[et_pb_section fb_built=”1″ _builder_version=”4.16″ global_colors_info=”{}”][et_pb_row _builder_version=”4.16″ global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.16″ global_colors_info=”{}”]<\/p>\n
Perry Flynn<\/strong> (Professor in Communication Sciences and Disorders at UNC-G, Consultant to NC DPI for Speech\/Language Pathology, and ASHA’s VP for Planning) has excellent resources on his webpage, including blogs, assessment and intervention modules, HI resources, helpful links, and so much more! Check it out here<\/a><\/strong>.<\/p>\n North Carolina Department of Public Instruction – 21st Century Skills<\/strong>. Check out resources here<\/a><\/strong>.<\/p>\n LiveBinder – Early Communication Development for Students with Significant Disabilities<\/strong> – offers support in three main areas: assessment, building communicative intent, and intervention. Check it out here<\/a><\/strong>.<\/p>\n NC DPI Instructional Resources<\/strong> – explore the links on the left for resources, rubrics, assessment materials, etc.\u00a0 Click here<\/a><\/strong>.<\/p>\n Positive Behavioral Interventions and Support<\/strong> – improving social, emotional, and academic outcomes for all students. Explore here<\/a><\/strong>.<\/p>\n NC DPI Extended Content Standards<\/strong> – for students with significant cognitive disabilities. Click here<\/strong><\/a>.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.23.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” box_shadow_style=”preset3″ sticky_enabled=”0″][et_pb_column type=”4_4″ _builder_version=”4.23.1″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.25.0″ _module_preset=”default” text_text_color=”#343434″ text_font_size=”20px” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n Library Resources<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_toggle title=”1. Normal development and sequence of communication\/language skills\u202f ” _builder_version=”4.25.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” open_toggle_background_color=”#FFFFFF” closed_toggle_background_color=”#592C88″ sticky_enabled=”0″ open_toggle_text_color=”#343434″ title_text_color=”#FFFFFF”]<\/p>\n \u200b<\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_toggle title=”2. Use of visual supports in the classroom\u202f – visual toolkit from Autism Speaks ” _builder_version=”4.25.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” closed_toggle_background_color=”#592C88″ open_toggle_text_color=”#343434″ title_text_color=”#FFFFFF” sticky_enabled=”0″][\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_toggle title=”3. Behavior management\u202f(PBIS)” _builder_version=”4.25.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” closed_toggle_background_color=”#592C88″ closed_toggle_text_color=”#FFFFFF” open_toggle_text_color=”#343434″ sticky_enabled=”0″]<\/p>\n <\/p>\n https:\/\/autismpdc.fpg.unc.edu\/sites\/autismpdc.fpg.unc.edu\/files\/imce\/documents\/Functional-Behavior-Assessment-Complete10-2010.pdf<\/a><\/p>\n Center on PBIS Positive Behavioral Interventions & Supports (2023).\u00a0 Practice Guides: Tier 3 brief functional behavioral assessment (FBA). Retrieved from https:\/\/www.pbis.org\/resource\/tier-3-brief-functional-behavior-assessment-fba-guide\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0<\/a><\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_toggle title=”4. Multi-Tiered Systems of Support (MTSS) ” _builder_version=”4.25.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” closed_toggle_background_color=”#592C88″ open_toggle_text_color=”#343434″ closed_toggle_text_color=”#FFFFFF” sticky_enabled=”0″]<\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_toggle title=”5. Teaching functional skills (Activities of Daily Living)\u202f ” _builder_version=”4.25.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” closed_toggle_background_color=”#592C88″ open_toggle_text_color=”#343434″ closed_toggle_text_color=”#FFFFFF” sticky_enabled=”0″]<\/p>\n CEEDAR Center. (2023). Evidence-based practices for students with severe disabilities. Retrieved from https:\/\/ceedar.education.ufl.edu\/cems\/severe-disabilities\/<\/a><\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_toggle title=”6. Augmentative and Alternative Communication ” _builder_version=”4.25.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” closed_toggle_background_color=”#592C88″ open_toggle_text_color=”#343434″ closed_toggle_text_color=”#FFFFFF” sticky_enabled=”0″]<\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_toggle title=”7. Universal Design for Learning\u202f ” _builder_version=”4.25.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” closed_toggle_background_color=”#592C88″ open_toggle_text_color=”#343434″ closed_toggle_text_color=”#FFFFFF” sticky_enabled=”0″]<\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_toggle title=”8. Strategies for inclusion\u202f ” _builder_version=”4.25.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” closed_toggle_background_color=”#592C88″ open_toggle_text_color=”#343434″ closed_toggle_text_color=”#FFFFFF” sticky_enabled=”0″]<\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_toggle title=”9. Classroom set-up\/TEACCH methodology” _builder_version=”4.25.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” closed_toggle_background_color=”#592C88″ open_toggle_text_color=”#343434″ closed_toggle_text_color=”#FFFFFF” sticky_enabled=”0″]<\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_toggle title=”10. Meeting the sensory needs of the children in your classroom” _builder_version=”4.25.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” closed_toggle_background_color=”#592C88″ open_toggle_text_color=”#343434″ closed_toggle_text_color=”#FFFFFF” sticky_enabled=”0″]<\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_toggle title=”11. Providing structure\u202f(Visual support) ” _builder_version=”4.25.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” closed_toggle_background_color=”#592C88″ open_toggle_text_color=”#343434″ closed_toggle_text_color=”#FFFFFF” sticky_enabled=”0″]<\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_toggle title=”12. Reinforcement strategies\/techniques\u202f ” _builder_version=”4.25.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” closed_toggle_background_color=”#592C88″ open_toggle_text_color=”#343434″ closed_toggle_text_color=”#FFFFFF” sticky_enabled=”0″]<\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_toggle title=”13. Creating communication rich educational environments ” _builder_version=”4.25.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” closed_toggle_background_color=”#592C88″ open_toggle_text_color=”#343434″ closed_toggle_text_color=”#FFFFFF” sticky_enabled=”0″]<\/p>\n Live Binder – https:\/\/www.livebinders.com\/play\/play?id=761249<\/a><\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_toggle title=”14. Autism (AFIRM Modules) ” _builder_version=”4.25.0″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” open_toggle_background_color=”#FFFFFF” closed_toggle_background_color=”#592C88″ open_toggle_text_color=”#343434″ closed_toggle_text_color=”#FFFFFF” sticky_enabled=”0″]<\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.23.1″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" Perry Flynn (Professor in Communication Sciences and Disorders at UNC-G, Consultant to NC DPI for Speech\/Language Pathology, and ASHA’s VP for Planning) has excellent resources on his webpage, including blogs, assessment and intervention modules, HI resources, helpful links, and so much more! Check it out here. North Carolina Department of Public Instruction – 21st Century […]<\/p>\n","protected":false},"author":15,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"ROLE & RESPONSIBILITIES OF FULBRIGHT-HAYS GROUP PROJECTS ABROAD\r\n(GPA) PROGRAM PARTICIPANTS\r\n\r\nGeneral Remarks:\r\n\u2022 Consider that during the course of the host country seminar, the participant\u2019s job will be that of a Fulbright-Hays participant, representing the U.S. Department of Education, the GPA Program and American education in general.\r\n\u2022 Understand and appropriately cite program sponsors and affiliations:\r\no Program Sponsor = U.S. Department of Education, Fulbright-Hays Group Projects Abroad (GPA) Program\r\no XYZ University, State Department of Education, or nonprofit organization = grantee organization\r\no GPA Participants = Participants on Fulbright-Hays program (vs. Fulbright scholar, for example)\r\n\r\nParticipant Expectations of Program:\r\n\u2022 Keep in mind that many individuals have worked hard on your behalf; a lot of work has happened behind the scenes to prepare for your trip and accommodate your interests.\r\n\u2022 Should expect the organization and implementation of a high-quality cultural and academic exchange program.\r\n\r\nProgram Expectations of Participants:\r\n\u2022 Each participant is the beneficiary of thousands of dollars of U.S. taxpayer funds, so program sponsor expects participants to be prudent and gracious spenders of these funds.\r\n\u2022 Full and active participation throughout the entire program, in all scheduled events, is expected.\r\n\u2022 GPA is a professional group program and not designed to cater to specific interests of individuals.\r\n\u2022 Consider that your behavior can positively or negatively affect the Fulbright program.\r\n\u2022 As members of the GPA program, keep in mind that you should behave in a way that would make your students, colleagues, children, parents, and country proud!\r\n\u2022 Don\u2019t let the everyday hassles of group travel interfere with excitement and enjoyment seminar.\r\n\u2022 Many participants state that some of their most valuable interactions were with U.S. colleagues they were traveling with, so learn from and support one another.\r\n\r\nCurriculum and Outreach Projects:\r\n\u2022 New or revised curriculum from each educator participant is the expected output for this project. Student participants should focus on outreach, language study, and\/or curriculum.\r\n\u2022 Adhere to deadlines; produce a quality product worthy of affiliation with Fulbright-Hays.\r\n\r\nProgram Evaluation:\r\n\u2022 Each participant is required to submit a report to IRIS (International Resource Information System) at the seminar\u2019s completion.\r\n\u2022 Report is confidential and not accessible by Project Director or other project organizers.\r\n\u2022 This is in addition to any evaluation conducted by the grantee organization.\r\n\u2022 Every report is read, evaluated, used to improve the program, and to request program funds from Congress.\r\n\u2022 Multiplier effect: the report will ask about curriculum developed, presentations given, articles written, languages studied, conferences attended, as result of seminar.\r\n\u2022 Failure to complete this report may jeopardize future fellowship opportunities.\r\n\r\n\u00a0","_et_gb_content_width":"","footnotes":""},"class_list":["post-669","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/affiliate.wcu.edu\/botswana2018\/wp-json\/wp\/v2\/pages\/669","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/affiliate.wcu.edu\/botswana2018\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/affiliate.wcu.edu\/botswana2018\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/affiliate.wcu.edu\/botswana2018\/wp-json\/wp\/v2\/users\/15"}],"replies":[{"embeddable":true,"href":"https:\/\/affiliate.wcu.edu\/botswana2018\/wp-json\/wp\/v2\/comments?post=669"}],"version-history":[{"count":20,"href":"https:\/\/affiliate.wcu.edu\/botswana2018\/wp-json\/wp\/v2\/pages\/669\/revisions"}],"predecessor-version":[{"id":2032,"href":"https:\/\/affiliate.wcu.edu\/botswana2018\/wp-json\/wp\/v2\/pages\/669\/revisions\/2032"}],"wp:attachment":[{"href":"https:\/\/affiliate.wcu.edu\/botswana2018\/wp-json\/wp\/v2\/media?parent=669"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n
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