Evidence-Based Practices that Support Inclusion for Children with Autism

Conference Year: 

2018

Primary Speaker name: 

Abstract: 

More children with ASD are being served in early childhood classrooms today.  Teachers and child care providers need to understand how the characteristics of these learners with ASD might impact and be addressed by inclusive learning settings. Importantly, evidence-based practices have been shown to support inclusive education. One evidence-based practice, peer-mediated instruction and intervention, will be described and resources will be provided.  Finally, the free, online resource of Autism Focused Intervention Resources and Modules (AFIRM) will be shared.

Type: 

1

Room: 

10

Age Group: 

4

Target Audience: 

1
2
4
5

DEC Recommended Practices: 

5
6

Repeat from last year?: 

2

Handouts: 

Embedding Ongoing Assessment Strategies in Inclusive Classrooms to Inform Instruction

Conference Year: 

2018

Primary Speaker name: 

Abstract: 

This session will engage participants in a series of activities designed to facilitate the use of ongoing assessment to inform instruction in inclusive settings.  The session will begin with an overview of Embedded Instruction -  an instructional strategy that embeds instruction into ongoing activities, routines and transitions in inclusive preschool settings.  Participants will learn how to identify functional and proximal individual learning targets that relate to IEP goals, early learning foundations and curriculum and how to use an activity matrix to embed intervention into activities across the day.  Participants will learn how to establish a system of ongoing assessment that is embedded in typical activities, routines and transitions, and how to analyze assessment results on an ongoing basis to inform instruction for children with and without disabilities.

Type: 

1

Room: 

10

Age Group: 

2

Target Audience: 

6

DEC Recommended Practices: 

2

Repeat from last year?: 

2

Handouts: 

The Dance of Partnership: Why do my feet hurt? Strengthening the Family Professionals Partnership

Conference Year: 

2018

Primary Speaker name: 

Abstract: 

This workshop is designed to assist professionals and families who have children with disabilities to better understand the challenges, complexities, and possibilities faced as they form and maintain partnerships.  Using humor and stories, Janice explores the unique dimensions that complicate this working relationship from both perspectives:  parent and professional.  She addresses such questions as:  Can there truly be a partnership? What does each partner bring to this alliance, both the similarities and differences? How can partners be more effective in their work together?

As a result participants strengthen their insights about their partnerships and are better equipped to collaborate more effectively as they develop plans for and with children and youth with disabilities. 

Learning Outcomes

  • To enhance the insight and understanding of the unique dimensions that complicates the working relationship from both perspectives:  parents and professionals.
  • To identify at least three strategies which promote partnerships
  • To reframe the label “in denial.”
  • To renew a personal commitment to forming partnerships among parents and professionals.

Type: 

1

Room: 

10

Topic: 

Age Group: 

3

Target Audience: 

6

DEC Recommended Practices: 

1
2
3
4
6
7

Repeat from last year?: 

2

Inclusion and Preschool Development Grants: Data, Progress and Successes

Conference Year: 

2018

Primary Speaker name: 

Abstract: 

The inclusion for children with disabilities in early education programs remains a focus of attention across programs.  The federally funded Preschool Development Grant (PDG) Program requires that States include preschoolers with disabilities. This requirement has been met with successes and challenges.  The session will share data on inclusion in the PDG programs, identify the successes and challenges, and the lessons learned in supporting state and local efforts in developing quality systems of inclusive services. Participants will engage in discussion and activities on strategies for inclusion that can apply to their situations. 

Type: 

1

Room: 

10

Age Group: 

2

Target Audience: 

1
4
5

DEC Recommended Practices: 

1
3

Repeat from last year?: 

2

Handouts: 

Building Implementation Teams to Support Inclusion Practices

Conference Year: 

2018

Abstract: 

This session will share best practices in development and use of implementation teams in the exploration stage for supporting inclusion practices. Participants will receive guidance on benefits, potential barriers, and feasibility of developing implementation teams. During the session, participants will identify and discuss possible opportunities within their systems to develop implementation teams. Resources and supports to strengthen teaming structures that improve the quality of implementation of inclusion practices will be shared.

Type: 

1

Room: 

10

Topic: 

Age Group: 

3

Target Audience: 

6

DEC Recommended Practices: 

7

Repeat from last year?: 

2

A Strength-Based Approach: Seeing Children as “At Potential”

Conference Year: 

2018

Primary Speaker name: 

Abstract: 

Every student has strengths but these may get overlooked as we focus on needs and difficulties.  Learn how to systematically and intentionally observe students as “at potential” vs. “at risk”!!  Use the TOPS (Teachers Observation of Potential in Students) to see and document student’s strengths to plan strength-based instructional experiences.  Reflect with your colleagues on how a strength-based approach to children and learning impacts classroom practices!

Type: 

1

Room: 

10

Age Group: 

3

Target Audience: 

6

DEC Recommended Practices: 

2
4
5
6
7
8

Repeat from last year?: 

2

Handouts: 

Finding the Right Information, Right Now: Using Mobile Devices with Families and Teachers

Conference Year: 

2018

Primary Speaker name: 

Abstract: 

The art of sharing helpful  information with others, especially parents and teachers, depends on knowing where and how to access reliable and valid resources on the internet. This session provides guidelines for finding topics, evaluating the quality and evidence base of the information and matching it to the recipients education, culture,  and experience. The session will include opportunities to find and assess information on frequently asked topics (e.g., bedtime routines, fussy babies, starting preschool).  Strategies for how best to share information from the internet also will be discussed.  Hands-on activities and small group discussion are included as well as a useful checklist.

Type: 

1

Room: 

10

Age Group: 

3

Target Audience: 

1
2
3

DEC Recommended Practices: 

4
7

Repeat from last year?: 

2

Handouts: 

Universal Design for Learning: A Proactive Approach for Including Children with Diverse Experiences, Cultures, Abilities, and Languages

Conference Year: 

2018

Primary Speaker name: 

Other Speakers: 

Abstract: 

The number of children with identified or suspected disabilities included in general education preschool classrooms is increasing every year. Teachers, specialists, and leaders need to work together to proactively prepare environments that support full and effective participation of all young children. This dynamic session will engage participants in discussing how the principles of universal design for learning can be used to support adaptations and strategies to include children who come from different home experiences, cultural backgrounds, and language environments. Specific resources and recommended practices will be examined in this highly interactive session.

Type: 

1

Room: 

10

Topic: 

Age Group: 

2

Target Audience: 

1
2
4
5

DEC Recommended Practices: 

1
3
5
6
7

Repeat from last year?: 

2

Supporting Young Children with Disabilities who are Dual Language Learners

Conference Year: 

2018

Primary Speaker name: 

Other Speakers: 

Abstract: 

This interactive session will engage participants in discussions about key national guidance and research that inform our work with young children with disabilities who come from different linguistic and cultural backgrounds. Based on DEC’s Recommended Practices and the federal Joint Policy Statement on Supporting the Development of Children who are Dual Language Learners in Early Childhood Programs, we will examine practical and proactive adaptations to ensure full and effective participation of all young children in early childhood education. Vignettes will be used in an activity for participants to plan implementation of new strategies for supporting children who are dual language learners in their own work.

Type: 

1

Room: 

10

Topic: 

Age Group: 

2

Target Audience: 

1
2
4
5

DEC Recommended Practices: 

1
3
5
6
7

Repeat from last year?: 

2

Using Data to Answer Critical Questions about EI/ECSE Personnel

Conference Year: 

2018

Primary Speaker name: 

Other Speakers: 

Abstract: 

Presenters will discuss how local programs and states can use data to answer questions about personnel, working through concrete examples for questions such as “What are the demographic characteristics of EI/ECSE practitioners?” “What are the levels of education and years of experience of EI/ECSE practitioners?” and “What is the turnover rate among EI/ECSE practitioners?”. Examples of how states have used or are planning to use personnel data will also be presented. Participants will have the opportunity to work through examples; discuss the questions they have about the practitioners in their program, region, or state; and begin thinking through plans to collect and use data on personnel.

Type: 

1

Room: 

10

Topic: 

Age Group: 

3

Target Audience: 

4
5

DEC Recommended Practices: 

1

Repeat from last year?: 

2

Pages

Subscribe to 2019 National Early Childhood Inclusion Institute RSS