Brief Biography

Throughout over 20 years of clinical experience, Jennifer has developed her interest and knowledge of augmentative and alternative communication (AAC) in a variety of settings. With interests in communication and language development and in collaborative models of service delivery, she has provided consultations and trainings for speech-language pathologists, parents, teachers, and other school-based and private service providers.

Having worked in public schools, private clinics, early intervention programs, adult and child group and foster homes, Jennifer has acquired extensive experience in the evaluation and treatment of speech-language and communication disorders stemming from a wide range of developmental and medical diagnoses. As a result, she appreciates the unique perspective of students, families, and school staff and recognizes the importance of social emotional learning and engagement as children with complex communication needs progress through life’s various settings and stages.

In conjunction with her current position as an Educational Outreach Program Specialist with the Marcus Autism Center, Jennifer also serves as an AAC Specialist with Forsyth County Schools’ Assistive Technology Team.

Highest Degree of Presenter(s)

Jennifer M. Ro, M.A., Speech-Language Pathology

Presentation Abstract

A positive, caring, and supportive school environment paired with high levels of student engagement and motivation for learning are key factors that significantly influence a student’s success in school and, as a result, for life beyond. With school districts tasked to educate a diverse student population with a range of abilities and learning styles, teachers are challenged to maintain high levels of motivation and engagement to facilitate learning within their individual classrooms.

An innovative program through the Marcus Autism Center specifically addresses these challenges within the context of the classroom through a Universal Design for Learning (UDL) framework relevant for all students in both the general education and special education settings. Based on the most current social neuroscience and on normative social emotional guidelines, the SEE-KS program facilitates teachers’ ability to meet the needs of all students through proactive planning that considers students’ developmental levels and learning styles.

By mentoring coaching teams at both the district and school levels, SEE-KS additionally places special emphasis on building on-site capacity of school districts through a financially sustainable staff development program. Videos and results of current collaborations between Marcus and several Georgia school districts will highlight SEE-KS’ potential to impact a range of students in Georgia’s schools.

Content use by parents: I will discuss a range of UDL supports that can be utilized by both school staff and families to promote social emotional engagement and learning for all students and why the specific supports are key at various developmental levels.

SEE-KS_UDL Quick Reference v091315.pdf (366 kB)
Handout, UDL Supports - Quick Reference

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Promoting Social Emotional Engagement through a Universal Design for Learning

A positive, caring, and supportive school environment paired with high levels of student engagement and motivation for learning are key factors that significantly influence a student’s success in school and, as a result, for life beyond. With school districts tasked to educate a diverse student population with a range of abilities and learning styles, teachers are challenged to maintain high levels of motivation and engagement to facilitate learning within their individual classrooms.

An innovative program through the Marcus Autism Center specifically addresses these challenges within the context of the classroom through a Universal Design for Learning (UDL) framework relevant for all students in both the general education and special education settings. Based on the most current social neuroscience and on normative social emotional guidelines, the SEE-KS program facilitates teachers’ ability to meet the needs of all students through proactive planning that considers students’ developmental levels and learning styles.

By mentoring coaching teams at both the district and school levels, SEE-KS additionally places special emphasis on building on-site capacity of school districts through a financially sustainable staff development program. Videos and results of current collaborations between Marcus and several Georgia school districts will highlight SEE-KS’ potential to impact a range of students in Georgia’s schools.

Content use by parents: I will discuss a range of UDL supports that can be utilized by both school staff and families to promote social emotional engagement and learning for all students and why the specific supports are key at various developmental levels.