Lessons Learned: Bright Spots - Prevention and Response to Maltreatment

The CEC Division of Leadership and Legacy (DLL), in collaboration with other CEC Divisions, is engaged in the “ Bright Spot Project.” The purpose of the Project is to identify, document, share, and collaborate with individuals who are actively and effectively working to prevent and/or respond to the maltreatment (i.e., abuse) of children with disabilities, i.e., “Bright Spots.”  The purpose of this presentation is to discuss the existing CEC Policy in light of the Bright Spot Project.  It will be an opportunity to identify, share, and have meaningful discussions related to this issue with the hope of identifying Bright Spots and shedding light on the existing work that is taking place. The 2018 CEC Policy on the Prevention of and Response to Maltreatment was established in recognition of the fact that children with disabilities experience a significantly higher incidence of maltreatment (i.e., neglect & abuse) than their nondisabled peers.  The maltreatment experience damages children’s health, impairs their emotional development, and impedes their academic success. Research indicates that while special education professionals are confident in their ability to recognize and report suspected instances of child maltreatment, they are not confident in their ability to prevent, or respond to maltreatment.

Dr. Harold Johnson, Professor Emeritus, Kent State University

Maximizing Student Outcomes: Implementing Visual Supports for Academic, Social, and Behavioral Success

This presentation will introduce ways to correctly identify, create, and implement visual supports for students with disabilities. Presenters and attendees will explore the evidence-based practice of visual supports and how they can be effectively used to support students academically, socially, and behaviorally across various contexts. Additionally, presenters will describe the 5-15-45 team planning tool and how it can be used to collaborate with team members and plan the implementation of visual supports across settings, regardless of the planning time available. Attendees will receive takeaways that can be immediately implemented.

Learning Objectives:

1. Participants will be able to identify, create, and discuss ways to implement visual supports for students with disabilities.
2. Participants will be able to identify visual supports that aid in academic, social, and behavioral success for students with disabilities.
3. Participants will be able to discuss ways to collaborate with team members using the 5-15-45 team planning tool.

Thai Ray Williams, DADD Student Representative/Doctoral Candidate, Division on Autism and Developmental Disabilities/University of North Carolina at Charlotte

Hannah Douglass, Doctoral Student, University of North Carolina at Charlotte

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

Accentuate the Positive! Evidence-based Practices for Positive Behaviors

Evidence-based practices (EBP) integrate scientific evidence, standards, and quality indicators. Discovering EBP will help practitioners adopt and implement existing knowledge and strategies. Bringing EBP directly to practitioners and identifying the usability of the practice will help increase implementation. This session will introduce EBP for increasing positive behaviors such as attention to task, compliance, alternatives to aggression, positive relationships, emotion regulation, and motivation.

Learning Objectives:

1. Explore Evidence-based Practices (EBP) for increasing positive behaviors
2. Examine various EBP to determine which ones meet the specific needs of your student(s)
3. Make a plan to apply at least one practice in your setting tomorrow

Effective Implementation of Daily Behavior Report Cards: A Make-N-Take Workshop

This interactive session will provide educators with an in-depth understanding of DBRCs, including their purpose, research support, and practical benefits across different grade levels. Participants will explore key components of effective DBRCs and learn best practices for their implementation. Attendees will leave with practical knowledge and ready-to-use DBRC templates, empowering them to enhance classroom management and promote positive student behavior effectively. This session is ideal for educators seeking evidence-based strategies to support diverse student needs in their classrooms.

More than a Seat in a Room: Strategies for Fostering Belonging

All students, including students with disabilities and those from marginalized communities, learn best and are the most successful when they are welcomed and feel a sense of belonging at school. This session will define ten elements of belonging and share freely available resources to help educators and leaders identify inclusive practices to promote belonging within their schools.

After this presentation participants will be able to: 

1. Define the 10 dimensions of belonging 
2. Explain why promoting belonging is essential for all students, especially students with disabilities and those from marginalized populations
3. Use resources and lessons learned to promote belonging and inclusive practices

Steven Prater, Technical Assistance Provider, PROGRESS Center

Riley O'Donnel, Research Assistant, PROGRESS Center

Behaviors that Challenge Adults in Early Childhood

Join us for the most recent information and tools on behaviors that challenge adults serving young children, including young children with diagnosed disabilities. Explore bias, perspectives across cultures, and tools for success from DEC and partner programs.

Kerri Kannengieser

Tanya Hutchinson

Stephanie McAvoy