2011 Michigan DEC Conference

This session is geared toward administrators and teachers who will transition students with special needs into the general education kindergarten setting. During this session, the participants will learn in detail a process that has been successful at Gratiot Isabella RESD. The goals of this presentation will be for the participants to know 1. the year round process that is used at GIRESD, 2. how a transition teacher can support the general education kindergarten teacher and 3. the details of each process component and how it looks out in the field. (PreK-K)

In October of this year at the Early On conference, I publicly shared the story of personal experiences with autism for the first time. Since my presentation, I have been contacted countless times with requests to share more information about the strategies we used in Zeke’s journey. The greatest interest expressed has been in the strategy of reducing routine, embracing change, and total elimination of screen time. This session will share these strategies with the special needs community along with recent research about the impact of static on the developing brain. My goals are: 1.Give professionals a deeper understanding of the impact of autism on a child’s ability to communicate their desire for friendship; 2. Encourage professionals to reduce the use of routine in their work with autistic children; 3. Give professionals an arsenal of research to share with parents about the benefit of reducing static for autistic children. (B-8)

This session will review the most current research related to relationship-based practices in early intervention, and provide professionals with tools in utilizing these practices in a variety of settings. (B-3)

It is well documented by research and practice that children with social communication challenges have difficulty “reading” and responding to the dynamic array of social interactions that surround them each day. To others, the responses of an individual with ASD may seem “out of context” or “inappropriate”. The ability to gain meaning from social context is highly complex, yet taken for granted by typical peers, parents, and professionals. They are able to quickly and accurately derive meaning from a simultaneous consideration of the multitude of social cues that lie within spoken words, pragmatics, and context. This presentation breaks new instructional ground, providing a working definition of social context that supports effective intervention, and leads to practical, inexpensive, instructional strategies. (B-8)

With the introduction of the state model IEP form, the need to align IEP goals and objectives with standards has become clear. Further, IDEA 2004 requires that goals be measurable and address the child’s participating and progressing in daily routines and activities. This session will focus on aligning IEP goals and objectives to the Michigan Standards of Quality for Pre-Kindergarten. In addition, a quality rating rubric addressing key features of measurability, functionality, generality, and instructional context will be introduced. (3-5)

Preschool Special Education, or Early Childhood Special Education (ECSE) administrators, teachers and other staff will have the opportunity to learn updates from the State and Federal level for Part B/Section 619 of IDEA. Participants will leave with an understanding of federal initiatives related to ECSE, updates on those initiatives from a state level and resources to support their work at a local level. (3-5)

Consultants from the Office of Early Childhood Education and Family Services will describe how R&R/RTI can be utilized in inclusive P-3 classrooms to support the comprehensive growth and development of each child. High quality curriculum, common screening and assessment tools, and the tiered approach in relation to early childhood outcomes and expectations will be discussed. (3-5)

This training is geared towards home visitors and staff working with families on a regular basis. Definition of social emotional health will be discussed. Key social and emotional milestones will be examined. The importance of protective factors; relationships (attachment/relationship), explore and learn (initiative), and emotions (self-regulation) for all infants and toddlers will be discussed. Ways to support and build social emotional health and resiliency in infants, toddlers, preschoolers and adults will be reviewed and explored. Practical strategies to use in a home environment will be shared.
Health (B-3)

Have you ever wondered if there was something more you could do to connect with those differently abled learners under your care?
This engaging experience uses the amazing story of one educator’s quest for treatment of her own child and the discovery of an alternative approach to social development of children with autism. You won’t want to miss this remarkable story. (B-8)

Preschool teachers will have the opportunity to hear about research based practices, combined with consistent routines, to help preschool children with and without disabilities progress in learning. Repetition of concepts, language and motor skills along with consistent routines will infuse learning into all areas of child development across the preschool day. Preschool teachers will be able to put routines and repetition practices into place immediately upon the return to their classrooms, with simple directions for universal supports for all children, and simple do-it-yourself “work boxes”. (3-5)

Participants will benefit from “lessons learned” over the past 6 years of inclusion at the MSU Child Development Laboratories. Strategies for blending programs to support inclusion will be shared. Imbedded classroom strategies for all areas of development with an emphasis on speech therapy will be modeled with support in modifying for target populations. Collaboration models will be discussed to help determine what will work in a variety of settings. Current resources will be shared to facilitate continued support within inclusive environments. (3-5)

A child with autism spectrum disorders (ASD) may have unique and/or intense emotional/behavioral reactions to setbacks; setbacks that others may frequently view as relatively minor or inconsequential. Children with social communication challenges need systematic and comprehensive assistance to learn how to handle the unanticipated twists and turns that are a part of each day (loss of a favorite item, a change in routine, etc.). Using lecture, PowerPoint, case examples, and activities, this interactive presentation shares a wealth of practical, inexpensive, and easy-to-implement ideas to prevent intense responses to loss, or lessen their severity. This presentation is most applicable for early childhood and school-age individuals. Based on the article, “Gray’s Guide to Loss, Learning, and Students with Autism Spectrum Disorders,” participants will learn five guidelines and several visually-based strategies to teach a child with ASD more effective responses to the unexpected elements of life. (B-8)

This session is for persons who work with children with autism spectrum disorders and sensory issues. Participants will learn possible behaviors that may occur in school or therapy settings due to autism or sensory difficulties. In this experiential session, participants will engage in strategies to adapt lesson and session plans to facilitate learning from children with autism and other disorders.

Music is profoundly helpful in structuring lessons and sessions to meet the needs of persons with autism and other disorders; participants will experience ways to use music in their lessons/sessions. Participants will learn at least three reasons why the therapeutic use of music is so helpful for persons with autism. Though this session is geared toward autism and sensory issues, much of the information may be transferred to other children with various developmental and learning disabilities.

(B-8)

Attendees will gain an understanding of why and how Mind, Brain, and Education (MBE) Science was developed. The four categories of MBE information and the 21 Principles for applying information to classroom teaching will be presented and discussed. This will allow attendees to gain an understanding of the criteria for how research should be evaluated and provide practical application strategies for classroom teaching. (3-8)

Participants will examine major concepts regarding language acquisition and dysfunction. In addition, strategies supporting the development of language in natural environments will be explored through lecture, video, and group discussion. (B-5)

‘Sharing Our Stories’ will help expand the understanding of parenting a child with special needs and navigating the system. The session will focus on strategies for making inclusion work, the importance of good communication with professionals, and ways to support families. Goals are: to improve the knowledge and understanding of parenting a child with special needs; to increase the knowledge of the Early On system; and to share strategies for supporting families of children with special needs. (B-8)

Preschool teachers will have the opportunity to hear about research based practices, combined with consistent routines, to help preschool children with and without disabilities progress in learning. Repetition of concepts, language and motor skills along with consistent routines will infuse learning into all areas of child development across the preschool day. Preschool teachers will be able to put routines and repetition practices into place immediately upon the return to their classrooms, with simple directions for universal supports for all children, and simple do-it-yourself “work boxes”. (3-5)

Participants will benefit from “lessons learned” over the past 6 years of inclusion at the MSU Child Development Laboratories. Strategies for blending programs to support inclusion will be shared. Imbedded classroom strategies for all areas of development with an emphasis on speech therapy will be modeled with support in modifying for target populations. Collaboration models will be discussed to help determine what will work in a variety of settings. Current resources will be shared to facilitate continued support within inclusive environments. (3-5)

A child with autism spectrum disorders (ASD) may have unique and/or intense emotional/behavioral reactions to setbacks; setbacks that others may frequently view as relatively minor or inconsequential. Children with social communication challenges need systematic and comprehensive assistance to learn how to handle the unanticipated twists and turns that are a part of each day (loss of a favorite item, a change in routine, etc.). Using lecture, PowerPoint, case examples, and activities, this interactive presentation shares a wealth of practical, inexpensive, and easy-to-implement ideas to prevent intense responses to loss, or lessen their severity. This presentation is most applicable for early childhood and school-age individuals. Based on the article, “Gray’s Guide to Loss, Learning, and Students with Autism Spectrum Disorders,” participants will learn five guidelines and several visually-based strategies to teach a child with ASD more effective responses to the unexpected elements of life. (B-8)