Learn more about how Amanda Crecelius and Kelli Suding can support your students with specific learning disabilities.
Amanda has 25+ years in education, working in Indiana, Madrid, Spain, and Mexico City, Mexico. Over the course of ten years in Mexico City, she gained Spanish linguistic skills and deeper cultural awareness. She has worked with students and families who were multilingual and multicultural in K-12 international school settings, urban/rural settings, and online courses. Amanda has worked with the Indiana transition cadre and individual students with Specific Learning Disabilities (SLD). She has a M.Ed., is a Google Certified Educator, and has extensive experience in serving as an instructional leader for education programs, professional development, and training and curriculum development for other educators.
Kelli holds a M.Ed. with licensing in both general and special education K-6. Kelli has keynote, national, state and regional presentation, and training experience. She does have a strong understanding of and ability to connect theory to practice. Her instructional experience has been with students requiring mild, moderate, and intense intervention. Kelli's Blog Posts.
All of the trainings below can be requested at any time by emailing the corresponding specialist. You can find additional training sessions provided by the PATINS team on our Professional Development Guide.
ALL students deserve an equitable education...even during distance learning. This fast paced, beginner level webinar will explore the “why” of accessibility and model ways students can access online text independently. Attendees will leave with immediate implementation of no/low cost, simple tools for Mac, PC, iOS, Chrome browser to turn instructional materials, documents into accessible formats/instruction.
This session will provide resources and tools for English Language Learners (ELLs) and/or students with Specific Learning Difference (SLD), including dyslexia. This is an overview of overlapping strategies for promoting literacy for ELLs and students with SLD with a focus on how Universal Design for Learning(UDL) to eliminate barriers for ELLs/students with SLD and all students. Participants will be able to categorize possible action under the VICS checklist.
They will be able to apply various tools: low/high tech and strategies for a UDL plan for students with SLD and ELLs.
“That’s cheating. They need to do that by themselves,” are often comments aligned with the use of appropriate accommodations of accessible educational materials (AEM) and assistive technology (AT) for students with disabilities. But how can we promote a culture of Universal Design for Learning (UDL) and at the same time step outside of our “No, it’s not cheating” echo chamber to have meaningful conversations with educators who may see accommodations as a crutch? This session will explore ways to debunk the mindset of “it’s cheating” through personal stories, short simulations, discussion of the different skill sets of reading and the “what” is accessible educational materials (AEM) and most importantly the “why.”
While there are many ways we can support our students, we have come down to the Top 9 to implement right out of the gate. Building relationships with our students can set the ground work for the school year; as well as supporting and teaching the skills for executive functioning. Whether you are a special educator, general education teacher, administrator, related services provider, paraprofessional, school staff, we all can play an integral role in successful student outcomes while supporting equitable opportunities for student independence. This session will leave you with practical ideas and actions to consider to facilitate engagement, represent and action and expression for ALL students.