2003-2004 Lecture Series (Completed)

Speaker:	Gail Van Tatenhove
Topic:	Implementing Minspeak® Systems with Cognitively-Challenged Individuals

Gail Van Tatenhove specializes in Communicative Disorders and has worked in the field of Assistive Technology for more than 20 years. Ms. Van Tatenhove's private practice includes working with children and young adults included in a variety of educational programs and with severely challenged adults in vocational and community settings. She is a founding member and president of the Florida Society for Augmentative and Alternative Communication (FSAAC).

Speaker:	Dr. Karen Erickson
Topic:	Systematic Literacy Instruction for Students Who Use AAC: What Does It Look Like?

This workshop provided participants with a framework for planning and implementing a comprehensive literacy instructional program for students who use AAC. The presentation began with students who are beginning communicators and emergent readers and writers. Participants were guided through multilevel instruction that will help these students transition from emergent to conventional reading and writing. An emphasis was placed on the need for systematic, yet individually responsive instruction that helps children learn to read with meaning and write to communicate.

Dr. Erickson is an Associate Professor in the Department of Allied Health Sciences, University of North Carolina at Chapel Hill. Dr. Erickson is the director of the Center for Literacy and Disability Studies. She holds a Ph.D. in Special Education and Literacy Studies from UNC and is a former teacher of children with significant disabilities.

Speaker: Dr. Caroline Musselwhite

On February 17, 2004 The Bridge School hosted Dr. Caroline Musselwhite, presenting "PHONICS PHUN, or Today Is NOT Brought to You by the Short Vowel 'O' ". This presentation focused on the current controversy surrounding whole language instruction and the omission or inclusion of phonics instruction. A sub-theme was a review of phonics awareness and instruction for students who use augmentative communication.

• What does the literature tell us about the role of phonics in literacy and language learning?
• Why do assistive technology specialists and parents need to know this information?
• How do we assess and teach phonics for students with severe disabilities?

The strategies presented were fun, functional, and can be integrated into daily life.

Dr. Musselwhite is an assistive technology specialist with more than 20 years experience working with children and adolescents with severe disabilities. Dr. Musselwhite has taught courses at universities, authored books and software programs, and is a founding member of the Board of Directors for the International Society for Augmentative and Alternative Communication (ISAAC).