Podcast appearances and mentions of erin sheldon

Guests: Rob Hickey and Erin Sheldon, parents of Maggie Hickey The government has given the Hickey family an awful choice. Maggie Hickey has Angelman syndrome, a genetic disorder that causes significant physical and intellectual disabilities. While she is non-verbal and developmentally delayed, she is a happy 19-year-old woman with a group behind her supporting her needs. The arrangement is called a Microboard, a group of individuals including her parents, personal support workers and others who all help take part in decisions about her care and help keep her independent. But now some of Maggie's home care funding has been cut because some government agencies don't recognize the arrangement. Her parents join “This Matters” to discuss why they are launching a human rights complaint to fight for their daughter's rights. This episode was produced by Alexis Green, Paulo Marques and Raju Mudhar

Is there a part of you doubting literacy is truly possible for ALL learners regardless of degree of disability? Or, perhaps you are on the other side of the ring trying to convince others that lacking the ability to see, or move extremities, or speak does not exclude literacy possibilities. This conversation addresses common belief barriers and removes them with a new vision from an educator who has experienced the truth that literacy is truly possible for ALL. About the Guest: Dr. Caroline Musselwhite Dr. Caroline Musselwhite is an assistive technology specialist with more than 45 years of experience working with children and adolescents with significant disabilities in a variety of settings, including Head Start, clinics, developmental day programs, homes, and the public schools. Dr. Musselwhite has written a number of textbooks and “how-to” books on a range of topics, and has also authored many books and software programs for youth with disabilities. She has presented thousands of workshops throughout North and South America, Australia, Europe, and Africa, and is a founding member and Fellow of the International Society for Augmentative and Alternative Communication. Honors include: Foundation Fellowship (West Virginia University), Educator of the Year (ARC, North Carolina), Honors of the Association, (North Carolina Augmentative Communication Association), and DiCarlo Outstanding Clinician Award (North Carolina Speech-Language-Hearing Association), and ISAAC Fellow. Links to Mentioned Content: Dr. Musselwhite’s website is filled with information, tips, and tricks, including how to make the page fluffers she mentioned. Dr. Musselwhite’s Teacher Pay Teachers store where you can download a variety of customized and original educational materials. The internet is heavily populated with many of Dr. Musselwhite’s webinars. A google search of her name will direct you to dozens of clips. Literacy for All in Canada Comprehensive Literacy for All book by Karen Erickson and David Koppenhaver Readtopia Episode 50 of the LOMAH Podcast about self determination strategies with complex communication users with Erin Sheldon   This episode is part of a 15 episode series in season 5 focusing on literacy instruction for students with significant disabilities.

This week, we share Part II of Erin Sheldon’s interview with Karen Erickson! In this fascinating second half, Erin and Karen talk about emergent vs conventional literacy, and four indicators that maximize the likelihood of success with conventional literacy instruction (e.g., phonics, decoding, spelling):   Does this child know most of the letters most of the time? Does the child have a means of communication and interaction? Are they interested and engaged during shared reading (when not given a reinforcer)? Is there an understanding that writing is about letters and words?   Erin and Karen also discuss the benefits of inclusion for everyone in the classroom, and why Project Core is a universal, Tier 1 solution for teaching symbol-based communication.    Before the interview, Rachel and Chris discuss one of Rachel’s clients whose family had no idea that the client had the ability to read and write. Rachel and Chris talk about the importance of doing foundational assessments to see what clients know, why incorporating books into therapy is so important, and the benefits of bringing in a reading specialist. They also touch upon dealing with a family who feels guilt that they did not understand how to help their child sooner.   Key ideas this week:  

This week, TWT presents part 1 of special education specialist Erin Sheldon’s amazing interview with literacy expert Dr. Karen Erickson on promoting literacy for people with significant disabilities, including deaf/blindness and severe intellectual disability. They talk about supporting access to grade level standards for kids with complex needs, the problem of the candidacy model, why literacy is critical for everyone's well being, and more!   Before the interview, Rachel shares about meeting Hannah Foley virtually and how Rachel was able to connect Hannah with one of her clients. She shares about all of the ways that meeting a proficient AAC user motivated her client (and her client’s circle of support) to work even harder to achieve AAC proficiency.    Key ideas this week:   

“It's a less dangerous assumption that a student isn't learning because we're not actually using the most effective strategies. And it's a very dangerous assumption that the reason a student isn't making progress is purely because of their intellectual disability.” Students with disabilities will experience two kinds of barriers to learning. One barrier is created by their disability. The other is created by people’s attitudes. Both kinds of barriers need to be addressed in order for kids to learn to their full potential. Erin Sheldon, MEd., teaches us about least dangerous assumptions, presumed competence and removing those barriers to learning so that kids can thrive. Access the transcript and full show notes here. If you are enjoying the Good Things in Life Podcast, I would so love it if you would rate and leave a review in iTunes. The more ratings and reviews the podcast gets, the more likely that others will see what Good Things in Life Podcast has to offer.

“It's a less dangerous assumption that a student isn't learning because we're not actually using the most effective strategies. And it's a very dangerous assumption that the reason a student isn't making progress is purely because of their intellectual disability.” Students with disabilities will experience two kinds of barriers to learning. One barrier is created by their disability. The other is created by people’s attitudes. Both kinds of barriers need to be addressed in order for kids to learn to their full potential. Erin Sheldon, MEd., teaches us about least dangerous assumptions, presumed competence and removing those barriers to learning so that kids can thrive. Access the transcript and full show notes here. If you are enjoying the Good Things in Life Podcast, I would so love it if you would rate and leave a review in iTunes. The more ratings and reviews the podcast gets, the more likely that others will see what Good Things in Life Podcast has to offer.

The Transition Plan goes into the IEP at the age of 14 or 16. At this time, all IEP goals should point directly to these long term post secondary goals.  Despite the tremendous importance of the Transition Plan, it is often overlooked or approached as a last minute legally required add on. After a few announcements regarding what is next for the LOMAH Podcast, this episode gives an overview of the 13 episode Transition Planning series. Guests in the series educated us on aspects of the transition plan and tips for how to get our school district on board in creating better post secondary goals as well as providing necessary supports to reach those goals. You will hear an overview of each episode as well as a 60 second clip so you can circle back to those of interest and need. Episodes in the series are listed below. Click to be directed to valuable resources in the show notes for each episode. #86 - Transition Planning Series Introduction #87 - IEP Transition Planning: Is It Working? With guest Dr. Mary Susan McConnell of The Mama Bear Podcast #88. - Using Assessments to Guide IEP Transition Goals with guest Dr. Mary Morningstar of the Transition Coalition #89 - Self Determination Strategies for Complex Communication Users with guest Erin Sheldon of Integrated Action for Inclusion #90 - Teen to Adult Transition Insights from a Self Advocate with guest Melissa Crisp Cooper #91 - Diploma, Vocational, and Certificate Tracks for Students with Disabilities with guest Ashley Grant of Advocates for Children of New York #92 - Preparing Students for Specialized College Programs with guest Courtney Dukes of Clemson Life #93 - How to Get Assistive Technology into the IEP with guest Lisa Lightener of a Day in Our Shoes #94 - Disability Employment: Is it Really Possible for All with Guest Sean Roy of Transcen #95 - School to Adult Services: Filling the Gaps with guest Sonni Charness of Guidelight Group #96 - Interagency Collaboration in IEP Transition Planning with guest Dr. Kelli Crane of the Center for Transition and Career Innovation  #97 - Parent Roles in IEP Transition Planning with guest Dr. Dawn Rowe of East Tennessee State University ***Find Kim on instagram as journey2lomah

Students with disabilities will experience two kinds of barriers to learning. One type of barrier is created by their disability. The other kind is created by other people’s attitudes. Both kinds of barriers need to be addressed in order for kids to learn to their full potential. Erin Sheldon, MEd., teaches us about least dangerous assumptions, presumed competence and removing those barriers to learning so that kids can thrive. Access the transcript and full show notes here.

Students with disabilities will experience two kinds of barriers to learning. One type of barrier is created by their disability. The other kind is created by other people’s attitudes. Both kinds of barriers need to be addressed in order for kids to learn to their full potential. Erin Sheldon, MEd., teaches us about least dangerous assumptions, presumed competence and removing those barriers to learning so that kids can thrive. Access the transcript and full show notes here.

Erin Sheldon, M.Ed., provides an overview of AAC as a tool for self-determination and supported decision making. AAC technology can support us to understand a non-speaking person even before the person can use the technology themselves.

Erin Sheldon, M.Ed., provides an overview of AAC as a tool for self-determination and supported decision making. AAC technology can support us to understand a non-speaking person even before the person can use the technology themselves.

This week, the TWT team presents another “Small Talks” episode featuring short conversations with AAC specialists Erin Sheldon, Kelly Fonner, Lance McLemore, and Mo Buti!   Key ideas this episode:  

How can we best come alongside individuals with differing abilities? Are we unknowingly offensive or even oppressive? Angela West, self advocate, tells us. Angela is a woman in her 30’s with cerebral palsy. She holds a masters degree, was a Senate Health Education Labor and pensions committee intern, studied at Virginia Partners in Policymaking, and is a former therapeutic recreation activity leader. Using an augmentative communication device as well as her own voice with an interpreter, Angela answers two questions: 1) What are we unknowingly doing as parents, providers, and supporters of individuals with disabilities that may come across as disrespectful? 2) What types of things did Angela’s parents and supporters do well when she was young to bring her to a place of accomplishment as an adult? Related Episodes: Ep. 69: Self Determination with Karrie Shogren from March 2018 Ep. 49 & 50: Person Centered Planning with Erin Sheldon from September 2018 Ep. 28: A Student's Perspective with Jessica from February 2018 

Happy New Year! This week, the TWT team would like to share five “Small Talks”, each 7 minutes or less, that we recorded with TWT guests Dana Nieder, Erin Sheldon, Lindsey Paden Cargill, Eleanor Francis, and Tabi Jones-Wohleber! In our first Small Talk, Chris chats with Dana Nieder about her 21-day modeling challenge. Dana shares about how she helped people to stay on track with the challenge, gave people new ideas for modeling, and bringing the device along with the family! Second, Erin Sheldon talks about what she learned listening to feedback from adult users of AAC. This included how to be a better speaking partner with AAC users, why finding out how an AAC user wants to communicate with you is so important, and the need for respecting the privacy of AAC users (e.g., asking permission to use their device, check their message history, etc). Third, Lindsey Paden Cargill chats about things she does to generate language with students and make learning fun! Helicopter toys, balloons, spin art – Lindsey shares how she uses activities to engage and motivate her students to learn language! Fourth, Eleanor Francis discusses how her school’s AAC users use the Square app to collect payment for their school’s coffee club! Her students are using the same app as stores use in the community, and the results have been great! Finally, Tabi Jones-Wohleber talks about “Camp Gizmo”, a summer “camp” where parents, graduate students, and professionals learn hands-on how to help young children with multiple assistive technology needs! We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us!

This week, the TWT team interviews Erin Sheldon, literacy and language development specialist for AssistiveWare and school inclusion consultant! Erin shares from her experiences working with visually-impaired AAC users, both professionally and as the parent of a teenager diagnosed with autism and Angelman Syndrome.   Before the interview, Rachel and Chris discuss some of their experiences with visual impairments and AAC, including teaching a student with CVI to communicate with visual & auditory scanning, using high-contrast images on AAC, teaching literacy using braille stickers, and the importance of AAC modeling with visually-impaired students!   Next, Erin shares about her daughter’s CVI, an impairment of the brain’s ability to process visual information. She discusses how they have taught her daughter to use a modified PODD system, and why it has been important that they have always presumed competence.  Erin also shares about:   1. Why we “can’t hold a student’s language hostage to their vision” when implementing AAC. 2. Why moving to AAC more quickly can be very beneficial to language development, because children with CVI may understand symbols better than photographs. 3. What partner assisted scanning is, why it is so important for some users, and how it can help build a language foundation faster than when communication is only verbal. 4. What verbal referencing is, and why verbalizing what you understood from a person’s behavior can help improve language development. 5. Why making grids with too few icons OR too many icons can cause students with CVI to plateau. 6. Why we need to look what someone with can access, not just what he or she can see. 7. How to take advantage of colors that are easier to visually identify for some people with CVI, and how mentioning coloring during modeling can help the child connect the color and the icon. 8. How visually-distinct, high-contrast symbols can be effective for students with CVI. 9. Why maintaining the motor plan and icon location is so important for AAC users with CVI.   We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us!   For more links, information, and resources from this episode, visit our podcast page at bit.ly/twtpodcast

Reasonably priced and easily accessible technology marketed toward able bodied individuals also has the alternative perk of bringing independence and improving quality of life for those with disabilities. Venkat Rao of The Assistive Tech Blog shares several examples in this episode as well as his favorite products just entering the market Links to mentioned content can be found at https://www.lomah.org/podcast2/58  Related Episodes: #56: Accessible Educational Materials w/ Luis Perez #53: Is Technology the Caregiving Solution w/ Simply Home #52: Curated and Reviewed Apps w/ Bridging Apps #49 & #50 Person Centered AAC w/ Erin Sheldon

Part 2 of our conversation with Erin Sheldon, CEO of Integration Action for Inclusion, focuses on how to stay person centered with augmentative & alternative communication device users. Related Episodes: #49: Person Centered Planning #48: Augmentative and Alternative Communication #34 - Non FAPE? 5 Things to Do Before the IEP Meeting #33 - Homeschooling With a Twist #29 - College of Adaptive Arts #28 - College & High School: A Student’s Perspective  

Person centered planning is not a system or policy but rather a way of thinking. It asks that we momentarily put aside what is currently offered and focus on what is important to an individual with special needs before thinking about what is important for them to fit in the existing system. Our guest is Erin Sheldon who is the CEO of Integration Action for Inclusion, an organization supporting and empowering inclusion advocates.   Related Episodes: #33 - Homeschooling With a Twist #34- Non-FAPE? 5 Things to Do Before the Next IEP Meeting #29 - College of Adaptive Arts #21 - College & High School - A Student's Perspective