Delaware's 25th Annual Inclusion Conference

Dover, Delaware
Wednesday, March 13, 2019

Workshop 1 From Exploration to Full Implementation: Using Universal Design for Learning to Meet the Needs of ALL StudentsElizabeth Berquist

This breakout session will provide an overview of the UDL Implementation Process, a customizable series of professional learning and coaching options and flexible resources and tools (CAST, 2012). The UDL Implementation Process is an adaptation of the National Implementation and Research Network’s original implementation research. The five phases of the UDL Implementation Process are: (1) Explore, (2) Prepare, (3) Integrate, (4) Scale, and (5) Optimize (CAST, 2012; Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). Participants will be given the opportunity to identify their needs and explore one or more of these five phases in an authentic context.  In addition to learning the theory of implementation, participants will explore authentic examples of how a large urban school prepared for the implementation of UDL, addressed systematic integration of the UDL framework with other initiatives and practices, scaled effective policies, procedures and practices system-wide, and built sustainability over a five-year period. (more info)

Workshop 2 Trauma Responsive Approaches Across the Tiers—Lynne DeSousa

It is estimated that approximately 25% of students will experience trauma or toxic stress before the age of 18.  This realization has led to an increased sense of urgency from educators to address the growing need. Many are turning to the treatment framework known as Trauma-Informed Care (TIC). The focus of Trauma-Informed Care is in the recognition, understanding, and responsiveness to trauma with explicit efforts made in restoring emotional safety, building healthy relationships, and creating positive opportunities where students can practice self-regulation and prosocial skills.  Because TIC did not originate within the educational context, the need to anchor trauma responsive approaches to evidence-based practices within a multi-tiered behavior framework should be high priority. (more info)

Workshop 3 Using a Coaching Interaction Style in Early Childhood Intervention—M'Lisa Shelden and Dathan Rush

Join the authors of The Early Childhood Coaching Handbook in a fun, interactive workshop that will provide participants with the opportunity to review the basics of coaching as an interaction style for working with parents, other caregivers, and classroom teachers in early childhood intervention programs. Participants will have the opportunity to observe the instructors as they  role play various coaching scenarios, analyze video, use coaching tools, and then practice and reflect upon their own coaching through role play and reflective feedback. Participants will have the opportunity to deepen their skill set for working with the important adults in the lives of the children enrolled in IDEA, Parts B and C. (more info)  Note: Approved for 3.5 QA Hours with DIEEC.

Workshop 4 Informing Instruction and Decision-Making in the Provision of Accessible Educational Materials (AEM)—Linda Bastiani Wilson

In this workshop, participants will examine the outcomes in a school where teachers replaced leveled homogeneous reading groups with direct instruction for all using grade-level texts.  Group work was focused on rich discussion using literature circles and heterogeneous groupings. All students learned close reading strategies with digital text. Below-level readers were provided with digital versions of the book being discussed. At the end of one semester, below-level readers made significant gains in reading comprehension as measured by the district-wide reading test, which did not provide for a read aloud accommodation.

What were the critical factors that made this possible? We will discuss the role of assessment practices, school leadership, tools to provide access to text for all students, and professional development to support staff on their journey. Participants will have time to explore the data provided by the Protocol for Accommodations in Reading and how that data can drive change in instructional practices. We will review the research supporting the use of text-to-speech along with barriers and solutions to effective implementation. (more info)

Workshop 5 Join the Revolution: Communication Through Writing for Students with Significant Disabilities—Janet Sturm

In the 2017-2018 school year, Delaware joined many other states in the Dynamic Learning Maps (DLM) Consortium. Students taking the DLM Assessment are students receiving instruction on Delaware's alternate achievement standards, the DLM Essential Elements. Students participating in the DLM assessment are now being assessed on both emergent and conventional writing.

This workshop will assist educators by providing instructional contexts that optimize foundational writing and communication skills for students with complex learning needs, such as autism spectrum disorders and moderate and severe cognitive disabilities. Participants will learn authentic communication and writing goals, as well as instructional strategies that align with the College and Career Readiness Standards and alternate assessments. Opportunities for practice will be provided. (more info)

Workshop 6 Optimizing Learning Environments for Bilingual Learners with Special Educational Needs—Cristina Sanchez-Lopez

Addressing the needs of bilingual learners with special educational needs calls for a collaborative effort on the part of bilingual and special educators to bring the supports and resources to learners across all their learning environments. A review of the classroom-based research on instruction and intervention for exceptional bilingual learners reveals the need for multi-faceted, meaningful, embedded, cohesive, coordinated and strategic approaches that are focused on oral communication and comprehension. In this workshop, participants will have the opportunity to review the classroom research, experience some of the strategies, and reflect on ways to implement these approaches with their bilingual learners with special educational needs. (more info)


Contact Information

  • Loretta MacLaren
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