College of the Holy Cross Hogan Conference Center - Wednesday, November 18, :00am-3:00pm

Transcription

1 MDSC 11 th Annual Educators Forum for Supporting Students with Intellectual and Developmental Disabilities We are All in This Together Collaborating to Create Inclusive Schools College of the Holy Cross Hogan Conference Center - Wednesday, November 18, :00am-3:00pm 8:00 8:30 Registration & Continental Breakfast 8:30 8:45 Welcome Remarks Maureen Blazejewski, M. Ed. MDSC Education Director 8:45-9:00 Self-Advocate Keynote Address True Friends Don t Count Chromosomes A Story of Friendship and Inclusion Co-Presented by: Jordan Caira, Laura Green, Eliza Meltzer, Sarah Rosenthal, Framingham High School Class of 2015, Self-Advocate Keynote Speakers 9:00-10:15 Keynote Address Friendship: The Final Frontier of Inclusive Education Presented by Zach Rossetti, Ph.D., Assistant Professor of Special Education, Boston University All students can and should develop meaningful friendships with peers in school. However, many students with intellectual and developmental disabilities (IDD) continue to experience social isolation, low quality social interactions, and unilateral relationships. Research indicates that opportunities to interact with others may be more critical to friendship development than students social skills. As educators of students with IDD, you can make a powerful impact on students by promoting social opportunities and limiting barriers to friendship. Zach Rossetti is an Assistant Professor of Special Education in the Childhood and Exceptional Education Cluster of the School of Education at Boston University. A former elementary school special education teacher and inclusion facilitator from New Hampshire, Dr. Rossetti s research focuses on social interactions and friendships between students with and without intellectual and developmental disabilities in inclusive settings, specifically the contexts and dynamics of such relationships and how educators may facilitate social interactions and friendship opportunities. He received his master s degree (M.Ed.) in Special Education-Severe Disabilities from the University of New Hampshire and his doctorate (Ph.D.) in Special Education from Syracuse University. Dr. Rossetti has provided professional development and consultation on both inclusive education and fostering friendships in several states including New Hampshire, Rhode Island, and Massachusetts. He is personally and professionally inspired by his brother Todd who is a huge Red Sox fan and has cerebral palsy.

2 10:15-10:30 Break 10:30-12:00 Morning Breakout Sessions Optimal Paraprofessional Support: Multiple Perspectives Make it Work! Co-Presented by: Anne Howard, PhD, Professor of Special Education, Fitchburg State University; Dina A. Traniello, EdD, Educational Consultant, Visiting Assistant Professor, Fitchburg State University This session will explore the role of the paraprofessional from multiple perspectives: parent, teacher, paraprofessional and student. Following an exploration of this challenging and multi-faceted role, strategies and tools will be discussed. Focus will be on using multiple perspectives to support overall student growth and success. Anne M. Howard, Ph.D., is a Professor in the Education Department at Fitchburg State University. Dr. Howard coordinates the undergraduate and graduate programs in severe disabilities. Anne began her career as a physical therapist, became licensed as a general and special educator, and received her Ph.D. from the Heller School at Brandeis University. In addition to her work at Fitchburg State, Anne provides consultation to families and school systems to facilitate inclusion and optimal educational programs for students with significant disabilities. Anne serves on the Board of Directors for the Federation for Children with Special Needs and is a member of the Massachusetts Down Syndrome Congress Education Task Force. Dina A. Traniello, Ed.D., consults with schools and families to support students with disabilities and challenging behaviors in general education settings. She presents workshops on positive behavior support, evidence-based inclusive practices and adapting curricula for students with disabilities. Dina is a visiting assistant professor at Fitchburg State University where she supervises teacher candidates and co-teaches several DESE grant-funded courses for school personnel. She is also a Senior Consultant at Walker Partnerships. Dina serves on the Board of TASH New England. I m In to Engage, Empower & Impact: Building Inclusive Communities with Best Buddies Massachusetts Presented by: Heidi Kalinowski, Program Manager, Best Buddies Massachusetts The purpose of this workshop is to introduce individuals to the Best Buddies mission and see if there is a place for Best Buddies within their schools. Best Buddies friendship programs are offered at the middle school, high school and college level and can be a nice addition to an already inclusive environment. Attendees will also learn about the Best Buddies Jobs program newly introduced to Worcester and future plans for Best Buddies throughout the Commonwealth. Heidi Kalinowski joined Best Buddies full time in 2014 as a program manager and currently oversees expansion in the central region of Massachusetts. Prior to working for Best Buddies, Heidi worked in special education in the Nashoba Regional School District where she supported the high school s Best Buddies chapter in an advisory role as it grew it to be one of the strongest programs in the organization. Heidi s support for the mission of Best Buddies far exceeds the classroom experience; in 2014 she, along with two other chapter advisors, completed the Best Buddies Challenges in both Hyannisport and Washington DC. When not in the classroom, Heidi is a proud military wife and mother of two teenagers.

3 Inclusive Writing Practices that Benefit Students with Intellectual Disabilities and their Classmates Presented by: David A. Koppenhaver, PhD, Reading and Special Education Dept., Appalachian State University Writing instruction is one of the easiest elements of the school day to make inclusive, because students inherently write at their individual levels. In this workshop, participants will be introduced to teaching principles, practices, and technologies that are particularly useful in supporting the learning difficulties of students with Down syndrome. These practices (e.g., writing with standards), principles (e.g., teaching from mentor texts), and technologies (e.g., Co:Writer) benefit all students writing growth. David Koppenhaver is a Professor of Reading Education and Special Education at Appalachian State University, where he teaches undergraduate and graduate literacy methods courses. He is the co-founder of the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill. His professional work addresses the literacy learning difficulties of students with developmental disabilities including those with Down syndrome, autism spectrum disorders, cerebral palsy, and other significant disabilities. Currently he is preparing a web-based reading intervention study for children with Down syndrome, conducting a study of visual attention to print in girls with Rett syndrome, and co-authoring a book on literacy instruction for students with significant disabilities. During the summer months he co-directs literacy camps for adolescents with disabilities and educators and co-teaches short courses on literacy and significant disabilities. He has presented on several occasions previously at the MDSC Annual Conference. Teachers Are From Mars, Parents Are From Venus A Crash Course in Problem Solving Communication Challenges Between Home and School Co-Presented by: Maureen Blazejewski, M.Ed., Education Director, Massachusetts Down Syndrome Congress and Educational Consultant, 3-21 Foundation, Cambridge, MA; Kerri Tabasky, mother of a child with Down syndrome An effective parent/teacher relationship and communication system can provide invaluable wrap-around support for students with complex learning needs. This workshop provides information that highlights the needs of both the teacher and parent within this essential dynamic and offers strategies for repairing tension and strengthening this relationship. Maureen Blazejewski is the Education Director at the Massachusetts Down Syndrome Congress. In that role, she supports families and school districts by providing information and resources around the best practices for educating students with Down syndrome. In addition, she develops the program for two state-wide conferences, engaging experts in the fields of all aspects related to supporting individuals with Down syndrome from infancy to adulthood. In addition, she has been involved with the Learning Program Boston/3-21 Foundation since September 2009, engaging closely with students, staff and families to design and implement monthly social and educational monthly programs designed for students with Down syndrome. In addition, she works with school teams by in a direct consultation role to support districts in the ever-evolving process of developing individualized educational programs for students with special needs. Prior to her work at the MDSC and LPB, Maureen worked for 17 years in public school settings in a variety of roles in general and special education including classroom teacher and Inclusion Specialist. She holds a Master s Degree in

4 Special Education from Wheelock College and a Bachelor s Degree in Communication and Elementary Education from Stonehill College. Kerri Tabasky is the mother of three girls. The youngest, Anna, is almost seven years old, and has Down syndrome. Kerri has worked closely with he daughter s education team to ensure her presence, participation, and success in a fully integrated classroom. In addition to public speaking about Down syndrome, Kerri has worked with the MDSC s Maureen Blazejewski to conceptualize and co-author the educational program, Accept the Challenge. This program is designed for elementary school students to learn the importance of accepting one another regardless of differences and challenges. In addition, students learn empathy by experiencing what it is like to have various physical and intellectual challenges. Kerri and her husband Jonathan were co-chairs of the MDSC Buddy Walk from Kerri wrote and produced videos to promote the Buddy Walks and Down syndrome awareness, including Superhero and What is a Champion. Prior to having children, Kerri worked in the television, music, and radio industries, specializing in media sales and marketing. Kerri currently owns a baking business. She received dual degrees in Screenwriting and Sociology from the University of Miami in Coral Gables, Florida. There IS Room on the Broom Using Children s Literature and Guided Classroom Discussion to Teach About Individual Differences Presented by: Sarah Burton, MS CCC-SLP Speech and Language Pathologist, Mitchell Elementary School, Needham, MA and Educator, Learning Program Boston, Parent and Children s Programs Building inclusive classroom cultures where all students are accepted and understood requires thoughtful planning and guided discussion. This session highlights how teachers can facilitate these conversations using children s literature as the platform to sparking deeper reflections about individual differences. Sarah Burton has a Master of Science Degree in Speech and Language Pathology from Northeastern University. She holds ASHA clinical certification and is a licensed speech-language pathologist in Massachusetts. She is also certified to teach Orton Gillingham, a multi-sensory program used to teach reading, spelling and writing skills to students with specific learning disabilities. For the past nine years she has been the speech and language pathologist at the Mitchell Elementary School in Needham, working with students who have language-based learning difficulties, receptive and expressive language delays, and social communication needs. Previously, Sarah spent four years at The Learning Center in Waltham, a private, community-based special education school that serves students with primary diagnoses of autism, developmental disabilities and emotional and behavioral challenges. Sarah has been involved with the Learning Program Boston since its inception in She lives in Roslindale with her husband and two daughters, Lily and Norah. Anxiety Reducing Strategies and Skill Building Interventions Decrease Challenging Behavior Presented by: Jessica Minahan, M.Ed, BCBA/National Consultant Understanding the role anxiety plays in a student s behavior is crucial and using preventive strategies are key to successful intervention. Effective behavior plans for these students must focus on the use of preventive strategies and on explicitly teaching coping skills, self-monitoring, and alternative responses. As a result of this workshop participants will be able to easily implement preventive tools, strategies, and interventions for reducing anxiety, oppositional behavior, and increasing self-regulation skills.

5 Jessica Minahan, MEd, BCBA, is a board certified behavior analyst and special educator and a consultant to school s nationwide ( Jessica has over seventeen years of experience supporting students who exhibit challenging behavior in urban public school systems. She is an adjunct professor at Boston University, a blogger on The Huffington Post, as well as the author of The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students, with Nancy Rappaport (Harvard Education Press, 2012) and author of The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety-Related or Oppositional Behaviors (Harvard Education Press, 2014). 12:00-1:00 Lunch & Networking 12:30-1:00 Book Signing 1:00-2:30 Afternoon Breakout Sessions But it s Only a 6 Hour Day! Problem Solving Communication Challenges Around Collaboration for Effective Unit Planning Presented by: Maureen Blazejewski, M.Ed., Education Director, Massachusetts Down Syndrome Congress and Educational Consultant, 3-21 Foundation, Cambridge, MA Effective curriculum planning requires consistent communication between professionals collaborating to design learning goals and curriculum materials. This workshop provides a step-by step how-to for establishing communication routines for information sharing and designing individualized curriculum plans for students. Maureen Blazejewski is the Education Director at the Massachusetts Down Syndrome Congress. In that role, she supports families and school districts by providing information and resources around the best practices for educating students with Down syndrome. In addition, she develops the program for two state-wide conferences, engaging experts in the fields of all aspects related to supporting individuals with Down syndrome from infancy to adulthood. In addition, she has been involved with the Learning Program Boston/3-21 Foundation since September 2009, engaging closely with students, staff and families to design and implement monthly social and educational monthly programs designed for students with Down syndrome. In addition, she works with school teams by in a direct consultation role to support districts in the ever-evolving process of developing individualized educational programs for students with special needs. Prior to her work at the MDSC and LPB, Maureen worked for 17 years in public school settings in a variety of roles in general and special education including classroom teacher and Inclusion Specialist. She holds a Master s Degree in Special Education from Wheelock College and a Bachelor s Degree in Communication and Elementary Education from Stonehill College. Person-Centered Transition Planning Co-Presented by: Kerry Mahoney, Director of Education/Outreach/SUPPORTbrokers, The Arc of Massachusetts; Pat Pakos, M.Ed., Transition Specialist/The ARC of Massachusetts The presentation will focus on the use of Person Centered Planning in creating seamless transitions to adult services for students ages Participants will look back at the historical perspectives of student planning,

6 learn why a person centered approach makes sense and view methods of person centered planning. This workshop will provide examples of student outcomes and highlight best practices. Kerry Mahoney has worked with local ARCs for over 30 years and has developed and managed a variety of supports, services and resources for people with intellectual and developmental disabilities and their families. She is currently the Director of Education/Outreach and SUPPORTbrokers for The Arc of Massachusetts. A graduate of Emmanuel College, she received her degree in Psychology/Rehabilitation Counseling. Kerry has directed residential programs for adults with intellectual disabilities, worked in a special needs classroom, has overseen family support resource centers and expanded Personal Care Assistance, Adult Family Care programs and developed individualized transition plans for students leaving public schools and entering adult services. From these experiences, Kerry has developed a broad knowledge base of the state, federal and private resources that support people with intellectual and developmental disabilities. She has received training in person-centered planning and approaches from The Institute for Community Inclusion, Michael Smull, University of Maryland and University of New Hampshire Institute on Disability. Pat Pakos wears three different hats: she is a parent of an adult daughter with disabilities, has a Master s degree in Severe Special Needs (worked as an Inclusion Facilitator in the Lexington School System) and for the past 10 years has worked for The Arc of Massachusetts as a Transition Specialist and adult services specialist. Inclusive Reading Practices that Benefit Students with Intellectual Disabilities and their Classmates Presented by: David A. Koppenhaver, PhD, Reading and Special Education Dept., Appalachian State University Traditional instruction involves use of grade level texts, ability groups, student read-alouds, and whquestioning. These practices make it difficult for all students to improve their reading. In this workshop, participants will be introduced to principles, practices, and technologies that are useful in supporting the learning difficulties of students with Down syndrome. These principles (e.g., silent reading), practices (e.g., use of book club groups), and technologies (e.g., Tar Heel Reader) benefit all students reading growth. David Koppenhaver is a Professor of Reading Education and Special Education at Appalachian State University, where he teaches undergraduate and graduate literacy methods courses. He is the co-founder of the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill. His professional work addresses the literacy learning difficulties of students with developmental disabilities including those with Down syndrome, autism spectrum disorders, cerebral palsy, and other significant disabilities. Currently he is preparing a web-based reading intervention study for children with Down syndrome, conducting a study of visual attention to print in girls with Rett syndrome, and co-authoring a book on literacy instruction for students with significant disabilities. During the summer months he co-directs literacy camps for adolescents with disabilities and educators and co-teaches short courses on literacy and significant disabilities. He has presented on several occasions previously at the MDSC Annual Conference. Make and Take Museum Create Visual Supports to Use Tomorrow Facilitated by: Members of the MDSC Education Task Force This workshop provides attendees with the opportunity to explore, in-depth, a variety of visual supports that can be used to support students with accessing curriculum. In addition, they will have access to a variety of

7 materials and guidance to make and take visual supports that will support individual students within their own classrooms. The Massachusetts Down Syndrome Congress Education Task Force formed in 2009 to increase communication and collaboration between Massachusetts educators and the parents of students with Down syndrome. Comprised of 14 education professionals, the task force provides quality information and on-going support to Massachusetts educators and their students with Down syndrome. The group s top priority is ensuring that students with Down syndrome receive the most meaningful learning opportunities possible. Members most recently completed a project aimed squarely at this goal: The production of a comprehensive Educators Manual for teaching students with Down syndrome. The Educators Manual is a research-based resource guide that includes information, strategies and best practices for educating students with Down syndrome in inclusive classrooms and schools. The task force members provide the perspective of teachers in the trenches and, because of this, work hard to develop a speaker program for our conferences that will meet the needs of teachers working in schools. In addition, the task force is continually seeking new and innovative ways to provide information to teachers in an engaging, accessible way that takes into consideration the great demands that are already being placed upon teachers time. Get Your Hands on It! Story Boxes and Other Ways to Teach Vocabulary and Content Through Objects Co-Presented by: Linda Shanahan, M.Ed., Severe Special Needs Teacher/Team Chairperson, Kennedy Day School at the Franciscan Hospital for Children in Brighton, Massachusetts; Kathryn Curie, M.Ed., Ed.S. AT, Curriculum Assessment Coordinator, Kennedy Day School at the Franciscan Hospital for Children in Brighton, Massachusetts Story boxes have long been used to support students with visual impairments access content and literature through the use of tactile objects to build background knowledge and develop vocabulary. The teachers at the Kennedy Day School have adapted this concept to support students with significant cognitive challenges as a way to provide access to concepts, stories and literature for students who require more than picture support. These engaging story boxes provide universal access to favorite classroom literature for all learners in your classroom. Linda Shanahan holds a Master of Education Degree from Boston College in Severe and Multiple Disabilities, with an additional specialization in Deafblindness. For over 25 years Linda has worked at the Kennedy Day School in a variety of teaching and supervisory roles. Linda s professional interests include assessment and curriculum for students with significant cognitive delays, accommodations for vision and hearing loss, and working with students with complex health needs. Kathryn Curie holds a Master s Degree in Computers in Education from Lesley University and an Education Specialist s Degree in Assistive Technology from Simmons College. She taught students with special needs for eight years in Ohio and Massachusetts, spent four years designing and developing curriculum and educational software at Education Development Center in Newton, and for eleven years, developed commercial software. As Curriculum Assessment Coordinator in the Kennedy Day School, Kathryn selects and adapts curriculum for students, recommends assessment tools for teachers, and collaborates in developing student-centered goals.

8 2:30 3:00 Wrap-Up & Evaluations