Demystifying Specially Designed Instruction 

Are accommodations the same as specially designed instruction (SDI)? What about universal design for learning (UDL) or high-leverage practices (HLPs)? This interactive session will help explain the differences between SDI and supplementary aids and services and clarify why accommodations, UDL, and HLPs are not SDI. Participants will gain access to freely available tools to assist educators in the design and delivery of SDI and supplementary aids and services that meet the unique academic and functional needs of students across grade spans.

At the end of this session, participants will be able to:

1. Explain what is SDI and how it differs and aligns with the other parts of the statement of services and aids
2. Access freely available tools to support implementation of SDI and supplementary aids and services

Sara Evans, Technical Assistance Provider, PROGRESS Center

Timara Davis, Researcher at the American Institutes for Research (AIR)

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

Leveraging Resources in the Classroom: Increasing Communication for Students with Autism and Complex Communication Needs

In this session, we will present four economical strategies that can be used in the classroom to increase communication for autistic students with complex communication needs including:

1. Facilitating observational learning
2. Using instructive feedback
3. Embedding communication instruction throughout the school day
4. Programming for generalization.

Recognizing the challenges teachers face with limited time and resources, this session will provide actionable guidance on integrating high-quality communication practices into existing classroom routines.

After this session, participants will be able to:

1. Identify the importance of high-quality communication instruction and assessment for students with complex communication needs in the classroom.
2. Apply evidence-based strategies in the classroom to increase communication.
3. Program for generalization to ensure communication skills are applied across different settings, novel stimuli, and with various communication partners.

Monique Pinczynski, Assistant Professor, Boise State University

Janet Sanchez Enriquez, Autism Education Consultant, ESC Region 20

Introducing an Arts Utilization Spectrum to Maximize Student Success

Incorporating the Arts into the classroom has long been established as having positive effects for a variety of students in a variety of settings.  However, even with the given successes, teachers may still seek guidance around the use of the Arts in the classroom. That is, what would work best for students depending on the situation?  The session attempts to support teachers in understanding the possibilities for utilizing the Arts in the classroom.

Learning objectives will include:

1. Understanding the Arts Utilization Spectrum
2. Identifying possible types of Arts-based activities for instruction
3. Supporting student learning through the Arts and Universal Design for Learning

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.

Working with Students Identified with LD and ADHD

Better understanding of characteristics of students identified as both LD and ADHD. Learning about strategies to work with students with both LD and ADHD.

Educational Technology: What do we do with technology in the classroom?

The educational technology (EdTech) industry is currently in its 4.0 stage, with advancements in emerging technology tools - like AI, AR/VR, Big Data, Machine Learning, and others illuminating new possibilities in the field of education. While these developments hold immense potential for educational transformation, challenges such as curriculum design, user experience and safety, and implementation fidelity are critical for desirable technology integration in practice. During this session, we will share how to gain a deep and broad understanding of how technology can be used in education.

At the end of the session, the participants will be able to:

1. Understand the EdTech Research and Development (R&D) process
2. Describe critical aspects and components of effective EdTech programs and products
3. Identify evidence-based EdTech programs and products for their schools and classrooms
4. Identify ways to use, integrate, and/or develop technology-based instruction for students with or at risk for disabilities

Sam Choo, Assistant Professor at University of Minnesota

Joseph Morgan, Professor at University of Nevada, Las Vegas

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

Equity for Students with Complex and Chronic Conditions 

We will focus on topics that specifically impact equity in public education for students with complex and chronic conditions. Topics will include: time away from instruction due to medical needs, disproportionate discipline for students with CCC, and how to promote inclusive environments. 

Autumn Bauer, Graduate Teaching Assistant, Old Dominion University Dr. Robbie Hampton, Associate Professor, Lipscomb University Dr. Cate Smith, Clinical Associate Professor, Special Education, The University of Tennessee