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2017
What is “functioning” in an infant or toddler with severe-profound disabilities? This session will identify functional skills within different routines, focused on engagement, independence, and social relationships. We will explore how professionals can promote evidence-based parenting and instructional practices to foster functioning. Finally, participants will see how principles of applied behavior analysis, so often used in decontextualized ways, can be used in playful, ordinary routines
2017
Self-regulation has become recognized as a key area of early child development that prepares children for success in school and beyond.  Yet, specific skills and strategies for promoting self-regulation development within early childhood settings may not be clear.  This session will describe key self-regulation skills that can be taught to young children systematically and intentionally without any specific curriculum, including children with social-emotional challenges and developmental delays.  A variety of instructional methods including use of puppets, small group activities, and role... more
2012
Providing technical assistance that leads to high fidelity implementation, systems change, and educational and inclusion outcomes is very challenging.  Join Karen Blase and Barbara Sims from the State Implementation and Scaling Up of Evidence-Based Practice Center (SISEP) for a conversation about technical assistance strategies, barriers, tools, and resources.  Share what you know and let’s learn from one another.
2018
In this presentation, we will share the 45 years of research behind the Abecedarian Approach’s success in improving outcomes for young children with and without disabilities.  Then, we will provide a basic overview of the four components of the approach: Language Priority, Enriched Caregiving, Conversational Reading, and Learning Games.  We will conclude with a discussion on how programs and classrooms can use the Abecedarian Approach to enrich their existing curricula and interactions.
2012
The CARA's Kit for Preschoolers is designed to support the design of adaptations that promote preschooler participation in everyday routines and activities. The Preschool version helps individuals who provide care and intervention for children ages 3-5 use adaptations to make situations better for particular children, including those with challenging behaviors, disabilities, or other special needs or improve situations for an entire group. Adaptations include making changes to the environment, daily schedule, activities, materials, and requirements and instructions and include the use of... more
2018
Developing partnerships is both joyful and challenging work which requires reflection both inward, (for our own individual growth) and outward, (with each other). Our partnerships are strengthened when reflection is integrated into our practice.  Join this half-day interactive workshop to experience guided reflection through journaling, conversations, and other strategies to support our ongoing engagement in the important work of inclusion. Using Janice Fialka’s writing as a springboard for our thinking and discussion, this session provides opportunities to explore and create: practices for... more
2018
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... more
2013
This session is designed to assist participants to better understand the challenges of forming creative partnerships. As a result of this training, both parents and professionals gain insights about this working alliance and are better able to collaborate effectively for children with special needs. Janice believes that strengthening the parent-professional partnership is an essential aspect to helping children achieve their greatest potential.
2013
A qualitative study has informed us of the specific behaviors of both therapists and classroom teachers that make or break the success of integrated therapy. Success is defined as: a) teachers implementing strategies when therapists aren’t in the room and b) children learning the skills. This session will provide ideas for administrators in how to establish policies and procedures for effective integrated therapy.
2018
This session will highlight finance strategies that may be used to create inclusive early childhood environments. National resources and a state story of how funding mechanisms have supported inclusion will be featured. Participants will have an opportunity to discuss challenges, share successes and preview strategies and tools that may be used to support the financing of inclusive programs. Intentional collaboration and braided funding with early childhood partners can create high-quality programs that support inclusive opportunities.

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