Language and Literacy

Language and Literacy professional learning opportunities offered by the Diagnostic Center, Central California.

Professional Development Manual Home | Special Event Offerings | 2025-26 Learning Opportunities

L-1 Integrating Literacy for Students with Complex Communication Needs

Presenters

  • Michelle Austin, M.A., CCC/SLP Speech-Language Pathologist/Assistive Technology Specialist
  • Laura Lavery, M.A., Education Specialist/Assistive Technology Specialist

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists (SLPs), Assistive Technology Specialists, School Psychologists, General and Special Education Administrators, Parents, Special Education Administrators, Program Specialists, and Paraprofessionals

Time

3 hours

Format

Virtual

Summary

Literacy is important in virtually all aspects of our daily lives. It is fundamental in education, at work, in accessing the internet, and in communicating with friends. For students with complex communication needs, developing literacy skills is a critical component. Because of challenges—perceived or otherwise—of providing literacy instruction to learners with complex communication needs, these students are often overlooked in receiving meaningful learning experiences and access to the core curriculum. The development of literacy skills in individuals who use augmentative and alternative communication (AAC) requires the collective efforts of collaborative literacy teams who have expertise in language, literacy, and AAC. Literacy teams responsible for teaching reading and writing skills to students with complex communication needs face many challenges including students who often cannot participate in conventional literacy activities (e.g., reading aloud), and a lack of materials and resources in the area of AAC and literacy.

Participants will be able to

  • Define the needs/characteristics of a complex communicator.
  • Define the qualities of literacy instruction and assistive technology tools to support reading, writing and communication.
  • Identify evidence-based strategies and interventions.
  • Identify effective strategies for creating or adapting literacy materials for students with complex communication needs.

L-2 Once Upon a Word: Morphology

Presenter

  • Patricia Deroian, M.A., Education Specialist

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists (SLPs), School Psychologists, Administrators, Paraeducators, and Parents

Time

2.5 or 3.0 hours

Format

Virtual

Summary

This training will provide the participants with the background and history of the English language. We will learn the importance of teaching morphology and etymology to students to help them develop a deeper meaning of words that will aid in developing reading skills, spelling skills, vocabulary, and comprehension. This training will also teach students how to divide multisyllabic words.

Participants will be able to

  • Understand syllabication.
  • Understand the etymology of the English language (Anglo Saxon, Latin, Greek).
  • Understand morphology (affixes and bases).
  • Understand the connection between morphology, orthography, and phonology.

L-3 Assistive Technology and Dyslexia

Presenters

  • Michelle Austin, M.A., CCC/SLP Speech-Language Pathologist/Assistive Technology Specialist
  • Laura Lavery, M.A., Education Specialist/Assistive Technology Specialist

Intended Audience

Special Education Teachers, General Education Teachers, Speech-Language Pathologists, Assistive Technology Specialists

Time

3 hours

Format

Virtual

Summary

The term Assistive Technology (AT) refers to the services and devices that enable people with disabilities to help achieve independence and enhance their quality of life. For people with dyslexia, assistive technology provides tools that ease the demands of reading and writing and allow them to learn and function independently. Assistive technology helps students with dyslexia save time and overcome challenges, such as messy notetaking, slow reading speed, and poor handwriting allowing them to demonstrate their abilities in ways that were once unimaginable. As a result of using assistive technology, a student may actually develop a love of reading while building their vocabulary, decoding skills, fluency, comprehension, and confidence. Assistive technology is not a substitute for good teaching or remediation. It simply gives a student access to the curriculum while the student continues to build skills through quality instruction. According to the California Dyslexia Guidelines, "it is never too early to introduce assistive technology to a student. If the student is struggling despite the use of interventions and strategies, assistive technology may help them experience more success. It can help a student to develop independence, bolster self-esteem, and reduce time and stress spent on schoolwork."

Participants will be able to

  • Understand the cognitive elements of reading and its relationship to assistive technology.
  • Analyze student data using assistive technology assessment to determine appropriate tools.
  • Create a list of possible assistive technology tools to support students with dyslexia.