Sessions are still being added to the 2018 Institute. Please check this page frequently for updates.
What is the number one factor that keeps kids active and prevents behavior issues? Those kids being connected and having friends. Come have fun while learning and practicing techniques and activities that will help all kids develop friendships.
This session will review the process for developing functional IEP’s that meaningfully involves families as critical members of the team. The session will discuss all aspects of IEP development, including planning for evaluation, developing the IEP and determining placement. Participants will actively engage in discussions and activities related to using an effective process to make placement decisions. Specifically, we will discuss guiding principles, along with questions for the IEP team to consider when making decisions.
- Teaming and Collaboration
This session will highlight practice dilemmas from early intervention practitioners and family members related to inclusive services. Session participants will have an opportunity to share their dilemmas of practice and problem solve solutions based on recommended practices. Resources for supporting inclusion for ongoing professional development and support will be shared based on DEC Recommended Practices and other national resources.
This presentation will address the ways in which mindful activities, such as yoga and meditation, allow parents, teachers, and other providers to create a positive environment that fosters fitness, mental health, and social-emotional well-being for children. Research on the effects of mindfulness and meditation will be shared, as will tips and suggestions on how to promote self-regulation, academics, and social play through yoga. Participants will engage in activities and will leave with ideas and suggestions about how to implement mindfulness techniques with the children they work with no matter the child's ability.
How can we draw inspiration from the obstacles that life sends our way? What can we learn from the challenges that others face in life? What do those lessons tell us about how we can best support children with disabilities? As an early childhood professional with a disability, a child of a parent with a disability and the mother of a son with a disability, Jani Kozlowski brings a unique perspective to this work of inclusion in early care and education. In this session, Jani will share personal stories and reflections that highlight the human potential for overcoming challenges, and share strategies for how to shift attitudes in early education so that we will always view children with disabilities as individuals that demonstrate tremendous strength, grit and resilience.
Rud and Ann Turnbull, internationally acclaimed motivational speakers and special education scholars, have recently both had zero birthdays, and their ages total 150 years. Yikes! What lessons have they learned, especially related to parenting their beloved son Jay whom they describe as their best teacher on the topic of disabilities? Which lessons have withstood the test of time? What are their “truths” that have enabled them to not only survive but prevail. They subscribe to full disclosure: Be ready for humility, humor, hurt, humanism, and hugs. Maybe even for knowledge that aged to become wisdom!
Participate in the dialogue – and share your feedback on the current decision cycles of the Power to the Profession Initiative. Discuss the work/updates from the perspective of participating Task Force organizations to include NAEYC, Child Care Aware of America, and DEC. What are your questions, concerns and aspirations for an evolving field? This will be an engaging discussion about the impact of reports that inform our work, such as “Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation” (IOM) and Transforming the Financing of Early Care and Education (NAM) on communities, states and national practice and policy.
Information can be found at:https://www.naeyc.org/our-work/initiatives/profession
This session will provide an introduction to practice-based coaching (PBC) and how it can be used to support implementation of interactional and instructional practices that ensure children’s access to and participation in inclusive settings. The PBC framework will be presented and discussed and examples of PBC in action will be shared.
This is a two-part intensive workshop focused on learning about practice-based coaching and its implementation (PBC; Snyder, Hemmeter & Fox, 2015) in center-based programs. PBC is an empirically-supported coaching approach that facilitates practitioner’s implementation of evidence-based practices. In Part I, we will present and illustrate the PBC framework and each of the key components. We will discuss the research base that supports PBC and share implementation tools. In Part II, we will use case studies and simulation activities to practice implementing PBC on a targeted set of practices that support inclusion. Participants will engage in reflection and receive feedback from other participants and the session leaders. The intensive workshop requires a 6-hour commitment: 3 hours on Tuesday and 3 hours on Wednesday. Participants will be required to attend both parts of the intensive workshop.
Participants registering for this workshop must also register for the Inclusion Institute; the intensive workshop has a 6-hour commitment: 3 hours on Tuesday morning and 3 hours on Wednesday morning.
Target audience: This workshop is open to all with a focus on professional development and technical assistance providers, administrators, coaches, and practitioners interested in being coaches.
Note: Because this Workshop occurs during two mornings for a total of 6 hours, participants registering for this workshop must already be registered for the full Inclusion Institute. (This is the only Pre-Institute Workshop that requires registering for the full Institute.) Register here for this Pre-Institute Workshop only.
States are struggling to demonstrate inclusion in the least restrictive environment according to the data they must submit to the federal government each year. Hear how one state’s disaggregated data points to the need for itinerant teachers and speech language pathologists to provide the majority of their services in the regular early childhood class. A panel of teachers and related service providers will address questions about the challenges they faced, and share some ways they overcame those challenges to provide the evidence-based service delivery model of embedded intervention. Time for interaction and discussion will be provided.
- Teaming and Collaboration
- Handout. Benefits of Embedded Intervention.docx
- Handout. LEA data display for preschool LRE.docx
- Handout. Preschool LRE Data Questions for LEAs.docx
- Handout. Research to Support Embedded Instruction.docx
- Promoting the development of young children through effective embedded intervention(JME-final w data).OSEP_.pdf