Learn more about Amanda Crecelius and Katie Taylor and how they can support your students that are transitioning at the primary and secondary levels.
Browse curated resources to support your students that are transitioning at the primary and secondary levels.
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.
Katie is a specialist with the PATINS Project concentrating in the areas of deaf/hard of hearing and transition: primary age. She is a professionalized deaf educator and published author with experience in a variety of settings including itinerant, teacher of record services, educational consulting, preschool, e-learning, K-12 classroom, assistive technology, accessible educational materials, universal design for learning, and post-secondary teaching experience.
All of the trainings below can be requested at any time by contacting thte corresponding specialist. You can find additional training sessions provided by the PATINS team on our Professional Development Guide.
This session is for educators working with secondary students transitioning following high school. It will provide examples of Accessible Educational Materials (AEM) and Assistive Technology (AT) and how to incorporate AEM/AT into IEP, 504, and ILP. We will clarify the difference and use of each of these plans, as well as, discuss the annual review of strategies and tools and plans for training staff, student, and family. The focus is on AT & Transition: Connecting to your AT Team, Tracking/Monitoring, After HS: Empowerment with Examples & Resources.
Three individual sessions designed for parents, educators, and students to empower students to answer the following questions about their AT: What is AT? What is the difference between accommodation and modification? What is self advocacy and self determination? What are barriers that to face? Is there AT to help reduce or eliminate barriers? The objective is for the student to know about self, strengths, tools, and upcoming changes/challenges. This session includes role play activity to replicate participation at the IEP table, in the classroom, at university office, and in a job interview.