Convention Workshops 2018

Convention Workshops

CEC 2018 will offer both full-day workshops (9 a.m.-4 p.m., 6 PDHs) and half-day workshops (9 a.m.-12 p.m. or 1-4 p.m., 3 PDHs) on Wednesday, February 7 and Saturday, February 10. Convention workshops are special ticketed items and are not included as a part of a standard convention registration. Additional fees for convention workshops apply—please see the registration page for convention workshop rates.

Wednesday, February 7 – Full-day – 9 a.m.-4 p.m.

Workshop 1 - Caring for Everyone (Including Yourself!): Social-Emotional Competence for Special Educators
Wednesday, February 7, 9 a.m.-4 p.m.

Leaders: Brandi Ansley; Kris Varjas; Melanie Blinder, Georgia State University, Atlanta

There’s no arguing that a positive learning environment for students is one of the most important factors in their success. And one of the most important factors in creating a positive learning environment is building your own social-emotional competence (SEC).

In this workshop, based on one of the most popular sessions at CEC 2017, you’ll learn about the research base behind SEC, teacher resilience, and student outcomes. You’ll practice mindfulness-based exercises that build teacher resilience and strategies for improving SEC, and develop skills to help you during the school day as well as at the end of a rough day. You’ll demonstrate how you can apply these practices to improving classroom management and de-escalation practices.

After this workshop, you will be able to:

  • Identify at least three characteristics associated with teacher social-emotional competence and at least three ways that teacher social-emotional competence impacts students.
  • Explain the connection between teacher mindfulness and social-emotional competence.
  • Implement at least five applications of teacher social-emotional competence in your routine practices.
Workshop 2 - Administrators: What You Need to Know About Special Education
Wednesday, February 7, 9 a.m.-4 p.m.

Leader: David Bateman, Shippensburg University, Shippensburg, Pa.

This workshop is designed for administrators and focuses upon the main issues of special education: The rise in EBD, disproportionality, how to identify other health impaired, 504, accountability, discipline, preventing litigation, word choice, and least restrictive environment. The more an administrator knows for both general and special education— the better the overall services will be for children with disabilities.  The materials of the workshop are based on the contents and research behind the book, “A Principal’s Guide to Special Education, Third Edition,” published by CEC.

After this workshop, you will be able to:

  • Have clear strategies for preventing litigation relating to special education.
  • Understand your role in serving students with 504 plans.
  • Understand your role in identifying students as eligible for OHI.
  • Understand your role in serving students with emotional and behavioral disorders.
Workshop 3 - Rules of Engagement with Paraeducators: Why, What and How
Wednesday, February 7, 9 a.m.-4 p.m.

Leaders: Ritu Chopra, The Paraprofessional Resource and Research Center at University of Colorado, Denver; Caron Westland, University of Colorado, Denver

Paraeducators have been increasingly employed to deliver an array of special education services. They typically have little or no formal preparation for their duties. Additionally, paraeducators often work with teachers who do not have preparation in supervising them. The session provides research based tools and resources for teachers to be effective in their supervisory role. In this interactive session, presenters will share research based paraeducator supervision content, tools, and resources that can used by special and general education teachers and administrators to appropriately guide and direct the work of paraeducators.

After this workshop, you will be able to:

  • Recognize the importance of preparing teachers (special and general education) to supervise paraeducators as evidenced in literature.
  • Demonstrate the use of the CEC paraeducator standards in supervising paraeducators.
  • Discuss the research-based content on paraeducator supervision that needs to be delivered to teacher candidates and teachers.
  • Acquire tools and create action plans for effective paraeducator supervision that teacher candidates and teachers can use.
Workshop 4 - College Transition: Knowledge and Skills Students Need to Make the Shift Successfully
Wednesday, February 7, 9 a.m.-4 p.m.

Leader: Elizabeth C. Hamblet, Columbia University, New York, N.Y.

Studies show that teacher preparation programs cover little information related to college services, and few even cover it at all.  Thinking that colleges don’t offer anything may discourage students from attending college, and believing that they provide every service that students had in high school might not properly prepare students for the transition.  Laws and expectations at the college level are different, but with the proper preparation and understanding, students can be successful!  Learn what really happens at college and what skills students need to do well in this exciting new environment.

After this workshop, you will be able to:

  • Explain why shifting laws as students move from high school to college can mean certain accommodations will not be available.
  • Identify which accommodations students are likely to find available at college, and which they are not.
  • Identify the skills and knowledge associated with college success for students with disabilities.
  • Explain what kinds of disability services are available at in rough category (e.g., Level I services, Level II) and how to research these at students’ target schools.
Workshop 5 - The Highly Engaged Inclusive Classroom: Two Minute Strategies to Boost Student Achievement
Wednesday, February 7, 9 a.m.-4 p.m.

Leader: Susan Hentz, Susan Hentz & Associates, Sarasota, Fla.

Creating an engaging classroom environment to support the learning of all students having access to the general education curriculum can be a challenge for educators. Active learning tasks support the brain research on the release of dopamine and neurotransmitters that can motivate every learner in your class to be intellectually engaged. Integrating two minute active learning strategies assists students to store and retrieve information, increase their energy levels, and help with positive social interactions in the inclusive classroom. Proactive planning to incorporate these opportunities for students to be directly involved in their learning can result in positive student outcomes.

After this workshop, you will be able to:

  • Identify the instructional components required for student engagement.
  • Define student engagement.
  • Learn and experience “2 minute” active learning strategies.
  • Understand how to choose strategies to meet individual student needs.
Workshop 6 - Designing Behavior Intervention Plans within a Multi-Tiered-System Framework
Wednesday, February 7, 9 a.m.-4 p.m.

Leader: Randy Sprick, Safe & Civil Schools, Eugene, Ore.

Learn strategies to work collaboratively to design and implement interventions for students with chronic behavioral or motivational problems.  Participants will learn to design a “Problem Profile” on an individual student and design function-based early-stage interventions.  Next, participants will learn how to select interventions with greater intensity (if needed) for helping the student improve his/her behavior.  Finally, an overview of 12 high-intensity interventions (such as self-monitoring, reinforcement systems, attribution/self-talk training, and managing physically dangerous behavior) will be provided. This is not a classroom management session–the focus is on developing behavior intervention plans for individual students.

After this workshop, you will be able to:

  • Describe a process for organizing information about a student to create a “Student Profile” that can be used to design a function-based intervention plan.
  • Identify and describe five “early-stage” interventions for individual students that can be implemented by all teachers.
  • Describe a protocol for matching the problem to an intervention.
  • Identify and describe twelve “highly structured” interventions that can be designed and implemented collaboratively by educational teams (general educators, special educators, counselors, school psychologists).
Workshop 7 - Developing Legally Defensible IEPs
Wednesday, February 7, 9 a.m.-4 p.m.

Leader: Julie Weatherly, Resolutions in Special Education, Inc.. Mobile, Ala.

The U.S. Supreme Court has recently referred to the Individualized Education Program (IEP) as the “centerpiece” of the IDEA’s education delivery system for students with disabilities.  In accordance with the Court’s updated two-pronged test for determining whether an IEP is appropriate, hearing officers and courts will look to both the procedural and substantive components of the IEP. Let’s examine many common pitfalls that educators must avoid–both procedurally and substantively–in an effort to ensure that IEPs are legally defensible.

After this workshop, you will be able to:

  • Recognize common procedural and substantive mistakes made in the development of IEPs that have significant legal implications.
  • Participate appropriately in IEP meetings.
  • Facilitate IEP team members and meetings in a way that will assist in avoiding legal disputes.
Workshop 8 – CEC Program Recognition Report Developer Workshop
Wednesday, February 7, 9 a.m.-4 p.m.

Leader: Joni BaldwinUniversity of Dayton, Ohio

In this interactive workshop, you will learn the components of CEC Preparation Program Recognition Reports. All participants will receive CEC program developer resources. You will come away better prepared to develop program performance-based assessments, align them with the CEC content standards, and prepare the final program report.

After completing this workshop, you will be able to:

  • Describe the CEC program recognition report process and list its essential elements.
  • Develop program performance-based assessments and align them with the CEC Preparation Standards.
  • Develop the program report.
Workshop 9 – CEC Program Recognition Report Reviewer Workshop
Wednesday, February 7, 9 a.m.-4 p.m.

Leader: Christy HooserEastern Illinois University, Charleston

Note: This workshop is offered at no cost for approved applicants. Information and the application can be found at www.cec.sped.org/programreviewer. Principles for and examples of performance-based program review, and strategies for reviewing reports and for successfully writing the sections of the CEC Program Recognition Review will be discussed.

After completing this workshop, you will be able to:

  • Explain the steps and components in reviewing a CEC Preparation Program Recognition Report.
  • Ensure that program assessments align with the major elements of the CEC Preparation Standards.

Wednesday, February 7 – Morning Half-Day – 9 a.m.-12 p.m.

Workshop 10 - Inclusive Technologies as an Equalizer: Practical Strategies for Diverse Learners
Wednesday, February 7, 9 a.m.-12 p.m.

Leader: Dave Edyburn, University of Central Florida, Orlando

Diverse learners are found in every classroom. However, technology is seldom viewed as a tool to promote access, engagement, and academic success. The purpose of this session is to introduce participants to a technology integration approach that blends assistive technology, instructional technology, and universal design for learning into a manageable framework for busy classroom teachers. The presenter will provide participants with resources that illustrate how standards-based instruction can be used as a framework for identifying and selecting software, apps, and web sites for diverse students in grades 3-12.

After this workshop, you will be able to:

  • Identify resources, strategies, and tools that reflect proactively valuing academic diversity.
  • Use a search strategy that aligns the needs of diverse learners with curricular goals, with technology, media, and materials.
  • Use student academic performance data to make and evaluate claims about the effectiveness of their interventions within multi-tier student support (MTSS) systems.
Workshop 11 - Formative Assessment in Action: Improving Learning and Including All Students
Wednesday, February 7, 9 a.m.-12 p.m.

Leaders: Sandra Hopfengardner Warren, East Carolina University, Greenville, N.C.; Sheryl Lazarus, National Center on Educational Outcomes, Minneapolis, Minn.; Margaret Heritage, National Center for Research on Evaluation, Standards and Student Testing (CRESST) at University of California Los Angeles

Formative assessment is a powerful tool that has the potential to significantly improve student learning. Learn how to confidently use key formative assessment strategies—learning targets, feedback, student self-assessment, and goal setting— and how to differentiate them to accommodate students with disabilities (including those with significant support needs) with a variety of needs and characteristics. This workshop will also discuss professional learning strategies that states, districts, and schools can use to support teachers in this work. It is based on materials developed by the Assessing Special Education Students (ASES) and Formative Assessment for Students and Teachers (FAST) groups of the Council of Chief State School Officers.

After this workshop, you will be able to:

  • Successfully use key formative assessment strategies such as focusing on sharing learning targets and criteria for success, giving effective feedback, and using student self-assessment and goal-setting.
  • Differentiate formative assessment strategies appropriately for students with disabilities who have a variety of needs and characteristics – including those with significant support needs.
  • Understand the professional learning strategies that states, districts, and schools should have in place to support teachers in using formative assessment with all students.
Workshop 12 - Social Skills in the School Setting
Wednesday, February 7, 9 a.m.-12 p.m.

Leader: Angie Neal, Greenville County Schools, S.C.

Social Skills in the School Setting will provide participants with an overview of why assessment of social skill deficits in the school setting can be so challenging. In looking at assessment of social skills, participants will also be provided with tools to assist in differentiating social language deficits from other related difficulties. In addition, an examination of the three prongs of disability and the academic impact of social deficits will be discussed. Finally, several effective intervention strategies will be shared.

After this workshop, you will be able to:

  • Outline how social skill deficits can have an adverse academic impact.
  • Describe effective ways to identify social language deficits.
  • State the five areas of social communication.
Workshop 13 - Creative Classrooms: Promoting Social-Emotional Learning
Wednesday, February 7, 9 a.m.-12 p.m.

Leaders: Constance Quirk, Developmental Therapy Institute, Athens, Ga.; Bonnie Springer, College of Charleston, S.C.

This workshop introduces creative classroom activities that foster emotional maturity and produce positive changes for dynamic social-emotional learning. With a unifying framework, Developmental Therapy-Teaching (DTT) social-emotional growth matrix, the workshop will focus on using creative arts to engage children of every age and in every learning environment including MTSS Tiers 1, 2, and 3 for therapeutic intervention. Participants will apply the matrix to design classroom themes and activities for social-emotional growth through exploration, imagination, fantasy and make-believe, dramatic play, role-play, storybooks, storytelling, creative writing, music, art, and movement.

After this workshop, you will be able to:

  • Select and design creative activities, themes, and units to match children’s developmental needs using case descriptions, pre-K to teens.
  • Create teacher-made storybooks to reduce children’s developmental anxieties.
  • Use dramatic play, storytelling and role play as tools for crisis intervention.
  • Design creative writing/experience stories to address children’s social-emotional challenges.
  • Synthesize art, music, and other creative activities into a unit with a theme and series of lessons adapted for children of a specific age and stage of social-emotional development.
Workshop 14 - Academic Supports: Adapting Content Area Curriculum and Instruction in Diverse Classrooms
Wednesday, February 7, 9 a.m.-12 p.m.

Leader: Marilyn Sprick, Safe and Civil Schools and Pacific NW Publishing, Eugene, Ore.

This workshop provides pragmatic strategies for helping all 4th through 12 grade students meet academic course requirements in diverse classrooms. The goal is to help teachers meet the needs of a wide range of diverse learners without watering down the curriculum. Procedures can be shared by special educators, used by classroom teachers, or employed collaboratively in general education settings. Learn to augment intermediate grade, middle school and high content area-instruction by focusing on course structure, teaching, observing, interacting positive, and providing supportive corrections.

After this workshop, you will be able to:

  • Create content related passages to enhance fluency and content knowledge.
  • Define three strategies to align assessment and instruction on core concepts.
  • Identify four strategies for increasing active engagement of all learners, including students with special needs.
  • Identify four strategies that can be used to assist students in mastering critical course content.
Workshop 15 – What All Educators Must Know About Coming Changes to Special Education Policy
Wednesday, February 7, 9 a.m.-12 p.m.

Leader: Deborah Ziegler, Council for Exceptional Children, Arlington, Va.

In this wide-ranging session, CEC’s Policy and Advocacy Director will analyze education policies currently under discussion in Washington, DC, review the recent changes to education policy supported by the Administration and Congress, and examine their impact on children and youth with disabilities and/or gifts and talents.

After this workshop, you will be able to:

  • Identify and discuss key special/gifted education policy issues currently under consideration by the White House and U.S. Congress.
  • Discuss CEC’s recommendations and positions on key policy issues.

Wednesday, February 7 – Afternoon half-day – 1-4 p.m.

Workshop 16 - Thriving as a New Special Education Teacher: How to Dot the I’s and Cross the T’s in the IEP Process
Wednesday, February 7, 1-4 p.m.

Leaders: Catherine Creighton Martin, Fairfax County Public Schools, Va.; Clara Hauth, Marymount University, Arlington, Va.

Having support and resources helps special education teachers thrive during their first years in the classroom.  Using resources outlined in “The Survival Guide for New Special Education Teachers,” Catherine Creighton Martin and Clara Hauth will guide participants through instructional strategies and assessment methodology, offer advice and tips for running an organized classroom to support data and progress monitoring, and show new teachers how to use resources outlined in the book to prepare for  IEP meetings. This presentation will share effective strategies new teachers need to enhance student learning, assess student progress, and collaborate with colleagues and families.

After this workshop, you will be able to:

  • Enhance your practice and development of IEP goals.
  • Discuss ways to collaborate with families and enhance your participation in the IEP process.
  • Understand how to use data to create individualized IEP goals, and connect goals to academic standards.
  • Understand how to monitor progress toward meeting IEP goals.
Workshop 17 - We’ve Tried Everything…Now What? Using Data to Individualize and Intensify Intervention
Wednesday, February 7, 1-4 p.m.

Leaders: Lou Danielson; Amy Peterson; Teri Marx, National Center on Intensive Intervention at American Institutes for Research, Washington, D.C.

How do you support students who persistently struggle with reading, math, or behavior even after you provide high quality evidence-based intervention? Are you struggling to use data to guide instructional decisions or define your Tier 3? This session will introduce the National Center on Intensive Intervention’s (NCII) approach to intensive intervention, data-based individualization (DBI). DBI uses data to identify WHEN and HOW to adapt and individualize interventions to address a student’s complex needs. Participants will review this process, identify tools and resources to support implementation, and apply content to case examples.

After this workshop, you will be able to:

  • Understand the rationale and key features of intensive intervention to support students with significant academic and behavioral needs using the data-based individualization process.
  • Describe the ways in which data can be used to intensify interventions and will apply this new knowledge to case examples of students struggling with complex academic and or/behavioral needs.
  • Locate a variety of tools and resources that can assist with addressing the needs of students with severe and persistent learning and/or behavioral needs.
Workshop 18 - Specially Designed Instruction in Co-Teaching: The Key to Achieving Meaningful Student Success
Wednesday, February 7, 1-4 p.m.

Leader: Marilyn Friend, University of North Carolina at Greensboro

Although co-teaching has become a relatively common way of accomplishing the dual purposes of inclusive education and curriculum access, student outcomes continue to be a concern.  Whether at the elementary, middle school, or high school level, professionals report that the achievement gap is not significantly narrowing.  Perhaps the most important missing ingredient that could change this situation is the integration in co-taught classes of specially designed instruction (SDI).  This workshop is intended for professionals already familiar with co-teaching basics, those who would like to concentrate on how to identify appropriate SDI techniques and incorporate them into co-taught classes.

After this workshop, you will be able to:

  • Distinguish among terms often used to describe instruction in co-taught classes, including universal design for instruction, differentiation, accommodation, modification, and specially designed instruction.
  • Explain examples of specially designed instruction that span academics, behavior, social skills, and other domains of instruction for students with disabilities.
  • Integrate research-based specially designed instruction into general education settings by applying them to the well-established six co-teaching approaches.
  • Analyze issues that may arise in implementing SDI in a co-taught class, generating ideas for addressing these issues.
Workshop 19 - Dyslexia and The Science of Reading: What Every Educator Needs to Know
Wednesday, February 7, 1-4 p.m.

Leader: Deborah Lynam, AIM Institute for Learning and Research, Conshohocken, Pa.

This interactive session is designed to help educators understand firsthand the reading and writing challenges often experienced by students with dyslexia in their classroom. These students will not “catch up” without direct explicit interventions and evidence based supports. Educators need to know what to look for and how to differentiate instruction so they can support these students in a timely manner. This session will provide an in depth exploration of dyslexia, covering:  Early warning signs and characteristics; information on assessment and diagnosis; and strategies for effective remediation and accommodation. Research-based dyslexia and literacy related resources will be shared.

By the end of this workshop, you will be able to:

  • Use personal insights from the simulation segments to better understand student struggles.
  • Acquire background knowledge on current neuroscience of typical and atypical reading development.
  • Understand best practices for screening, identification, intervention and accommodation for students at-risk for reading failure.
  • Identify resources to assist in building both background knowledge and practical application to support students in their classrooms.
Workshop 20 - Understanding Students with Mental Health Needs: Strategies and Supports for Educators and Families
Wednesday, February 7, 1-4 p.m.

Leader: Mickey VanDerwerker, Virginia Department of Education Training and Technical Assistance Center at Virginia Tech, Blacksburg

In this workshop, the presenter will introduce and define specific mental health diagnoses and what these diagnoses entail with a focus on anxiety disorders, mood disorders, OCD, PTSD/trauma, and tic disorders.  For each disorder, you will engage in activities to help you understand what the student is experiencing and what strategies and supports have been found effective in school and in the student’s life. You’ll explore resources for more information and join in a time for Q&A at the end.

After this workshop, you will be able to:

  • Define or describe mental health disabilities (anxiety disorders, mood disorders, OCD, PTSD/trauma, and tic disorders).
  • Identify strategies to address issues related to these disabilities.
  • Identify strategies that are commonly used in schools but that are not helpful for children and youth who are experiencing mental illness.

Saturday, February 10 – Half-day – 9 a.m.-12 p.m.

Workshop 21 - Creating Culturally Responsive Education to Address Disproportionality: Seeking Equity
Saturday, February 10, 9 a.m.-12 p.m.

Leader: Donna Ford, Vanderbilt University, Nashville, Tenn.

The overrepresentation of Black students, especially males, in special education has a long history. Annually, the Office for Civil Rights presents data indicating these students are overrepresented in high incidence categories (e.g., emotional and behavioral disorders). These data, juxtaposed with the lack of diversity among educators, have been viewed as a significant part of the problem. We will address teacher biases and stereotypes, including becoming culturally competent. Models and strategies are shared in this session, along with resources.

After this workshop, you will be able to:

  • Identify three models of prejudice and discrimination.
  • Identify two models and five areas of cultural competence.
  • Identify at least five factors that contribute to overrepresentation.
  • Understand how to quantify equity and set equity goals to reduce overrepresentation.
Workshop 22 - Simple, Practical Strategies for Improving the Behavior of Students who Struggle
Saturday, February 10, 9 a.m.-12 p.m.

Leader: Timothy J. Landrum, University of Louisville, Ky.

Students with or at risk for high incidence disabilities tend to struggle with a few broad categories of behavior, including disruption, inattention, and noncompliance.  Effective intervention for these classic behavioral concerns can be built on the practical application of a few simple behavioral principles and take a positive, proactive approach.  In this workshop, we guide participants through the application of four simple evidence-based strategies they can use in their classrooms, including choice, behavioral momentum, behavior-specific praise, and opportunities to respond.  Participants leave with handouts and specific guidance on how to implement these procedures efficiently with their own students.

After this workshop, you will be able to:

  • Identify the contexts in which behavior problems are most likely to occur in their own classrooms or schools.
  • Describe the importance of antecedent strategies in preventing behavioral concerns.
  • Plan interventions for specific problems of students in their current classrooms or schools.
  • Implement these interventions: choice, behavioral momentum, behavior-specific praise, and opportunities to respond,
Workshop 23 - Successful Inclusion: Combining Cooperative Learning, Differentiation, and the SIOP Model
Saturday, February 10, 9 a.m.-12 p.m.

Leaders: Nikki Murdick; Jo Nell Wood, Saint Louis University, Mo.; Amanda Wood, Wentzville School District, Mo.

Teachers often report feeling pressure to cover the curriculum at nearly any cost.  This especially concerning in inclusive classrooms, as it may result in teachers inadvertently ignoring the special needs of students with disabilities.  Research has indicated teachers need specific strategy training to successfully meet the needs of all students. This workshop will provide teachers with training in strategies to enhance the inclusion of students with disabilities in classrooms; strategies to enhance teacher usage of cooperative structure; and strategies to provide a classroom to enhance the use of language skills (the Sheltered Instruction Observation Protocol [SIOP] model).

After this workshop, you will be able to:

  • Understand the importance of utilizing differentiated strategies, SIOP, and cooperative learning to engage students in content.
  • Develop a lesson incorporating these learning strategies.
  • Incorporate the structures into lesson plans.
Workshop 24 - Activities and Supports to Improve Executive Functions for Young Learners with Special Needs
Saturday, February 10, 9 a.m.-12 p.m.

Leader: Padmaja Sarathy, Infinite Possibilities, Missouri City, Texas

An important area of growth during the early childhood years is executive functioning (EFs) skills—the foundational building blocks of both cognitive and social capacities. Children need EFs—able to focus, hold, and work with information in mind, filter distractions, switch gears and exercise self-control— for school readiness and academic success. This workshop will demonstrate how to build, and practice EFs in young children, particularly those who have or at risk for developmental delays, through growth-promoting experiences woven naturally into everyday activities. Both educator and family roles in nurturing EFs in children will be discussed.

After this workshop, you will be able to:

  • Understand the development of executive functioning in young children and how crucial these skills are for their development, learning and social competence.
  • Create growth-promoting environments and personalized instructional scaffolding to develop and strengthen executive functioning in young children.
  • Craft easy-to-use, learner-specific adaptations to increase access, engagement and participation of young children with disabilities to develop and practice executive functioning skills.


DVIDB Event: Tuesday, Feb. 6

An external partner workshop, hosted by CEC’s Division on Visual Impairment and Deafblindness.

Growing Good Communicators: Empowering Students with Sensory and Multiple Disabilities
Tuesday, February 6, 9 a.m.-4 p.m.

Leader: Millie Smith, American Printing House for the Blind

This special full-day workshop, hosted by CEC’s Division on Visual Impairment and Deafblindness and sponsored by The American Printing House for the Blind, will be held at the Manhattan Center-Florida Diagnostic and Learning Resources System in Tampa on Tuesday, Feb. 6. This workshop is a separate registration from convention registration. Click here to register online, or download the registration form.

Without effective intervention, children with sensory impairments may have very little to talk about because their access to sensory information about people, objects, actions, and places is limited. While students with multiple disabilities and sensory loss maybe given access to augmentative communication devices, they also need access to partners that provide opportunities to grow social and self-determination skills. Parents and teams must teach communication skills in mutually enjoyable social interactions designed to overcome sensory barriers to understanding. In this workshop, you will learn about the evidence base that supports effective assessment and intervention for students with sensory and multiple disabilities. Through observation and conversation, you will deepen your skills in recognizing subtle communication behaviors and responses to the environment. With support from Millie and colleagues, you will have the opportunity to practice approaches that embed meaningful learning goals in natural and motivating routines.

After this workshop, you will be able to:

  • identify three ways to build trust and rapport with students and their teams.
  • Use video case profiles to identify the sensory systems that support the students’ access to learning, participation, and communication
  • Describe how to incorporate a student’s interests into communication and learning goals.
  • Design motivating learning activities that maximize the student’s sensory access for communication.
  • Identify ways to share your knowledge with colleagues and family members to support students’ communication throughout the day
Register now.

 

Workshop registrations are non-refundable. Substitutions will be accepted. Substitution requests should be sent in writing to: service@cec.sped.org. Please contact CEC Customer Service at 1-888-232-7733 for assistance.