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PRE- & POST-CONFERENCE
WORKSHOPS
DEC's
Pre-and Post-Conference workshops offer a focused, comprehensive
professional development experience.
PRE-CONFERENCE
WORKSHOPS
Monday, October 27, 2008 - 9 a.m-4 p.m. Registration
includes lunch.
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PRE-1: TEACHING
PRESCHOOLERS WITH DISABILITIES: PROMOTING EFFICIENT
LEARNING
This
session will address four primary topics: (a) description
of effective instructional
practices, (b) application of procedures to promote
efficient child learning, (c) data decision making,
and (d) topics for future research. Emphasis
is placed on preschoolers in inclusive settings
and
on play, cognitive, and social behaviors.
Mark
Wolery, PhD & Brian Reichow, MA
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PRE-2: TOOLS, TECHNOLOGY, AND TECHNIQUES: TEACHING CHILDREN
WITH VISUAL IMPAIRMENT AND MULTIPLE DISABILITIES
Designed
for teachers, administrators, and families, this workshop
will energize them to advance the communication, literacy,
and social skills of children with visual impairment
and multiple disabilities. They will gain skills in
using tactile strategies, embedding social skills within
emergent literacy enhanced with adapted tools, and
providing technology supports.
Padmaja Sarathy, MA & Erminel Love-Trescott,
Ed |
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PRE-3: COMMUNITIES OF PRACTICE (COP): AN APPROACH FOR INTEGRATING
RESEARCH,
VALUES, AND EXPERIENCES
Learn about new, effective ways
to stimulate interaction, to integrate research with
values and experiences, and to support transformative
action among diverse colleagues. This session will
highlight the definition, practical features, and application
options of one approach: the Community of Practice.
Participants can participate in a COP before and after
the session.
Pam Winton, PhD, George Gotto, PhD, Judy
Swett, & Susan Stewart, PhD |
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PRE-4: REVISITING EARLY CHILDHOOD ASSESSMENT IN AN ERA OF
ACCOUNTABILITY: RESPONSE TO INTERVENTION AND DIVERSITY
This
session is designed to provide an overview of past,
current, and future assessment trends. Historical perspectives
about assessment in EI/ECSE will be reviewed. Participants
will then consider assessment in relation to new purposes
(accountability), within broader frameworks (RTI),
and for broader populations (culturally and linguistically
diverse).
Cornelia Taylor Bruckner, PhD, Kristie Pretti-Frontczak,
PhD, Paul Yavonoff, PhD, Jane Squires, PhD, Patricia
Snyder, PhD, & Mary
McLean, PhD |
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PRE-5: CREATING ADAPTATIONS FOR ROUTINES AND ACTIVITIES: CARA’S
KIT
Using adaptations/AT enhances children’s success
in early childhood activities/routines. Participants
will learn to be effective early childhood consultants
by applying the tools in CARA’s Kit—including
a classroom activity/routine assessment, planning framework,
and an adaptation hierarchy and matrix used to create
solutions that keep children active and involved in
learning.
Suzanne Milbourne, PhD & Philippa Campbell,
PhD |
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PRE-6: EDUCATIONAL NEEDS OF CHILDREN AND FAMILIES FROM CULTURAL,
LINGUISTIC,
AND ABILITY DIVERSE BACKGROUNDS IN EARLY CARE & EDUCATION
Recent
legislative initiatives, research, and evidence-based
models for practice provide a framework for understanding
our changing world in early childhood special education.
This interactive workshop will focus on how cultural
and linguistic
variations impact learning, how to interact and partner
in a positive way with families from cultures different
from their own, and how to connect dynamic assessment
and ongoing progress monitoring to culturally resonant
teaching practices.
Susan M. Moore,
JD, MA, CCC-SLP, Clara Perez-Mendez, & Lillian
Duran, PhD |
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PRE-7: WHAT DO WE REALLY KNOW ABOUT EARLY INTERVENTION? MODELS,
METHODS, POLICIES, AND PRACTICES
In this workshop, participants
will have the opportunity to learn about the current
state of affairs in Part C early intervention with
a particular emphasis on the evidence base as well
as critical issues and unmet needs. Topics will include
personnel preparation, service delivery, and program
administration. One expected result of this session
is an action agenda for DEC to highlight what is needed
to meet the goals of early intervention for our infants,
toddlers, and their families.
Susan Sandall, PhD & Chris
Salisbury, PhD |
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POST-CONFERENCE WORKSHOPS
Thursday,
October 30, 2008 9 a.m.-12 p.m. Registration includes
breakfast.
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POST-1: HOW TO MEASURE INCLUSION QUALITY—AND
WHY
SpeciaLink’s Child Care Inclusion Scales have
become key tools for measuring inclusion quality in Canadian
early learning programs. Learn how to use these tools
to assess and inspire early childhood inclusion quality
in your community, and join in our action research about
inclusion quality across our borders.
Debra Mayer, MA & Sharon
Irwin, EdD |
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POST-2: USING TECHNOLOGY TO ENHANCE TRAINING, TECHNICAL ASSISTANCE,
DISSEMINATION, AND STRATEGIC COMMUNICATION
This workshop
will illustrate how technology can be used by early
childhood agencies, educators, trainers, and technical
assistance providers to enhance training, technical
assistance, dissemination, strategic communication,
and systemic change initiatives.
Larry Edelman, MS |
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POST-3: ASSESSMENT, EVALUATION, AND PROGRAMMING SYSTEM (AEPS)
OVERVIEW: TOUR OF MULTIPLE USES
Are you a new AEPS user,
or early adopter who wants the latest updates? Join
us for a “tour” of the many AEPS components,
including detailed descriptions of eligibility determination/
corroboration, initial assessment, program planning,
instruction, progress monitoring, accountability reporting,
and AEPS interactive data management.
Kristine Slentz,
PhD, Kellie Horn, MA, & Marisa Macy, PhD |
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POST-4: POSITIVE BEHAVIOR SUPPORT GOES TO PRESCHOOL!
The implementation
of schoolwide positive behavior support (PBS) is occurring
in school districts across the nation with impressive
outcomes for students and teachers. This workshop will
describe the translation of the model for implementation
within early childhood programs to promote young children’s
social development and address challenging behavior.
Participants will receive information on the program-wide
PBS model, the readiness and steps for program-wide
adoption, and tools for the measurement of implementation
fidelity and outcomes.
Lise Fox, PhD, Mary Louise Hemmeter,
PhD, & Rochelle Lentini, MEd |
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POST-5: LEAP PRESCHOOL: AN INCLUSIONARY, EVIDENCE-BASED PROGRAM
FOR YOUNG CHILDREN WITH AUTISM
This workshop will focus
on three elements of the LEAP Model that have been
shown over the past 25 years to produce significant
changes in the functional skills of young children
with autism and adult family members. The three elements
include: 1) the utilization of peer-mediated social
skills instruction 2) the embedding of naturalistic
learning opportunities into typical preschool routines
and activities and 3) in-home skill training for adult
family members of young children with autism.
The workshop will then provide preliminary data from
a four-year federal research initiative on LEAP’s
training and consultation model.
Ted Bovey, MA & Phil
Strain, PhD |
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