Tami Mannes, M.A., Early Childhood Coordinator, Ottawa Area Intermediate School District
Conference workshops include sessions for practitioners, administrators, and faculty who are interested in work with infants and toddlers, preschoolers, and children in early elementary grades.
Parking will be available in Lots 22 & 43.
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Friday - April 27, 2012
Session 1: Friday - 10:45am to 12:00pm
A - Educationally and Medically Fit: A transdisciplinary training experience for preservice teachers
Mary Trepanier-Street, University of Michigan – Dearborn
LaShorage Shaffer, University of Michigan – Dearborn
This session will provide information about a unique partnership between a teacher education program and medical clinic for the purpose of preparing early childhood teachers for inclusion and will provide examples of how the partnership provides critical learning experiences. Participants will gain an understanding of the benefits and challenges of the transdisciplinary teaming approach for children and families with and without disabilities, students, staff, faculty, and administration. An overview of the research on transciplinary teaming will be included along with strategies to develop such teams with the medical field. (B-8)
Room 232
B - Early Childhood Special Education Updates
Noel Cole, Michigan Department of Education
Richard Lower, Michigan Department of Education
Early Childhood Special Education (ECSE) administrators, teachers and other staff will have the opportunity to hear about state and federal updates for Part B, Section 619 of the Individuals with Disabilities Education Act (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)
Room 115
C - Limited English Proficiency or Learning Disabled?
Gabbie Marguery, St. Elizabeth Area Catholic School
How do we, as English language users, understand if delays in young children are due to limited English or to some other delay in development or disability? In this session, participants will: explore the similarities between the behaviors of children with learning disabilities and children who are learning English as a second language; learn how young children acquire languages; learn developmentally appropriate strategies to use with speakers of English as a second language; and learn how to assess second language learners. (B-8)
Room 231
D - Fostering Access: Participation and supports in an inclusive preschool classroom
Kelli Jolly, Preschool Special Education Training and Technical Assistance
This session will focus on creating appropriate supports to enhance participation for all children in an inclusive classroom. Strategies for adaptations which are relevant to development across the curriculum will be discussed. This session will share a variety of valuable resources that teachers can use in the classroom and provide participants the opportunity to brainstorm with others on creative ways to adapt the environment, materials and instruction so every child can participate. (3-5)
Auditorium
E - Leaving the Toy Bag Behind: Creating home-based activities
Criss Hickey, Early On Training and Technical Assistance
Stefanie Rathburn, Early On Training and Technical Assistance
This workshop is targeted for the new home visitor. It contains practical, interactive activities to promote and enhance leaning opportunities in the homes of young children. The activities will focus on working with families of infants and toddlers, birth to age three, in promotion of a variety of skills including speech and language development and social emotional interaction while enhancing play skills for adults and adding fun to learning. (B-3)
Room 213
F - Quality Teaching Practices in Early Childhood Classrooms, Part 1
Lydia Moore, Oakland Schools
This session will focus on Standards 1 through 6 in the Teaching Practices section of the Michigan Early Childhood Standards of Quality as well as the Division for Early Childhood Recommended Practices and the National Association for the Education of Young Children/DEC Joint Position Statement on Inclusion. Participants will develop an awareness of the content and information contained in the Program Quality Standards. Participants will also develop an awareness of how these standards apply to children with diverse learning needs. Finally, participants will learn strategies to scaffold children’s participation. (3-5)
Room 230
Session 2: Friday - 1:15pm to 2:30pm
A - ZA to ZS: Exciting changes for Michigan's early childhood teachers
Lindy Buch, Michigan Department of Education
The early childhood endorsement has changed to support competence in teaching all children. There are impacts for teachers in various situations with various professional credentials. Teachers, program administrators, faculty, and students will be interested in the nuances of the transition and the opportunities for young children as a result of the change. Participants in this session will: become aware of the changes to professional preparation for early childhood teachers; understand their own situations and opportunities for advancement; and connect the new ZS endorsement to other systemic changes in early childhood programs and services. (B-8)
Room 117
B - Overview of New Part C Regulations
Criss Hickey, Early On Training and Technical Assistance
Jean Wassenaar, Early On Training and Technical Assistance
This session will provide a brief overview of the new Part C regulations within IDEA. It will offer information on how the changes will affect the Early On system and impact a service provider’s day to day work with families. (B-3)
Room 213
C - Embedded Schedules: Maximizing opportunities for student success
Elaine Tadajewski, Waterford Schools
Embedded schedules are an effective tool to help teachers, parents, and ancillary staff to help students meet their goals in multiple settings. They promote teamwork and provide clear organizational framework to plan and implement activities that are “embedded” in daily routines and activities. Participants will learn what an embedded schedule is, practice using one, and explore its use in school and home settings. (B-8)
Room 230
D - ADHD: Contrasting the medical and educational diagnoses
Jamie Fletcher, Fort Custer Education Center
A child with a medical diagnosis of ADHD may not qualify for educational support; this can be frustrating for the child, parents, educators, and physicians. Learn about and understand the criteria for medical and educational diagnoses and treatment options. (3-8)
Room 231
E - First Friendships: What does it take?
Meg McSweeney, Early On Training and Technical Assistance
Holly Hoffman, Central Michigan University
Jenny Koenigsknecht, Parent Panelist
Laura Jensen-Hunt, Parent Panelist
Lisa Huckleberry, Parent Panelist
Families of young children with disabilities and professionals in the field of early childhood special education will share experiences, strategies, and supports for the child’s first relationships outside of the family, an empowered sense of belonging, and fully inclusive communities for children. (B-8)
Room 232
F - Quality Teaching Practices in Early Childhood Classrooms, Part 2
Lydia Moore, Oakland Schools
This session will focus on Standards 1 through 6 in the Teaching Practices section of the Michigan Early Childhood Standards of Quality as well as the Division for Early Childhood Recommended Practices and the National Association for the Education of Young Children/DEC Joint Position Statement on Inclusion. Participants will develop an awareness of the content and information contained in the Program Quality Standards. Participants will also develop an awareness of how these standards apply to children with diverse learning needs. Finally, participants will learn strategies to scaffold children’s participation. (3-5)
Room 115
G - Praise or Encouragement - You Decide!
Debbie Lively, Saginaw Valley State University
Most educators agree that students need supportive environments at any level. Well-meaning educators have been taught to use praise to aid in fostering self-esteem, student achievement, and motivation for learning. In spite of research showing the use of traditional praise as counterproductive, teachers continue to use ineffective praise within their classrooms. Educators need to be given the knowledge and supporting research to make praise more effective within their classrooms. Within this session, the presenter will identify the problem, share current literature, and discuss implications for educators. (3-8)
Auditorium
