Down Syndrome Education Conference

Transcription

1 Register Here! Down Syndrome Education Conference First Baptist Church, COVINGTON, LOUISIANA Thursday, September 18 - Friday, September 19, 2014 In Depth Tracks offer intensive training over 2 days for teachers, teaching assistants, educational/school psychologists, speech and language pathologists, and other health and education professionals. The In Depth tracks are also suitable for parents looking for more detailed information. Registration Fee: $100/day (lunch provided) Understanding People With Trisomy 21 Down Syndrome This course is offered for.5/day ASHA CEU (Intermediate level, Professional area). Co-sponsored by LSHA. The Louisiana Speech-Language-Hearing Association is approved by the Continuing Education Board of the American Speech-Language- Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. See course information for number of ASHA CEUs, instructional level and content area. ASHA CE Provider approval does not imply endorsement of course content, specific products or clinical procedures.

2 The UP21 Foundation is proud to host the leading experts in Down syndrome education, Down Syndrome Education International, for a 2 day in-depth education conference. Tracks to meet specific needs Early Years Track Information and advice about the education and development of infants and toddlers with Down syndrome from birth to 5 years Childhood Track Information and advice about the education and development of young children with Down syndrome from 5 to 11 years AdolescenceTrack Information and advice about the development of young people with Down syndrome from 11 to 16 years These accredited two-day tracks provide education and therapy professionals with the information and practical advice they need to provide the most effective education, therapy, care and support for children and young people with Down syndrome. They are also suitable for families seeking detailed information. Working in Partnership Recognizing that the most important resource in any child s life is their family, each tracks addresses the way professionals can work in partnership with families to fully support their children s development. Professionals will find that much of the practical information and guidance offered in relation to meeting the needs of children with Down syndrome is directly relevant and transferrable to their work with other children with learning, communication and language difficulties. A Platform for Communication Delegates receive a pack of support materials to enable further learning based on course content. Each presentation will provide delegates with a guide to further reading covering both key research papers and practical references to allow delegates to extend their knowledge as they wish. The In Depth tracks are accredited by Down Syndrome Education International. The UP21 Foundation will award professional credits to eligible attendees.

3 Thursday, September 18, 2014 In-Depth Tracks Times Early Years (Birth - 5 yrs) Childhood (5-11 yrs) Adolescence (11-16 yrs) 8:30-9:30 am Registration 9:30-10:30 am KEYNOTE: Evidence based practice: What does research tell us about the specific language and learning needs of children and young people with Down syndrome? 10:40-11:40 am Developing language and Developing speech clarity Strategies for accessing the curriculum - communication skills and intelligibility adaptations, resources & differentiation 11:40 am - 12:05 pm Break 12:05-1:05 pm Speech and verbal memory skills Developing number math and Developing literacy skills memory skills 1:05-2:05 Lunch 2:05-3:05 pm KEYNOTE: What does research tell us about teaching children and young people with Down syndrome to read? Methods, benefits and levels of achievement. 3:05-3:30 pm BREAK Day 1 3:30-4:30 pm Supporting social development Developing vocabulary and Social and emotional and behavior language development *The agenda is tentative and subject to change. Day 2 Friday, September 19, 2014 In-Depth Tracks Times Early Years (Birth - 5 yrs) Childhood (5-11 yrs) Speech & Language (All age ranges) 8:30-9:30 am KEYNOTE: Evidence for the benefits of inclusion in education and the keys to success 9:40-10:40 am Developing play, number and Developing reading skills developing speech and cognitive skills language skills 10:40-11:05 am break 11:05-12:05 pm Developing early reading skills Supporting social development Encouraging age-appropriate and behavior behavior 12:05-1:05 pm lunch 1:05-2:05 pm Developing self-help and strategies for accessing the Developing number and math independence skills curriculum adaptations, skills resources and differentiation 2:05-2:30 pm BREAK 2:30-3:00 pm KEYNOTE: Looking forward: How do we support full inclusion and meaningful lives? 3:00-3:30 pm QUESTION AND ANSWER SESSION: PANEL

4 KEYNOTE ADDRESSES Day 1 9:30 10:30 am Evidence based practice: what does research tell us about the specific language and learning needs of children and young people with Down syndrome? A summary of the research findings on the specific developmental profile associated with Down syndrome. Further detail on the specific speech, language and cognitive profile associated with Down syndrome. Implications of this profile for planning education and therapy programs. Evidence that we can change the expected profile if we apply this knowledge. 2:05 3:05 pm What does research tell us about teaching children and young people with Down syndrome to read? Methods, benefits and levels of achievement. What levels of achievement can we expect? What are the most effective teaching approaches? What are the potential benefits for speech, language and memory? Day 2 8:30 9:30 am Evidence for the benefits of inclusion in education and the keys to success. What is inclusive practice in education? What does research tell us about the benefits? What does a school need to do to develop successful inclusive practice? 2:30 3:00 pm Looking forward: How do we support full inclusion and meaningful lives? What does research tell us about quality of life? What does research tell us about the needs of families living with a child with Down syndrome? How can we support social development and independence?

5 BREAKOUT SESSIONS Day 1 - EARLY YEARS TRACK (0-5 years) 10:40 11:40 am Developing language and communication skills An overview of how language and communication skills develop and how to recognize key stages in progress. Practical activities to encourage communication through responsive strategies. Activities to teach vocabulary. How to use early reading activities to teach words and first sentences. 12:05 1:05 pm Speech and verbal memory skills A brief overview of speech and verbal short-term memory development and the links between them. Games and activities to develop listening, speech discrimination and speech skills. Games and activities to develop working memory skills 3:30 4:30 pm Supporting social development and behavior An overview of early social/emotional development and how it links to communication and cognitive development. An outline of practical principles to encourage self-regulation and settled daily routines. Practical ways to encourage 'good' behavior and change 'difficult' behaviors. The importance of brothers, sisters and friends. Day 2 EARLY YEARS TRACK (0-5 yrs) 9:40 10:40 pm Developing play, number and cognitive skills How children learn through play and ways to support play. How number skills develop and activities to teach early counting and understanding of number. Ways to encourage problem solving and teach early cognitive concepts. 11:05-12:05 pm Developing early reading skills Brief overview of the benefits of starting reading activities early. Effective ways to get reading started. Practical ways to support reading development. 1:05 2:05 pm Developing self-help and independence skills What do we know about motor development for children with Down syndrome? How can we encourage both fine and gross motor skills? How can we encourage independence in self-care - mealtimes, washing, dressing and toilet training?

6 Day 1 CHILDHOOD TRACK (5-11 years) 10:40 11:40 am Developing speech clarity and intelligibility An overview of speech development from 5-11 Years. How to identify the current stage a child has reached. How to use regular curricular activities to promote speech development. Additional practical activities that will help. 12:05 1:05 pm Developing number math and memory skills An overview of steps in understanding early number and counting. Adaptations to class teaching methods. Making full use of visual learning approaches to teach number including Numicon. Learning about time, money and measurement. 3:30 4:30 pm Developing vocabulary and language Brief overview of vocabulary and language development Developing early vocabulary skills Supporting grammar Practical ideas for supporting language development in the classroom. Day 2 CHILDHOOD TRACK (5-11 years) 9:40 10:40 am Developing reading skills Effective ways to get reading started. How to develop a reading vocabulary. How to develop phonic skills, decoding and spelling strategies. How to ensure that reading comprehension keeps pace with reading accuracy. Adapting class literacy teaching. 11:05 12:05 pm Supporting social development and managing behavior Facilitating full social inclusion and friendships. Peer support - buddy systems, circles of friends. Strategies to encourage age-appropriate behaviour and to avoid 'difficult' behaviors. Strategies to change unwanted behaviors. 1:05 2:05 pm Strategies for accessing the curriculum adaptations, resources and differentiation Adaptations to teaching and assessment approaches which will optimize learning for most children with Down syndrome. Principles for differentiating the regular curriculum. Additional resources to support learning including ICT.

7 Day 1 - ADOLESCENCE TRACK (11yrs - High School) 10:40 11:40 am Strategies for accessing the curriculum adaptations, resources and differentiation Adaptations to teaching and assessment approaches which will optimize learning for most teenagers with Down syndrome. Principles for differentiating the regular curriculum. Additional resources to support learning including Information Communication Technologies (ICT). 12:05 1:05 pm Developing literacy skills Effective ways to develop reading skills for teenagers. Literacy teaching opportunities across the curriculum. How to further develop phonic skills, decoding and spelling strategies. How to ensure that reading comprehension keeps pace with reading accuracy. How to use reading activities to develop spoken language skills. The benefits of supported literacy. 3:30 4:30 pm Social and emotional development Facilitating full social inclusion and friendships. Peer support - buddy systems, circles of friends. Personal care, health, sexuality and close relationships. The role of sports, leisure and community activities. Day 2 ADOLESCENCE (11yrs High School) 9:40 10:40 am Developing speech and language skills An overview of speech and language development in teenage years. How to identify the current stage a teenager has reached. How to use regular curricular activities to promote speech and language development and additional practical activities that will help. Addressing the social communication needs of teenagers 11:05 12:05 pm Encouraging age-appropriate behavior Strategies to encourage age-appropriate behavior and to avoid 'difficult' behaviors. Strategies to change unwanted behaviors. 1:05 2:05 pm Developing number and math skills The range of number skills at 12 years. Targets for the secondary school math curriculum. Teaching money, measurement and time. Adaptations to class teaching methods. Making full use of visual learning approaches including Numicon.

8 SPEAKER BIOS Professor Sue Buckley OBE BA (Hons), CPsychol, CSci, AFBPsS Sue Buckley is one of the world's leading researchers in the education and development of children with Down syndrome. Sue's research in the early 1980s led to the founding of the charity, Down Syndrome Education International (DSE). Background Sue Buckley is a Chartered Psychologist with over 40 years of experience in the field of developmental disability. Sue read Psychology at the University of Reading, UK and then went to Oxford, UK, for training in Clinical Psychology in She worked in the National Health Service for several years and moved to teaching in the Psychology Department, University of Portsmouth in Sue continued clinical work in the community establishing early intervention services in the 1970s and began research into the learning needs of children with Down syndrome in Sue was appointed Professor by the University in 1994 in recognition of her work in research and teaching in developmental disability. In 2000, she left the University to work full-time for DSE while retaining her research links with the University. For the past 30 years, Sue has travelled widely to speak at conferences and training events and she is in high demand as a speaker. She has also published widely for families, practitioners and researchers and played a leading role in stimulating growth in research into the education and development of children with Down syndrome worldwide. She has a particular interest in developing the language, reading, number and memory skills of children with Down syndrome. Sue has first-hand experience of many of the issues that affect families as the eldest of her three children, Roberta, has Down syndrome and was adopted into Sue's family when a baby. Roberta is now an adult living with her partner in supported independent living facilities. Sue's unique contribution to scientific understanding has been recognized in the following awards: the inaugural scientific award at the first international Biennial Scientific Conference on Down Syndrome in 1998 an OBE for her services to special needs education in the Queen's 2004 Birthday Honours List the Theodore D Tjossen Research Award by the National Down Syndrome Congress in 2005 Current roles Sue is currently Director of Science and Research at DSE and Emeritus Professor of Developmental Disability, Department of Psychology, University of Portsmouth, UK.

9 Dr Kelly Burgoyne CPsychol, PhD, BSc (Hons) Kelly Burgoyne is a psychologist with a wide range of experience and research interests in reading and language development, developmental disorders (children with Down syndrome and children with language and reading comprehension difficulties) and children with English as an additional language. She is currently a Research Associate in the Division of Psychology and Language Sciences, University College, London where she is working on an evaluation of the Nuffield Early Language Intervention program which aims to improve the language skills of pre-school children with oral language weaknesses. Kelly also works for LETS Go! UK on a part-time basis, providing specialist services for children with Down syndrome including school outreach support, training for parents and professionals and school-age communication groups. Background Kelly completed her PhD in 2007, looking at the comprehension skills of children learning English as an additional language, at the University of Central Lancashire, UK. She taught at the University of Manchester, UK in the School of Psychological Sciences between 2006 and 2008 before moving in January 2009 to work at Down Syndrome Education International for four years. While at DSEI Kelly was the lead researcher on a recent landmark study of a reading and language intervention (RLI) for children with Down syndrome. She led the randomized control trial of the effectiveness of this intervention over a 3 year period. She played a lead role in preparing the RLI program for publication and in developing RLI training. Kelly also worked on several other research projects including a pilot study evaluating the reading and language program in Texas and intervention projects for teaching phoneme blending and for supporting the development of reading comprehension skills. As part of her role at DSEI Kelly has assessed and supported a large number of children with Down syndrome in school, and worked closely with school teaching assistants to develop teaching for individual children. Kelly has written and delivered training to parents and educators in a variety of settings, and presented at several DSEI Education Conferences. She has also presented at several national and international scientific research conferences. Her work has been published in high-profile research journals; she has also published articles for parents and practitioners. Current role at DSEI Kelly currently works as a consultant to DSEI providing training to groups around the world. She is a DSE accredited Reading and Language Intervention (RLI) trainer. Kelly also continues to play a significant role in the development of research programs investigating aspects of reading and language development in children with Down syndrome in collaboration with staff at other universities.

10 Becky Baxter BSc (Hons), MSc, CertMRCSLT Becky is a speech and language therapist who has had experience working with children who have a broad range of speech, language and communication difficulties in a range of settings including homes, pre-schools and schools. She specializes in Down syndrome and has worked with parents, professionals and organizations supporting children with Down syndrome since Becky set up LETS Go! UK, an independent practice providing specialist services for children with Down syndrome, in LETS Go! UK offers speech and language services including individual assessment and intervention, pre-school education groups and school age communication groups as well as outreach support to schools. In addition Becky offers training and consultancy for children with Down syndrome, their families and professionals. Background Becky obtained her undergraduate degree in Speech Sciences at University College London in 2007 and her Masters in Language and Communication Impairments in Children from Sheffield University in She is a member of The Royal College of Speech and Language Therapists, the Health and Care Professions Council and the Association of Speech and Language Therapists in Independent Practice. Becky has also completed her British Sign Language level 2 and received training in Makaton, Cued Articulation and Portage. Becky worked full time for DSEI for 4 years as part of the Services and Education team. She provided direct services to children in the Early Development Groups focusing on demonstrating early intervention and specific speech and language activities for practice at home. She was responsible for the outreach service to local mainstream schools, providing information, training and support to families and school staff on inclusion and related issues. Becky also provided training and consultancy on a range of topics for children of all ages, through in house workshops, training days and Down Syndrome Education Conferences. Becky was involved in several of the research projects carried out by the charity and the development and evaluation of the See and Learn speech, language and reading materials published by DSEI. Current role at DSEI Becky currently works as a consultant to DSEI providing training and consultancy to individuals and groups around the world. She is a DSE accredited Reading and Language Intervention (RLI) trainer. Becky also continues to play a significant role in the development of resources and publications including the See and Learn speech, language and reading programs.