Dialogic Reading, by Suzanne Djidjoli
Dialogic Reading is a research-based interactive shared reading technique. The aim of Dialogic Reading is to help the child become the teller of the story, rather than a passive listener. The technique consists of an interactive sequence and prompts used to initiate and expand the sequence. By actively engaging the child, Dialogic Reading leads to improvements in both vocabulary and narrative ability.
How to Support Your Child’s Academic Inclusion by Madison Essig, Kimberly Templeton and Eden McCauslin
In this session, participants will learn about the successes and challenges that Madison, her parents and teachers faced during her educational experience. Hear first hand how Madison's parents and her teacher supported her through academic inclusion, what modifications that were made, and how this led to Madison's many accomplishments.
ArtStream for Life: Advocate Your way to a successful IEP, by Nicolette Stearns & Adrian Forsythe
This interactive workshop will teach essential communication skills using fun and practical theatre exercises. Participants will receive "ArtStream for Life: A Social Skills and Communication Handbook for Self Advocates" and learn important hands-on skills that you can take back to the classroom, board room or homeroom.
Increasing Narrative Language Production, Dr. Lisa Schoenbrodt
The purpose of this presentation is to introduce parent training as a method to increase narrative language production in their children with language disorders.
Positive Behavior Strategies, Dr. Dan Shapiro
For parents: Dr. Shapiro will present his GANDER, a developmental-behavioral assessment tool that allows parents to understand the source of their child's behavior problems and individualize an effective approach to management.
For educators: Dr. Shapiro will present his GANDER, a developmental-behavioral assessment tool that allows teachers to understand the source of their student's behavior problems and individualize an effective approach to management.
Supporting Inclusion through Universal Design for Learning (UDL), Katie Siguenza
The Individuals with Disabilities Education Act (IDEA, 2004) mandates that all students be educated in the Least Restrictive Environment (LRE), but does little to define what that means for all students. Nearly half of the federal circuit courts have reviewed cases related to LRE for students with intellectual disabilities, and share a common legal test to determine LRE - that there is some academic and non-academic benefit. But, how do we ensure that all students have an opportunity to learn? What are best practices for including all students? And in an age of high stakes testing, how do we ensure that terms like “rigor” “achievement” and “standards” do not become coded language for exclusion?
This session will explore how best-practices in inclusive education can provide opportunities to learn for students with intellectual disabilities. We will explore court guidance and federal and state policy supplemented by anecdotal information from my experiences as a general education teacher providing rigorous and inclusive education to students with intellectual disabilities.