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The Complex Communication Needs (CCN) team consists of Speech-Language Pathologists, Occupational Therapists and Assistive Technology Specialists. Their focus is on supporting students who may not be able to communicate on their own through:

assessment, skill development, and possible funding applications for augmentative and alternative communication (AAC)

evaluation of appropriate access methods to communication and other school tasks

building capacity with teachers and educational staff to support their students in using AAC and other communication strategies

Individuals who are unable to meet their daily communication needs using speech alone have a Complex Communication Need (CCN). They and their communication partners may benefit from using alternative and augmentative communication (AAC) tools and strategies, either temporarily or permanently. AAC tools and strategies can enhance or augment natural speech. They can include non-electronic and electronic options. The range of available options includes gestures, signing, paper-based communication systems (e.g. PECS, PODD, paper communication board), and electronic S peech- G enerating C ommunication D evices (SGCD) that use iPads or other tablet, smartphone or computer equipment (e.g. Accent, NovaChat, GridPad, TobiiDynavox device, LAMP app, TouchChat app, Proloquo2Go app, Unity vocabulary set, PODD vocabulary set, WordPower vocabulary set) .

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Overview The Core Word Curriculum was assembled to support language learning by focusing on core vocabulary. You will find songs, books, activities, and Predictable Chart Writing prompts to target each of the core words available.

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Serving teens and adults in the Puget Sound area and virtually, Life Skills Advocate is focused on helping diverse learners build and sustain autonomy & independence.

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Adult Career and Continuing Education Services | NYS Education Department

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Adult Career and Continuing Education Services-Vocational Rehabilitation (ACCES-VR) starts with the presumption that all individuals with disabilities can benefit from vocational rehabilitation services and should have opportunities to work in jobs integrated within their communities. Vocational Rehabilitation Counselors guide individuals through service programs they need to reach their employment goal.

Our Mission:

ACCES-VR assists individuals with disabilities to achieve and maintain employment and to support independent living through training, education, rehabilitation, and career development.

All individuals with disabilities who want to work will have the opportunity to achieve employment and independence.

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ACCES-VR assists individuals with disabilities to achieve and maintain employment and to support independent living through training, education, rehabilitation, and career development.

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For over thirty years, The School for Cooperative Technical Education has been a half-day vocational program that offers students hands on training in a variety of in demand and cutting edge trade areas. Coop Tech serves approximately 1500 students in all five boroughs who are 17-21 years of age, and who represent a wide variety of ethnic and cultural backgrounds, ability levels, and educational histories. Coop Tech students join us as either shared instruction students who also attend over 130 traditional high schools and Pathways to Graduation programs, or as post-graduates who have already obtained a diploma.

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Search by state for colleges and universities offering opportunities to students with intellectual disability

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Fall 2025:
Year 1: Wednesday, September 10th-Wednesday, December 10th, 2025

Year 2: Thursday, September 11th-Thursday, December 11th, 2025
Spring 2026:
Year 1: Monday, January 5th-Wednesday, May 13th, 2026

Year 2: Tuesday, January 6th-Thursday, May 14th, 2026
Off Dates:
Monday, January 19th, 2026-MLK Day

Monday, February 16th, 2026- President's Day

Monday, March 9th-Friday, March 13th 2026- Spring Break

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Fall 2025: Year 1: Wednesday, September 10th-Wednesday, December 10th, 2025 Year 2: Thursday, September 11th-Thursday, December 11th, 2025 Spring 2026: Year 1: Monday, January 5th-Wednesday, May 13th, 2026 Year 2: Tuesday, January 6th-Thursday, May 14th, 2026 Off Dates: Monday, January 19th, 2026-MLK Day Monday, February 16th, 2026- President's Day Monday, March 9th-Friday, March 13th 2026- Spring Break

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District 75 Travel Training Essential Skills

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District 75 Travel Training Essential Skills

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An integrated lesson planning platform

All your tools in one place

Source It

The act of using a Large Language Model to write the basis for a generative educational resource. Generating content is only the first step.

Shape It

Look at generated content as a sculptor might a block of marble. Shape the raw material to suit your unique context. Use our suite of personalization tools to more deeply differentiate instruction.

Share It

Cultivate expertise and collaborate with other users. Share your educational resources with a community of practice to reuse, revise, remix, and redistribute to find what works best for students.

Take back your time. Master your craft.

Start teaching with Eduaide today.

1. Join us on Discord

Get help, ask questions, and interact with other Eduaide users and learn how they are using Eduaide.

2. Advisory Board

Learn more about our Advisory Board and how they are helping us build the best lesson planning platform for teachers.

3. Podcasts & Press

If you want to learn more about Eduaide, our philosophy, and our mission, check out our featured podcasts and press.

Copyright © 2024 Eduaide.Ai. LLC All Rights Reserved. Icons provided by Icons8. Site elements by Denys Koltovskyi - stock.adobe.com

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Eduaide.Ai is an AI-driven platform that helps educators create lesson plans, teaching resources, and assessments.

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Verboso - Innovative and engaging online speech therapy

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Verboso is a speech therapy company focused on bringing effective, affordable, data-driven, and engaging therapy to the world.

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VocaliD - Your voice AI company, bringing things that talk to life.

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When you need a truly remarkable voice that sounds like you , rather than your competitors, VocaliD's VoiceDubb voice personas, designed with professional voice talent - are the solution. Coupled with PARROT STUDiO, our voice content creation tool, you can direct and adjust your selected VoiceDubb as you go.

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Make your voice products accessible

through seamless, customizable API integrations.

Our technology combines state-of-the-art machine learning techniques and Voiceitt's unique, proprietary database of atypical speech patterns. Along with a customized training experience for users, our API is a secure, scalable, production-ready system for a uniquely accessible, intuitive voice experience. Contact sales@voiceitt.com

The
App

Voiceitt is a stand-alone web application that will work across all of your technology. After teaching Voiceitt your unique speech, there are three key modes: Speak, Dictate, and Integrations.

Voiceitt is now available around the world in English:

‍In the United Kingdom & Europe with Adapt-IT
‍
‍In Australia with Superyou
‍
In the United States and Canada with RAZ mobility
‍
‍

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Voiceitt has developed speech recognition for non-standard speech: opening the world of voice technology for people with speech disabilities, aging adults, and accented speakers.

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Every child is unique and has diverse learning styles, preferences, and needs. We believe that learning should be tailored to accommodate each individual to improve effectiveness and inclusivity!

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Personalized Stories that Nurture & Inspire | Nookly

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Helping children thrive through the power of personalized storytelling ✨! Enjoy engaging stories that nurture critical social and emotional skills! Find personalized learning adventures tailored to each child!

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Generate lessons with AI

Plan and deliver interactive lessons on any topic - with help from AI

I am teacher of 15 years who, until recently, has delved no more deeply into tech in the classroom, and here I am encouraging colleagues to come on in and see Curipod in action and leading CPD sessions. To top it off, I'm spending my evenings playing on my iPad to see how many new lessons I can create, and what new features have been added that week. The time saved, and the improvement in my lesson materials, is tangible.
- Read the full case study with Aileen Wallace

Curious?

Join our online workshop to find out how Curipod can work for you and your students!

Book your spot

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Join the growing movement of teachers using Curipod to make interactive lessons filled with creativity, reflection and critical thinking

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Talk with Claude, an AI assistant from Anthropic

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MagicSchool.ai - AI for teachers - lesson planning and more!

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Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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Can be used for classroom or vocational with data collection

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Collaborative planning document

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Structuring Joint Action Routines: A Strategy for Facilitating Communication and Language Development in the Classroom

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Structuring Joint Action Routines: A Strategy for Facilitating Communication and Language Development in the Classroom

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Getting Ready to Learn activity/job chart photo

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Getting Ready to Learn activity/job chart photo

# data[].attributes.headline
A Sample GRTL Activity Sequence/Job Chart

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A Sample GRTL Activity Sequence/Job Chart

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Preliminary List of possible Joint Action Routine  (JAR) Ideas- please modify and develop for your students and classrooms

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Preliminary List of possible Joint Action Routine  (JAR) Ideas- please modify and develop for your students and classrooms

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This is NOT an Assessment, but a place to compile information

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This is NOT an Assessment, but a place to compile information

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Check with your supervisor about preference

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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Rita Pierson: Every kid needs a champion

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Rita Pierson, a teacher for 40 years, once heard a colleague say, "They don't pay me to like the kids." Her response: "Kids don't learn from people they don't like.'" A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

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Communication board “Token Board Digital”, 4 x 5

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All people with a disability of any extent or severity have a basic right to affect, through communication, the conditions of their existence. Beyond this general right, a number of specific communication rights should be ensured in all daily interactions and interventions involving persons who have severe disabilities.

To participate fully in communication interactions, each person has these fundamental communication rights:

1. The right to interact socially, maintain social closeness, and build relationships

2. The right to request desired objects, actions, events, and people

3. The right to refuse or reject undesired objects, actions, events, or choices

4. The right to express personal preferences and feelings

5. The right to make choices from meaningful alternatives

6. The right to make comments and share opinions

7. The right to ask for and give information, including information about changes in routine and environment

8. The right to be informed about people and events in one's life

9. The right to access interventions and supports that improve communication

10. The right to have communication acts acknowledged and responded to even when the desired outcome cannot be realized

11. The right to have access to functioning AAC (augmentative and alternative communication) and other AT (assistive technology) services and devices at all times

12. The right to access environmental contexts, interactions, and opportunities that promote participation as full communication partners with other people, including peers

13. The right to be treated with dignity and addressed with respect and courtesy

14. The right to be addressed directly and not be spoken for or talked about in the third person while present

15. The right to have clear, meaningful, and culturally and linguistically appropriate communications

Download a PDF version of the National Joint Committee's Communication Bill of Rights [PDF].

cite as: Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., Paul, D., Romski, M., Sevcik, R., Siegel, E., Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121-138.

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All people with a disability of any extent or severity have a basic right to affect, through communication, the conditions of their existence.

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Communication Across the Day Planning Sheet

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Communication Across the Day Planning Sheet

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There are many reasons that someone may start using Augmentative and Alternative Communication (AAC).

We are often asked: Will AAC stop a person from learning to speak? Different team members are concerned about introducing alternative forms of communication. They worry it will reduce speech attempts. They wonder if it stop the person from learning to speak or even trying to speak.

Research and clinical experience demonstrates that using AAC does not stop an AAC user from learning to speak.

Each person responds to AAC in different ways. A few may have reactions to AAC that are not consistent with research. However, we can be confident that for the great majority of people, AAC has no effect on speech development. Instead, people who use AAC may make gains and improvements in their speech. AAC provides a way to communicate more clearly. Using AAC can reduce frustration and help language development.

The research

Here are two of the most often cited articles:

"The Impact of Augmentative and Alternative Communication Intervention on the Speech Production of Individuals With Developmental Disabilities: A Research Review" by Diane C. Millar, Janice C. Light and Ralf W. Schlosser in Journal of Speech, Language, and Hearing Research, April 2006, Vol. 49, 248-264. doi:10.1044/1092-4388(2006/021)

This article presents the results of an analysis to determine the effect of AAC on the speech production of individuals with developmental disabilities. They conducted a comprehensive search of the literature published between 1975 and 2003. They looked at data on speech production before, during, and after AAC intervention.

"The present research review provides important preliminary evidence that augmentative and alternative communication interventions do not inhibit speech production; instead, AAC may also support speech production."

"Effects of Augmentative and Alternative Communication Intervention on Speech Production in Children With Autism: A Systematic Review" by Ralf W. Schlosser and Oliver Wendt in American Journal of Speech-Language Pathology, August 2008, Vol. 17, 212-230. doi:10.1044/1058-0360(2008/021)

This systematic review aimed to determine the effects of AAC intervention on speech production in children with autism. They searched for studies written between 1975 and May 2007 using various sources and searches. They analysed participant characteristics, treatment characteristics, and outcomes.

"Results indicated that AAC interventions do not impede speech production. In fact, most studies reported an increase in speech production. However, in-depth analyses revealed that the gains were rather modest."

Multimodal communication - Speech and AAC

All AAC users rely on a variety of ways to communicate. They will use their AAC system, facial expressions, vocalizations, signs, and gestures. They will also use whatever speech they are able to produce. They use what works best to get their message across clearly and quickly.

In practice, we know that speech is a faster and more efficient means of communication than an AAC system. This means that when an AAC user can use speech for a message, it is likely that he or she will use speech.

Use of speech is often more successful when it's supported with an AAC system. For example, if the speech is unclear, the AAC system can be used to clarify the message. This can provide a more positive experience for the AAC user than using speech alone.

Most importantly, we want people with limited speech to be able to express themselves successfully, by whatever means available to them. We should value and respect all their ways to communicate. The power of AAC is that it can give a person with limited speech more words and language. It makes it possible to communicate far more than they can with speech alone.

Overcome the Roadblock

Giving someone AAC will not stop them from learning to speak. There is so much to be achieved when we give a voice to AAC users!

Take the test: Check the Learn AAC Guide to see where you are in establishing AAC for an AAC user. This may help you overcome any roadblocks stopping you from success!

Links & References

The following are additional research articles supporting this position:

Baumann Leech, E. & Cress, C. (2011). Indirect Facilitation of Speech in a Late Talking Child by Prompted Production of Picture Symbols or Signs. Augmentative and Alternative Communication, 27 (1), 40-52.

Blischak, D. M. (1999). Increases in natural speech production following experience with synthetic speech. Journal of Special Education Technology, 14, 4453.

Blischak, D., Lombardino, L., & Dyson, A. (2003). Use of Speech-Generating Devices: In Support of Natural Speech. Augmentative and Alternative Communication, 19 (1), 29-35.

Cress, C., & Marvin, C. (2003). Common Questions about AAC Services in Early Intervention. Augmentative and Alternative Communication, 19(4), 254-272.

King, A., Hengst, J., & DeThorne, L. (2013). Severe Speech Sound Disorders: An Integrated Multimodal Intervention. Language, Speech, and Hearing Services in Schools, 44, 195-210.

Millar, D., Light, J., & Schlosser, R. (2006). The Impact of Augmentative and Alternative Communication Intervention on the Speech Production of Individuals With Developmental Disabilities: A Research Review. Journal of Speech, Language, and Hearing Research, 49, 248-264.

Romski, M. & Sevcik, R. (2005). Augmentative Communication and Early Intervention: Myths and Realities. Infants and Young Children, 18(3), 174-185.

Romski, M., Sevcik, R., Adamson, L., Cheslock, M., Smith, A., Barker, R., & Bakeman, R. (2010). Randomized Comparison of Augmented and Nonaugmented Language Interventions for Toddlers With Developmental Delays and Their Parents. Journal of Speech, Language, and Hearing Research, 53, 350-364.

Sigafoos, J., Didden, R., & O'Reilly, M. (2003). Effects of Speech Output on Maintenance of Requesting and Frequency of Vocalizations in Three Children with Developmental Disabilities. Augmentative and Alternative Communication, 19(1), 37-47.

Schlosser, R. & Wendt, O. (2008). Effects of Augmentative and Alternative Communication Intervention on Speech production in Children with Autism: A Systematic Review. American Journal of Speech-Language Pathology, 17, 212-230.

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Will AAC stop a person from learning to speak? - AssistiveWare

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Augmentative and Alternative Communication (AAC) won't stop someone from learning to speak. This article, based on research, explains why.

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AAC Summary tracking form- prog monitor adapted by J. Rubinstein

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A Sample GRTL Activity Sequence/Job Chart

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A Sample GRTL Activity Sequence/Job Chart

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Preliminary List of possible Joint Action Routine  (JAR) Ideas- please modify and develop for your students and classrooms

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Preliminary List of possible Joint Action Routine  (JAR) Ideas- please modify and develop for your students and classrooms

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Getting Ready to Learn activity/job chart photo

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Getting Ready to Learn activity/job chart photo

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https://stuttertalk.com/

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StutterTalk: Changing how you think about stuttering

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StutterTalk: Changing how you think about stuttering -

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Dominique Kennedy is the author of Stuttering, It's What You Think . Dominique is an experienced and certified Speech-Language Pathologist. Dominique earned a Bachelor's Degree and Master's Degree in Communication Sciences and Disorders with an emphasis in Speech Language Pathology. Her experience across settings includes: schools, hospitals, rehabilitation centers and early intervention.

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https://www.stutteringhelp.org/training

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Presented by Vivian Sisskin

There has been increased interest in understanding the variety of speech disfluency patterns among those with autism spectrum disorders.

Case studies that describe types of disfluencies have added to our knowledge base. While both stuttering and "atypical" disfluencies (final part-word repetition) have been documented, many questions remain unanswered. What treatment methods are effective? What are the priorities for improved communication? What should we expect for positive functional outcomes?

In this 2 hour presentation, Vivian Sisskin, M.S., CCC-SLP, from the University of Maryland, summarizes the literature pertaining to disfluency in autism, and provides basic principles to aid in differential diagnosis and treatment planning. A case study, demonstrating effective treatment for final part-word repetitions, highlights a problem-solving approach to clinical management, using both learning style in autism and strategies from traditional fluency therapies. Filmed at The Children's Hospital of Philadelphia during the Stuttering Foundation Mid-Atlantic Workshop, Philadelphia, PA, July 2012. Filmed and edited by Bob O'Brien, Video Design Productions, Inc., Lake Zurich, IL.

Presented by Vivian Sisskin

Many people who stutter who can "pass" as fluent in daily life are desperate to do so despite the emotional cost: anxiety, dread, and fear of potential stuttering; exhausting "mental gymnastics" to avoid words or remain silent; and poor self-confidence as a communicator. Adults with a covert profile of stuttering share their experiences and provide insight into their personal journey toward self-acceptance. Vivian Sisskin, M.S., CCC-SLP, BCS-F,
Clinical Professor, University of Maryland, College Park presents the basics of a treatment plan that supports stutterers with a covert profile to embrace their identity and confidently say all they want, when they want.

Presented by Nan Ratner

Discussions about evidence-based practice often culminate in claims that there is one best approach to treatment of a particular type of client, or that we lack appropriate evidence or that clinicians lack access to what evidence we have.

In this presentation, in an effort to frame these claims more positively, Nan Bernstein Ratner, Ed.D., argues that there is both research and common-sense evidence that these claims are wrong. She also suggests that in the debate about best practices in fluency treatment, there is indeed a need to search out and integrate many sources of evidence that either support our approach to a case or suggest a need for reconsideration, adjustment, or change.

Many options exist to find and use this evidence, and many more await implementation either in the clinic or in our research undertakings.

This 55 minute talk provides a range of options for both clinical researchers and practicing clinicians who want to find, use and integrate evidence of treatment effectiveness.

Dr. Ratner suggests some fruitful ways to frame further discussions on the topics of evidence-based practice and practice-based evidence to answer commonly posed questions about the effectiveness of what clinicians do.

Filmed at the 9th Oxford Dysfluency Conference, St. Catherine's College, Oxford, UK, September 2011. Filmed and edited by Bob O'Brien, Video Design Productions, Inc., Lake Zurich, IL.

Managing fluency disorders can be further complicated by concomitant diagnoses. In this one-hour presentation, Kathleen Scaler Scott, PhD, CCC-SLP, Associate Professor at Monmouth University discusses a host of combinations and offers strategies for managing them. Dr. Scaler Scott uses a case-based approach to discuss the intersection of fluency disorders with concomitant diagnoses; stuttering, cluttering and atypical disfluency in Autism Spectrum Disorder; stuttering in selective mutism; and stuttering and cluttering in intellectual disability.

Presented by Lisa Scott

Cognitive-behavioral therapy is one approach for helping children change their thoughts and feelings about stuttering. These changes can lead to better therapy outcomes as children develop coping strategies, test their beliefs about listener reactions, and take risks like using speech tools in front of others.

In this 1 hour, 40 minute program, clinicians learn why unhelpful thoughts and feelings can interfere with stuttering therapy and then how to help children begin to make changes. Extending the information presented in the Stuttering Foundation's DVD 9900, A Cognitive Behavior Therapy Taster, Lisa Scott, Ph.D., of The Florida State University presents concrete therapy activities for helping children learn to cope with difficult speaking situations, identify unhelpful thoughts, and strategies for trying out new thoughts and behaviors. Reproducible worksheets and slides included!

Special thanks to the University of Iowa, The Florida State University, Stuttering Foundation workshop participants, and Patricia Zebrowski, Ph.D.

Written by Kristin Chmela, Nina Reardon, and Lisa Scott

You can earn ASHA CEUs for The School-Age Child Who Stutters: Working Effectively with Attitudes and Emotions Workbook. The workbook offers you a powerful tool for stuttering diagnostics and therapy, focusing exclusively on assessing and treating feelings and beliefs in school-age children.

Written by Carl Dell

This course is offered for 0.4 ASHA CEUs (Intermediate level, Professional area).

Presented by Ali Berquez

In this one-hour presentation, Ali Berquez, BRIEF Cert. SF Practice, RegRCSLT, RegHCPC, of the Michael Palin Centre for Stammering in London, begins with a short overview of the principles of Solution Focused Brief Therapy and then explores how SFBT may be used in therapy with parents of children who stutter.

Shared goal setting using SFBT methods helps clinicians to establish what parents want from therapy and fosters a respectful partnership. SFBT also enables parents to focus on the resources and strengths in the family; to notice what's going well and build optimism and hope. It fosters a progressive narrative, recognizing that one change in the system will have a ripple effect and lead to wider changes.

This presentation describes how therapists can use the principles of SFBT to explore parents' expectations from therapy, agree on shared goals and support a process of change through solution focused conversations.

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Presented by Vivian Sisskin There has been increased interest in understanding the variety of speech disfluency patterns among those with autism spectrum disorders. Case studies that describe types of disfluencies have added to our knowledge base. While both stuttering and "atypical" disfluencies (final part-word repetition) have been documented, many questions remain unanswered.

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https://www.stutteringhelp.org/

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Stuttering Foundation: A Nonprofit Organization Helping Those Who Stutter

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We provide free online resources, services and support to those who stutter and their families, as well as support for research into the causes of stuttering.

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https://westutter.org/

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National Stuttering Association - Stuttering Support Community

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The National Stuttering Association (NSA) is a non-profit organization that provides support, friendship, and information to the stuttering community.

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https://www.schneiderspeech.com/podcasts

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Podcast: Transcending Stuttering with Uri Schneider - Schneider Speech

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Life is too short to hold back from speaking freely and living with purpose. Join me as I explore and learn from the true stories of real-life heroes in the world of stuttering and beyond. We explore the challenges, triumphs and most of all, how to transcend stuttering and discover our best self.

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https://www.schneiderspeech.com/ourblog

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SAY (Stuttering Association for the Young)

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SAY (Stuttering Association for the Young)

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https://www.say.org/

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SAY: The Stuttering Association for the Young is a national 501(c)(3) nonprofit organization that provides support, advocacy, and life-changing programs for young people who stutter, ages 3-18. For over 20 years, SAY has provided comprehensive and innovative programs that address the physical, social, and emotional impacts of stuttering.

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https://www.campshoutout.org/

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LEARN TO RISE CONFIDENTLY ABOVE YOUR STUTTERING!

MEET THE CO-FOUNDERS

Kristin A. Chmela, M.A., CCC-SLP BCS-F

Kristin's passion for helping those who stutter for over thirty years stems from her own experiences growing up with stuttering. Kristin was a member of the initial cadre of recognized specialists and hold board certification in fluency and fluency disorders. She is nationally and internationally recognized for her work with children who stutter and is the co-founder and co-director of Camp Shout Out. Kristin develops and facilitates the Training and Therapeutic Programs at camp. Along with her mentor June Campbell and other faculty and facilitators, she spearheads a hands-on experience supporting critical thinking and positive evolution of all participants' communication skills. Kristin spends the majority of her time working with people of all ages who stutter at the Chmela Fluency Center in the Chicago suburbs.

Julie Raynor, M.A., CCC-SLP

Julie Raynor, M.A., CCC-SLP, has been a speech-language pathologist since 1986, working in a variety of settings. She currently is employed through Reeths-Puffer Public Schools in Muskegon, MI. Julie became interested in helping young people who stutter in 2007 when her young daughter woke up from a nap with a sudden and severe stutter. Since that time Julie has participated in numerous workshops and conferences dealing specifically with fluency. Julie has an extensive history of experience with summer camps first as an enthusiastic camper, camp staff member and volunteer for a variety of summer residential and day camp programs

Registration begins January 1, 2022.

CAMPERS EXPERIENCE A UNIQUE LEARNING OPPORTUNITY IN A FUN ENVIRONMENT

KIDS AND TEENS AGES 8-18 WHO STUTTER WILL PARTICIPATE IN A THERAPEUTIC, INTERACTIVE EXPERIENCE IN A TRADITIONAL OVERNIGHT SUMMER CAMP SETTING. COME JOIN US FOR TONS OF SUMMER CAMP FUN! MAKE LIFELONG FRIENDS WHILE ENGAGING IN POSITIVE EXPERIENCES.

SWIMMING, BOATING, HORSEBACK RIDING, CAMPFIRES, AND A TALENT SHOW ARE JUST A FEW OF THE ACTIVITIES AT CAMP SHOUT OUT!

SPEECH-LANGUAGE PATHOLOGISTS
WILL PARTICIPATE IN A UNIQUE HANDS-ON CONTINUING EDUCATION TRAINING OPPORTUNITY WITH A LEADERSHIP TEAM DIRECTED BY BOARD CERTIFIED FLUENCY SPECIALISTS.

​

GRADUATE STUDENTS
ARE GIVEN THE OPPORTUNITY TO BE A PART OF A STATE-OF-THE-ART LEARNING EXPERIENCE, COLLABORATING AND WORKING SIDE-BY-SIDE WITH AND EXPERTS IN THE FIELD.

WE CAN ALL EVOLVE AS COMMUNICATORS!

THEY'RE TALKING ABOUT US!

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LEARN TO RISE CONFIDENTLY ABOVE YOUR STUTTERING! MEET THE CO-FOUNDERS Kristin A. Chmela, M.A., CCC-SLP BCS-F Kristin's passion for helping those who stutter for over thirty years stems from her own experiences growing up with stuttering. Kristin was a member of the initial cadre of recognized specialists and hold board certification in fluency and fluency disorders.

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https://sites.google.com/view/icacluttering

# data[].attributes.attachment_link.description
Welcome to the Webpage of the International Cluttering Association (ICA)

# data[].attributes.headline
OASES ( Located on the Assessment Padlet under Fluency)

# data[].attributes.subject
OASES ( Located on the Assessment Padlet under Fluency)

# data[].attributes.body
https://padlet.com/jrubinstein3/x5n97b5mpx7sibm8