Rethinking ‘good readers’: Proactive and responsive approaches to supporting behavioral, emotional, and whole-child needs in the literacy classroom

In educational research and discourse, students’ literacy learning and skill development are frequently positioned as contingent on students’ compliance, attention, and ability to conform to rigid notions of ‘good reader’ behaviors. This session is focused on critical alternatives to these prevailing paradigms. The facilitators emphasize frameworks for and examples of proactive and responsive approaches to supporting behavioral, emotional, and whole-child needs in the literacy classroom.

Going beyond representation of diverse social and political identities and topics in literature for children and youth, participants will explore:

1. Frameworks for amplifying student voice and student-centered literacy experiences

2. Examples of texts, lesson plans, and templates for culturally, linguistically, racially, and ability-affirming instruction

3. Responsive and sustaining approaches to support engagement and relationships through literacy instruction (rather than compliance)

Through this session, participants will:

1. Conceptualize and apply asset-based perspectives of culturally and linguistically diverse exceptional learners to plan literacy instruction that thoughtfully leverages students’ strengths and abilities (e.g., linguistic repertoires, funds of knowledge)

2. Using a critical disability lens and facilitator-provided examples, explore and describe liberatory relational, instructional, and assessment practices related to literacy and behavior

Chelsea Stinson, Assistant Professor, State University of New York at Cortland

Sarah M. Salinas, Assistant Professor, Minnesota State University - Mankato

Equity in Early Childhood 

Learn how DEC foundational principles support working with practitioners and families in early childhood. Centering equity in the work and bringing underrepresented voices into the conversation supports high-quality services.

Peggy Kemp, Executive Director, DEC

Sheresa Blanchard 

Increasing Equity Through Global Competency: Supporting Learning and Wellbeing for Our Learners, Families, Educators, and Communities  

Global competence is an equity issue. Equitable education systems challenge learners, families, and educators to not only address cognitive learning supports but also the social, emotional, and behavioral experiences of every member of our community.

This session will:

1. Review global competence

2. Provide opportunities to learn about global competencies

3. Guide participants in critical self-reflection, assessing their context, and identifying and implementing global competency to support learning and well-being for learners, families, educators, and communities

Rebekka Jez, EdD, Associate Professor, University of San Diego

Jen Ward, EDD, Assistant Professor, Saginaw Valley State University

Nicci Dowd, EdD, Assistant Professor, Marymount University

Nicole DeClouette, PhD, Interim Associate Dean, College of Education Professor of Special Education, Georgia College & State University

Clara Hauth, EdD, Associate Professor, Marymount University

Transition Across the Education Journey: Birth to Adulthood

Join us for an insightful session focusing on the educational journey students and families with disabilities encounter from birth to adulthood. This session will delve into the critical stages of transition and career development that begin at birth and the importance of providing continuous, culturally responsive support to youth, families, and educators through adulthood. Gain a comprehensive understanding of the transition strategies and practices that can facilitate smooth transitions and promote inclusivity and equity throughout the educational lifespan. Engage with individuals from early childhood, career development, art, and international education to explore research-based insights and practical activities that can be implemented in educational settings beginning at Pre-K to ensure that students with disabilities reach their adult life outcomes.  We must begin planning and engaging families effectively earlier than high school. This session is ideal for educators, administrators, and professionals dedicated to enhancing the post-secondary outcomes of ALL Learners - so that ALL students regardless of their disability, SES status, cultural background, gender, or sexual orientation achieve their living, learning, and working goals.

Rebekka Jez, DISES

Peggy Kemp, DEC

Stacie Dojonovic, DCDT

Juliann Dorf, DARTS

Al Daviso, DCDT

Fostering Global Conversations: Enhancing Cultural Responsiveness in Special Education: Birth through Adulthood

Join us for a session hosted by the Council for Exceptional Children (CEC) to explore the innovative cross-division project "Critical Global Conversations." This session will introduce a groundbreaking video podcast series designed to support youth, families, and educators in adopting culturally responsive and sustaining practices. The project is a collaborative effort between the Division of International Special Education and Services (DISES), the Division on Career Development and Transition (DCDT), the Division of Arts in Special Education (DARTS), and the Division for Early Childhood (DEC). Learn about the project's goals, methodologies, and collaborative efforts across these divisions. Discover practical strategies, research-based insights, and activities that you can implement in your educational settings to promote inclusivity and equity from birth through adulthood. Engage with experts and gain valuable resources to enhance your professional practice and support ALL students with Disabilities!

Rebekka Jez, Associate Professor, University of San Diego, DISES President

Juliann B. Dorff, Emeritus Senior Lecturer, Art Education - Kent State University

Stacie Dojonovic Schutzman, Assistant Teaching Professor - University of Kansas, DCDT Executive Director

Peggy Kemp, Ph.D., Executive Director Division for Early Childhood

Alfred W. Daviso, Ph. D., Professor – Intervention Specialist at The University of Akron