or want to go back re-watch or check out other sessions? Explore the InspirED Video Gallery. Here, learners can access all previously aired sessions, which include interactive transcripts, audio description, and session materials. This gallery is also a great resource to share with colleagues and others who may benefit from the information.

Don’t forget learners have the opportunity to earn a professional development certificate by completing a survey at the end of each session. Did we mention that this is a FREE way to get professional development hours?

To support County Boards of Developmental Disabilities in helping youth with complex needs and their families navigate the journey to from school to adult life, the Lifespan Transitions Center at OCALI has created a free webinar series, called The Journey, designed to explore important topics and feature resources and tools for transition assessment and planning, as well as student instruction and family engagement. Register for the upcoming May webinar:

What I Wish I Knew Then: Parents’ Perspectives Following High School
Monday, May 17, 2:30–3:00 PM
Parents of young adults with complex support needs offer insights and considerations after experiencing life after high school. This panel discussion is an authentic dialogue that provides educators, SSAs, OOD counselors, families, and others awareness about what was most helpful during the school years and what else might have been helpful in order to prepare for the future. 

Visit the archive of previously aired webinars and register for upcoming sessions.

March 13-April 15 is Deaf History Month:
Heritage Months Offer Opportunities to Address Access and Equity

Guest blog: Outreach Center for Deafness and Blindness at OCALI

Opportunities to build our understanding of equity and access, and what that looks like for each person, includes reflecting on our history. Having the chance to participate in activities that acknowledge and celebrate various groups through heritage months provides a space for students, families, educators, and community members to explore the contributions made by many represented and underrepresented groups. Building more inclusive environments means that we are intentional about offering a wide range of representation as we work to understand the experiences of one another. Honoring the diverse backgrounds, the unique identities, and the lived experiences that make up who we are as a society.

For students and staff in the classroom, an opportunity to raise awareness about these complex experiences comes with sharing the achievements, struggles, and perspectives of group members and connecting it with the experiences of others. As stated in the Ohio Department of Education’s strategic plan, Each Child, Our Future, “Ohio’s greatest education challenge remains equity in education achievement for each student. The path to equity begins with a deep understanding of the history of discrimination and bias and how it has come to impact current society.” 

Planning with intentionality to explore what we know about a culture helps to dispel misconceptions and expand our knowledge base so that students and staff are prepared to learn and help each other succeed.

One example of such an opportunity is Deaf History Month, which is celebrated from March 13-April 15. This month came to be through the collaborative work of the National Association of the Deaf and the American Library Association (ALA). The conversation started in an effort to make libraries more accessible for people who are deaf or hard of hearing within communities by providing resources to learn about deaf culture, American Sign Language, and the deaf community. Since then, this effort has expanded to offering collections, exhibits, programming, and more at local libraries, the State Library of Ohio, and The Ohio Digital Library.

In addition to offering reference materials and library resources, activities to engage students and staff in sharing their perspectives about access and equity can support connection. Because the number of people who are deaf or hard of hearing is a small percentage of society, a person’s only experience may be through what they’ve seen on TV, in the movies, or on social media—showing one person, in one place, at one time, which limits perspective. The reality is that being deaf or hard of hearing can look different in many ways. 

Guided by the belief that increasing access to information promotes understanding, the Outreach Center for Deafness and Blindness at OCALI created a training module, Promoting Access for People Who are Deaf, Hard of Hearing, Blind, or Visually Impaired. This free, self-paced training module offers a collection of evidence-based strategies and scenarios at home, school, and in the community that can be used with students, families, and staff any time.

“Life is about connection and we do not want anyone to miss the opportunity to connect,” shares Shawn Henry, OCALI’s Executive Director. “This module is designed to help people gain confidence when connecting and communicating with people who are deaf, hard of hearing, blind, or visually impaired anytime and anywhere.”

Celebrating cultural heritage through initiatives like Deaf History Month offers that opportunity to connect. They encourage our exploration of the contributions and rich identities of groups who make up our nation. They give us a chance to explore what can be done to increase access and equity in our schools and communities all year long.

In celebration of Deaf History Month, the Outreach Center for Deafness and Blindness at OCALI is pleased to share several free resources, including: 

• Promoting Access for People Who are Deaf, Hard of Hearing, Blind, or Visually Impaired, a self-paced training module
• Sign Language Resources
• Communications Planning Guide for Students Who are Deaf or Hard of Hearing

Learn more at https://deafandblindoutreach.org/.

OCALI Holds First Advocacy Day Meetings and Webinar

During the month of February, the OCALI Office of Policy coordinated one-on-one meetings for OCALI Advisory Board Members with Ohio representatives and senators, as well as a webinar for members of the Ohio General Assembly.

Advisory Board Members and OCALI staff engaged in conversations with a dozen lawmakers to help them better understand how OCALI can serve as a resource to them and their constituents. The meetings included engaging conversations and information about actions legislators can take to help families and professionals in their communities.

“While each meeting was different based on that particular legislator’s district and perspective, they were all enlightening and helpful for us to gain a better understanding of how to help policymakers as they consider and pass legislation,” said Teresa Kobelt, MSW, LSW, Director, Strategy, Innovation, and Forecasting, OCALI’s Office of Policy. “In turn, we were able to increase awareness about OCALI’s tools and resources that can help their constituents.”

A webinar was also held on February 24, which was attended by 25 legislators and staff. The program provided an overview of challenges facing people and families who are living with disabilities in Ohio, particularly over the past year, and information about specific OCALI resources, such as InspirEd, ASD: Strategies in Action, and #HeretoHelp.

OCALI is hoping to make OCALI Advocacy Day an annual event to continue to engage with members of the Ohio General Assembly about timely policy items that impact people with disabilities across the state.

2021 Transformation Series: #MovingForwardTogether

This year, the Provider Transformation Summit is transforming into the 2021 Provider Transformation Series – a collection of resources and online events that assist providers, county boards, families, individuals, and others to think about and move from facility to community-minded supports.  

This change in format allows the concept of transformation to be considered from multiple points of view, as well as giving us all a chance to come to a fuller understanding of what makes actual provider transformation successful. Many times, it is not about making big moves, but the daily actions providers and others take toward supporting people where they are to where they want to go.

During the pandemic, everyone involved in the service system had to reinvent supports and the way they are provided in order to maintain health and safety, as well as to support meaningful routines. This lived experience helps all of us appreciate the necessity of transformation and how it starts and succeeds with attention to how programs are organized and perceived by the DSPs and managers running them, as well as the individuals and families who depend on them.  

The 2021 Provider Transformation Series has been designed to allow everyone interested in the subject matter a variety of formats and styles so individual and organizational needs and expectations can be met. It provides an opportunity for stakeholders to gather and share ideas, strategies, and practices that will assist them as they move through the systems change process and help improve person-centered planning, community membership, and employment opportunities for individuals across Ohio.

The 2021 series features two great offerings to help support your continued transformation journey:

1. Transformation Talks
2. Transformation Tuesdays

Transformation Talks will be posted in late March 2021.

Transformation Tuesdays registration is NOW OPEN!

What’s New at OCALI

InspirED Virtual Learning Series: Register for March & April Sessions

Register for upcoming sessions, including:

· March 25: Telepsychology: Tips and Tools for Online Assessments

· April 8: Accessible Solutions for Online Learning: Considerations for Learners who are B/VI

All sessions are at 4 p.m. If you miss a session or want to go back re-watch or check out other sessions, check out the InspirED Video Gallery. Here, learners can access all previously aired sessions, which include interactive transcripts, audio description, and session materials. This gallery is also a great resource to share with colleagues and others who may benefit from the information.

Don’t forget learners have the opportunity to earn a professional development certificate by completing a survey at the end of each session. Did we mention that this is a FREE way to get professional development hours?

Save the Dates: Ask Abbey: Engaging Students Who are Deaf or Hard of Hearing Through Music, Art, and Gym

A Free, Interactive Learning Series: April 14, 21, & 28, 4 p.m.
This interactive, three-part learning series is designed to provide practical, easy-to-use strategies on how to include learners who are deaf or hard of hearing in gym, art, and music classes. Each session will incorporate considerations to ensure each learner is safe, engaged, and challenged. Each 30-minute session will include a 10-minute webinar with simple tips and strategies, followed by 20 minutes of live Q&A with Abbey Weaver, an itinerant teacher for the deaf and hard of hearing in Ohio. The sessions are free, but registration is required. Certificates of completion are available for the series. Join us for one or all three.

Registration will open soon.

RESNA Assistive Technology Professional (ATP) Certification Scholarship: Deadline is March 31

Want to advance your Assistive Technology (AT) knowledge? Qualified employees of County Boards of Developmental Disabilities in Ohio have the opportunity to received $1,400 in scholarships to build their capacity for AT service delivery and earn AT Professional (ATP) Certification.

Rewind: A New Podcast Series

The Rewind podcast series features speakers, sessions, and stories from OCALICON – the premier autism and disabilities conference. Check out the latest episode: Baked Into the Process: Advancing Equitable Outcomes Through the Lens of Social Justice.

10 Minutes with Barb and Ron

Join Barb and Ron for 10 minutes of light and fun chats infused with a perspective on Universal Design for Learning (UDL). These videos are geared toward parents, educators, college students, and administrators.

Newly Launched AIM Course: Motor Differences

Learn about the main body systems that impact motor control, identify aspects of typical development, and understand motor differences that can impact people with autism throughout the lifespan.

Newly Launched ATIM Module: AAC Assessment: Adults with DD

Expand your knowledge of AAC Assessment to determine and recommend augmentative and alternative communication devices, aids, and strategies for adults with a developmental disability.

The Journey Webinar Series: 2021 Dates

To support County Boards of Developmental Disabilities in helping youth with complex needs and their families navigate the journey to from school to adult life, the Lifespan Transitions Center at OCALI has created a free webinar series, called The Journey, designed to support topics, such as:

· Creating structure,

· Improving self-determination,

· Planning for transition, and

· Supporting literacy.

Visit the archive of previously aired webinars and register for upcoming sessions.

Baked Into the Process: Advancing Equitable Outcomes Through the Lens of Social Justice

What is social justice? What does it mean for education and for educators? Why is it important to promote equitable outcomes for students? And how do we infuse socially-just practices into school-based services that promote equitable and positive outcomes for young people?

These are some of the questions that Dr. Charles Barrett explores in the first episode of Rewind, a new Inspiring Change podcast series that features conversations and connections from OCALICON—OCALI’s premier autism and disabilities conference. Rewind is the audio showcase of some of OCALICON’s best moments – starting with Dr. Barrett’s 2020 presentation.

Dr. Barrett is a nationally-certified school psychologist, as well as a writer, musician and teacher from Northern Virginia. He’s a passionate educator, committed to meeting people where they are, and understanding, serving, and supporting the individual needs of children and families.

His work is anchored by a focus on justice and equity, which represents his unwavering commitment to advocating for populations that have been marginalized by systemic oppression. In this episode, Dr. Barrett helps define and describe the framework of social justice, including why it’s important and how we do it.

“Social justice is a lens that really informs how we think about students in many ways,” shares Barrett. “It’s a systemic framing. Social justice is not a condiment. It’s not ketchup or mayonnaise or pepper or salt that we sprinkle onto something after it’s already made or after it’s been prepared. Social justice is really a central ingredient that’s baked into the process. It’s our thinking that informs what we do and how we do it.

Follow Dr. Barrett | Twitter: @_charlesbarrett | Instagram: @charlesabarrett

InspirED Video Gallery

Each week, the InspirED Virtual Learning Series Zoomcast brings you strategies, resources, and practical advice to help navigate this unique time in learning.

But…maybe 4 p.m. on Thursday, doesn’t always exactly work for you.

Take a breath! Don’t worry…We’ve got you covered!

The InspirEd Video Gallery features all of the previous sessions on-demand, and it’s updated weekly so you can access the series when it’s convenient for you!

Catch up on sessions you may have missed. Share in the learning by rewatching sessions with co-workers or family. Access resources specific to each topic. And earn professional development credit.

It’s all in the InspirED video gallery at ocali.org. And the best part is…you’re in control!

Now, doesn’t that feel good?

Be informed. Be empowered. Be InspirED!

Assistive Technology: Matching a Person’s Needs with AT Features

According to the World Health Organization, assistive technology (AT) is defined as products whose “primary purpose is to maintain or improve an individual’s functioning and independence to facilitate participation and to enhance overall well-being. They can also help prevent impairments and secondary health conditions.”

The Assistive Technology Act of 2004 describes an AT device as “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.” The Tech Act also describes an AT service as “any service that directly assists an individual with a disability in selection, acquisition or use of an assistive technology device.”

Given the goal of increased independence for people with developmental disabilities and the demonstrated impact that assistive technology solutions can have on facilitating that independence, it is important for persons with disabilities, families, service coordinators, and others to have a basic understanding of and an appreciation for the use of AT and other accommodation solutions. 

The AT Continuum
It is important to keep in mind that AT is not concerned with the remediation of a disability, but with overcoming access and performance barriers in ways that help people with disabilities complete desired tasks. Self-help, employment, socialization, inclusion, and community living can be made more accessible using AT.

Without technology that promotes access, connectivity, and community participation, people with developmental disabilities may not be able to receive services in the same way as people without disabilities. Because AT is used to overcome barriers to participation, AT devices are not categorized by disability type, but by the task and functional capabilities that are supported. It should be noted that some AT devices are simple and readily available in the marketplace. Others are more complicated and require electricity, electronics, and other technology supports.

Person-centered Planning
When person-centered planning is used to develop an individual’s adult’s Individual Service Plan (ISP), the information collected can be directly applied to AT assessments. ISPs identify an person’s adult’s goals and next-steps, and these can be applied to finding AT to help the individual accomplish them. Any AT assessment consists of four basic steps: 

1. Frame the question to ask, “What, specifically, does the person want to do?”
2. Clarify strengths and obstacles to accomplishing this goal or activity.
3. Generate solutions and try AT tools and strategies. 
4. Select and document the AT tool/system in an ISP.

Person-centered planning can guide a team as they begin to explore ways that AT can help an individual accomplish ISP goals.

A Framework to Guide the AT Assessment Process
Once an individual and their support team have set goals for increased independence and/or reduced support in a specific area, they will also begin to look more deeply into the person’s strengths and barriers related to this area. One commonly used strategy for guiding a team’s AT discussions related to a person’s use of AT, is the use of the SETT Framework.

The SETT Framework is based on the idea that, in order to identify an appropriate system of AT devices and strategies needed for a person to make progress toward goals, collaborative teams that include the person, family or caregivers, and selected professionals must first develop a shared understanding of the individual’s strengths and barriers. This understanding includes the customary environments in which the person will participate and the tasks that the person needs to be able to do, or learn to do, more independently and with less support. 

SETT was originally developed for AT processes in schools and it is an acronym for Student, Environments, Tasks, and Tools. Since it was developed, the ideas and principles of the SETT Framework have been used in a wide variety of other settings. SETT can easily be used during AT discussions by ISP teams for adults. When SETT is used in this way, the S represents Self instead of Student. The questioning approach inherent in using the SETT Framework provides a starting point for helpful conversations about AT devices and services.

Importance of a Clearly Defined Process
Using SETT (or a similar framework) as a guide for discussions about AT can be important for the eventual integration of AT into a person’s life. A clearly defined process can keep the team from going off on tangents exploring possible AT solutions that do not fit the reality of the person’s needs, abilities, or environment. It can counteract the tendency to start working on misidentified problems based on unconfirmed assumptions about the person’s skills or abilities. It can help the team remain focused and stay on track. Using a systematic approach based on effective communication strategies can be reassuring to the person, the support team, and advocates. 

Although everyone who participates on an ISP/support team is an advocate for the person’s progress, there are often varied opinions on how to support that progress. Multiple perspectives are vital, but the use of a structure or framework to help guide discussions and develop consensus can be valuable during an AT assessment.

New Modules to Support the Assessment Process and Independent Living
The Assistive Technology & Accessible Educational Materials (AT&AEM) Center at OCALI recently launched a series of Assistive Technology Internet Modules (ATIM) to support the assessment process and independent living for adults. These free modules, along with many others, guide users through case studies, instructional videos, pre- and post-assessments, and more. Fee-based professional development certificates and graduate credit hours are available. Check out these new modules designed for adults, along with the complete module list:

• AT Assessment Strategies for Adults: Part I
• AT Assessment Strategies for Adults: Part II
• AAC Assessment: Adults with DD
• Assistive and Smart Home Technology for Independent Living

Matching a Person’s Needs with AT Features
An important part of the AT assessment process is matching a person’s needs with AT features. SIFTS is a quick and easy web-based survey tool developed to support decision-making teams who need assistance in matching a person’s needs and strengths to AT features. Questions about a person’s needs and abilities are presented and the answers provided lead to suggestions of specific AT features for the identified domain. The list of AT features has embedded text, picture, and video supports to assist teams in building their knowledge of AT, as well as their capacity to implement AT assessments.

To learn more about assistive technology and supporting resources, visit https://ataem.org/.

What’s New at OCALI

The Journey Webinar Series: 2021 Dates
To support County Boards of Developmental Disabilities in helping youth with complex needs and their families navigate the journey to from school to adult life, the Lifespan Transitions Center at OCALI has created a free webinar series, called The Journey, designed to support topics, such as:

• Creating structure,
• Improving self-determination,
• Planning for transition, and
• Supporting literacy. 

Visit the archive of previously aired webinars and register for upcoming sessions.

New Adult Domains Added to SIFTS
The AT&AEM Center at OCALI recently launched a series of SIFTS specifically for adults in need of assistive technology (AT). SIFTS is a web-based tool designed to guide AT decision-making teams in matching a person’s needs with AT features. From children to adults, SIFTS can be used by parents, students, consumers, and professionals serving people with disabilities. Explore SIFTS and check out our first adult domains around Communication and Physical Access surveys at https://sifts.ocali.org/. Watch for more adults SIFTS to come.

Updates from the Ohio Department of Developmental Disabilities

• Budget updates from Governor DeWine
• Budget testimony from Director Davis (begins around 3:22:00)
• Check out the DODD’s new website and resources for Direct Service Professionals (DSPs)

Be InspirED in the New Year:
Free Professional Learning Opportunities to Support Successful Engagement of Diverse Learnings in Remote Learning Environments

The second half of the 2020-2021 school year is officially underway and many Ohio school districts continue to remain in remote learning environments. While remote learning isn’t new for most, there are still things to learn about how to improve access for all learners, strengthen student engagement, and more.

In September 2020, OCALI, in partnership with the Ohio Department of Education, launched the InspirED Virtual Learning Series. The vision for this virtual learning series has been to fill a need and help educators, administrators, and families find the information and resources they need to support learning and successful outcomes for their students or children during a very unique time of learning.

The learning series consists of Zoomcast sessions or recorded, facilitated conversations that are approximately 30 minutes each. All content is focused on increasing successful engagement of diverse learners in a remote/virtual instructional environment, linking the users with appropriate resources and tools. Topics range from using accessible educational materials (AEM) to developing a growth mindset to planning for learners who are deaf or hard of hearing, supporting multicultural families of children with disabilities, supporting PBIS in virtual environments, and more. What participants have had to say:

Did you miss a session or want to go back re-watch or check out other sessions?
Check out the InspirED Video Gallery. Here, learners can access all previously aired sessions, which include interactive transcripts, audio description, and session materials. This gallery is also a great resource to share with colleagues and others who may benefit from the information.

Need professional development hours?
Learners have the opportunity to earn a professional development certificate by completing a survey at the end of each session. Did we mention that this is a FREE way to get professional development hours?

What’s coming up?

Check out these upcoming sessions for January and February:

• January 21: Online Instruction Based on Communication Mode
• January 28: Why Checklists, Especially Now When the World is Up-Side Down
• February 4: Maximizing Accessibility and Learning with Slide Presentations
• February 11: Ready, Set, Action! Simple Strategies to Support Learning, Build Connections, and Offer Balance in an Ever-Changing World
• February 18: Surviving the Pandemic with PBIS
• February 25: Coming soon

The BEST Version of YOU in the New Year: Everyday Tips to Promote Self-Care

Unpredictability, flexibility, and uncertainty have all been part of our personal and professional lives since the pandemic hit last spring. With all of these changes to our daily lives, routines, and activities, maintaining a balanced life and taking care of yourself, while taking care of others in your care, might continue to seem out-of-reach. And trust us, you’re certainly not alone. However, being at YOUR best is important for you and those in your care. This means giving attention to your mental, emotional, and physical well-being. As we head into the New Year, let’s look at four simple tips that anyone can use and do every day to promote better self-care.

1. Hydrate

This may sound easy and familiar, but it still might be a challenge to do daily. Drinking plenty of water regulates the body, prevents fatigue, and promotes clear thinking. And, with all that many of us are juggling right now, having better concentration and focus are definitely needed. The common belief is that you should drink 8 to 10 glasses of water daily. Easier said than done, right? If you struggle with drinking water during your day, here are a few things to consider. Find a fun, reusable water bottle. Add natural flavor, such as sliced lemons, oranges or cucumbers. Use a tracking app or create your own tracking sheet. No matter what approach you try, adequate water intake is essential to your well-being.

2. Music Matters

For those days when you are feeling exhausted, anxious or overwhelmed, consider tuning out the world and turning up some music. Research confirms that music can be effective for relaxation and stress management. Listening to upbeat music can make you feel more positive about life, while a slower tempo can offer a more soothing, relaxing option to release daily stress. Consider creating a self-care playlist with a variety of songs – a few upbeat, a couple slower-paced, and, of course, don’t forget a few of your favorites, especially those you love to sing-along with!

3. Breathe

When moments of stress and anxiety start to build, introducing breathing techniques can help balance your energy, refocus your thoughts, and provide relaxation. There are a few different breathing practices to explore. Here one simple one that uses a shape to guide you. Start by imagining a square. Each step in this breathing practice is a corner of the square. As you count to four with each step, move from one corner to the next. Start at the top left corner and inhale for the count of four, then hold for the count of four, and exhale for the count of four and hold for the count of four. Repeat these steps a few times to calm your mind and body. Want to try a few other breathing techniques, check out the breathing cards in the Autism Center’s Resource Gallery.

4. Recognize Your Feelings

It’s important to recognize your feelings and to know that those feelings are ok. Go easy on yourself. When you hear that discouraging voice in your head or things just break down – send positive vibes to yourself – I believe in you! You got this! You are beautiful! Also, take a moment to focus on the positives – the little things that brought a smile to your face each day – maybe it was making your child laugh, capturing the attention of a student who has been struggling with remote learning, or successfully launching your first Zoom meeting. Create a weekly positive vibes journal, jot down one thing each day. At the end of the week take a minute to reflect and celebrate these moments!

This content is also available in video format in a previously aired episode of #HereToHelp.

What’s New at OCALI

The Journey Webinar Series: 2021 Dates
To support County Boards of Developmental Disabilities in helping youth with complex needs and their families navigate the journey to from school to adult life, the Lifespan Transitions Center at OCALI has created a free webinar series, called The Journey, designed to support topics, such as:

• Creating structure,
• Improving self-determination,
• Planning for transition, and
• Supporting literacy. 

Visit the archive of previously aired webinars and register for upcoming sessions.

Learning Media Assessment (LMA): An Introduction
A Free Webinar: January 27, 1-2 p.m.
As educators continue to navigate this pandemic, particularly in remote learning environments, understanding students’ individualized needs is an important component of the learning process. For students who are blind or visually impaired, it is even more important to understand how they receive information for learning. This introductory, one-hour webinar is designed to teach the basics of a learning media assessment, why it matters, the process, and resources to support teachers of students with visual impairments (TVIs), families, administrators, related service providers, and general educators. Learn more and register: https://deafandblindoutreach.org/meetings-events.

Ask Abbey: Developing Literacy Skills for Learners Who are Deaf/Hard of Hearing
A Free, Interactive Learning Series: February 3, 10, & 17, 4 p.m.
This interactive, three-part learning series is designed to provide practical, easy-to-use strategies to increase auditory skills, visual language skills, and reading and writing print for learners who are deaf or hard of hearing. Each 30-minute session will include a 10-minute webinar with simple tips and strategies, followed by 20 minutes of live Q&A with Abbey Weaver, an itinerant teacher for the deaf and hard of hearing in Ohio. The sessions are free, but registration is required. A certificate of completion is available after completing the series. Join us for one or all three. Learn more at https://deafandblindoutreach.org/meetings-events.

New Adult Domains Added to SIFTS
The AT&AEM Center at OCALI recently launched a series of SIFTS specifically for adults in need of assistive technology (AT). SIFTS is a web-based tool designed to guide AT decision-making teams in matching a person’s needs with AT features. From children to adults, SIFTS can be used by parents, students, consumers, and professionals serving people with disabilities. Explore SIFTS and check out our first adult domains around Communication and Physical Access surveys at https://sifts.ocali.org/. Watch for more adults SIFTS to come.

Ohio Developmental Disabilities Council Seeks Public Comment on 2022-2026 Five Year State Plan
The Ohio Developmental Disabilities Council (Ohio DD Council) is seeking public comment on its Five-Year State Plan that will take effect from 2022-2026. Review and provide your feedback on the Five Year Plan here: https://ddc.ohio.gov/state-plan-comments.

Resources from Our Partner, Ohio Department of Developmental Disabilities (DODD)

• Dr. Gentile Mental Wellness Videos: Great information about mental health support/suicide prevention messages in these videos. https://dodd.ohio.gov/wps/portal/gov/dodd/about-us/mental-wellness
• Dr. Sorg’s Medical Moment Videos: Great COVID-related information. https://dodd.ohio.gov/wps/portal/gov/dodd/about-us/medical_moments
• Reminder: Check out DODD’s website for the latest on COVID information and other resources. https://dodd.ohio.gov/wps/portal/gov/dodd/about-us/covid_19_guidance/
• Reminder: Statewide Support Teams (SSTs) can offer assistance for a variety of topics. Learn more at https://dodd.ohio.gov/wps/portal/gov/dodd/about-us/support-team/Support-Team.