Date Created: 6/8/2016
Posts: 7
Kelly is a self-employed consultant and trainer in assistive & educational technology. She started out her working career as a teaching assistant, and has worked as a special education teacher, instructional media specialist, and as a assistive technology consultant at the school, state and university program levels. She works as a consultant to programs, schools & families in implementing assistive technologies for communication and literacy. Kelly also presents nationally, teaches university and online courses and also works with a variety of assistive technology companies in the industry. She has her BS in Special Education from Millersville University in Pennsylvania & her MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from the Johns Hopkins University in Baltimore. She has pursued continuing education & research in Urban Education & Adult Learning at the University of Wisconsin-Milwaukee, and is a PODD Certified presenter. You can find her at www.kellyfonner.com In addition to her professional affiliation with people with complex communication needs, Kelly has people in her personal life that use and have used assistive technologies and this has molded and shaped her career and presentations over time. She firmly believes that information about this field is at its greatest value when represented from all perspectives and this has brought her whole-heartedly to the Communication Matrix Community of Practice.
Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing ass...
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In setting up successful communication interactions for students with complex communication needs, it's important that communication partner roles are discussed. This image is taken from the AbleNet c...
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When I am introduced to audiences, I try to listen carefully to what my host has chosen to read from my bio that is on my website. Sometimes they are a colleague and I have to stop them before embarra...
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So true, ParaProfessionals work with little gratitude. They often measure their success from the successes of the student's that they serve and the comments that they hear about the performance of the student's that they serve. Much rests on their shoulders with little information on the way of training and details from reports given to them directly. It's important to share pertinent information with our parapros as they are often the first, and direct line of service to students with complex communication needs.
The definition of courage is the quality of mind or spirt that enables a person to face difficulty, danger, pain, etc. without fear; another word for it is bravery. When I hear the word courage, I...
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This camp encourages the learning & sharing of ParaProfessionals expertise with their one-on-one child in a less stressful environment where they both can make new friends that will last beyond the week.
Follow this link to the videos from Building Bridges Camp. This is an AAC specific camp associated with the Bridge School in the San Francisco, California area. Your child does not need to be attendin...
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Researched-based evidence on why training needs to be provided directly to ParaProfessionals
There is a research article posted in the CEC (Council for Exceptional Children) Journal of Physical Disabilities: Education & Related Services, titled - A MODULE-BASED APPROACH: TRAINING PARA-EDUCAT...
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July 2018 Summer Camp in Provo Utah
Planning for a FREE AAC Camp in Provo, Utah.... Campers must be between 8 and 21 years old and have an adult who can stay with them from 1-3pm on Tuesday, Wednesday, Thursday, July 10-12th and July 17...
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Many teachers require their college students in communication disorders or child development classes to complete a Communication Matrix online. Please have your students use the Test Drive site for this purpose. You may ask them to print out the Profile and Communication Skills List as proof of their work.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
Does this statement describe your child?
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
– Does this inconsistently
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Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
