BRIEF DESCRIPTION: Current research supports the idea that "classic" autistic behaviors are not just self soothing or self stimulating, but actually a means of communicating with the world. In this session, we will discuss these behaviors, how to identify their meaning and how to "translate" them into more classroom-appropriate means of communication.

SUMMARY OF PRESENTATION: This presentation is based on the research of Dr. Barry Prizant and the ideas presented in his book Uniquely Human: A Different Way of Looking at Autism. The learner will be challenged to see that the behaviors that are often deemed "typically autistic" are not simply behaviors, but actually a means of conveying information. The learner will understand the need to treat these behaviors as a form of communication that needs to be interpreted. Finally, the learner will acquire the tools necessary to be able to understand the student's messages and to "translate" those behaviors into other forms of communication.

Dianna Naylor

BRIEF DESCRIPTION: Multi Tiered Systems of Support can help maximize student behavior, social emotional wellbeing and academic success. In this workshop we will hone in on how to develop Multi Tiered Structures to support academic success.

SUMMARY OF PRESENTATION: All students don’t learn the same way or at the same speed, yet all students deserve to grow in their academic achievement. Through Multi Tiered Systems of Support structures and responsive practices, schools can ensure that all students are getting their needs met in a timely and efficient way. In this workshop, we will look into the components of a strong Response to Intervention System: universal screening, progress monitoring as well as targeted focused interventions. We will share some examples to maximize students achievement.

Catalina Artunduaga and Maria Paula Camargo

BRIEF DESCRIPTION: In this presentation Catalina Artunduaga and Maria Paula you will share how to implement universal screening, research-based early literacy intervention, and on-going progress monitoring in order to meet the needs of all your learners.

SUMMARY OF PRESENTATION: CNG has adopted the Multi-Tiered Systems of Support (MTSS) model to provide academic support with the goal of preventing students from falling behind through early intervention. The National Research Center on Learning Disabilities (NRCLD, 2006) defines Response to Intervention/MTSS as:

“…an assessment and intervention process for systematically monitoring student progress and making decisions about the need for instructional modifications or increasingly intensified services using progress monitoring data.”

MTSS is an integrated approach that provides remedial interventions or support services to struggling learners, as well as our gifted and talented population, through a multi-tiered service delivery model. Effective MTSS practices utilize a proactive and collaborative problem-solving framework that uses universal screening assessment and progress monitoring to guide preventive, remedial or enrichment instructional practices. The core principles of MTSS are: (1) decisions based on data, screening for at-risk and high achieving students, (2) school wide collaboration to help each student, (3) progress monitoring, and (4) evaluating the effectiveness of instruction and interventions.

Catalina Artunduaga and maria Paula Camargo

BRIEF DESCRIPTION: International Schools face the challenge of educating complex special needs children due to limited resources and local Ministry of Education regulations. Many health care systems world wide are fragmented and do not embrace Interprofessional Collaboration. In this presentation we will look at how to use Interprofessional Collaboration to help special needs children function in their max potential. We will include examples through case studies of successful integration of complex cases into the classroom.

Laurie Behan

SUMMARY OF PRESENTATION:

Meeting the needs of a special needs child is complex and often requires the involvement of multiple professionals including the fields of medicine, education, therapy, and psychology. The World Health Organization identifies interprofessional education and collaborative practice as key to improving health outcomes worldwide1. Interprofessional collaboration has also been known to reduce costs and have a positive impact on educational outcomes.1,2 The international school setting is challenged to take care complex students due to limited resources and the need to comply with local Ministry of Education regulations. This is further complicated by the fact that many health systems worldwide are fragmented1. Globally, professionals tend to work independently of each other and do not create the interdependence that is required to address the complexities of caring for special needs children2. In this presentation we will be learning about Interprofessional Collaboration and looking at case studies where it was used to provide positive outcomes to a child’s integration into an inclusive classroom.

1. Framework for Action on Interprofessional Education & Collaborative Practice. Switzerland: World Health Organization, 2010.

2. Strunk, J, Leisen, M., & Schubert, C. (2017). Using a multidisciplinary approach with children diagnosed with autism spectrum disorder. Journal of Interprofessional Education & Practice, 8, 60-68.

Other References:

3. Golom, F.D., & Schreck, J.S. (2018). The Journey to Interprofessional Collaborative Practice. Pediatric Clinics of North America, 65, 1, 1-12.

4. Delahooke, M. (2019). Beyond Behaviors: Using Brain Science and Compassion to Understand and Solve Children’s Behavioral Challenges. Eau Claire, WI: PESI Publishing & Media.

Lori Aguirre, MSN, FNP-C

BRIEF DESCRIPTION: This session is designed to challenge classroom teachers to find creative ways to better meet the needs of their autistic students, behaviorally, socially, and academically.

SUMMARY OF PRESENTATION: In the neurodiverse classroom, different ways of thinking are highly valued. In this session, the learner will take a look at currently accepted terminology being used when referring to autistic students. The learners will also be introduced to some classroom challenges and unusual strategies that were used to minimize those challenges. They will then have the opportunity to design a plan to creatively support a student in need focusing on their strengths and interests.

Dianna Naylor, MEd

BRIEF DESCRIPTION: Co-teaching, when effectively implemented, provides students with disabilities opportunities to be successful in the core curriculum. During this interactive session presenters will demonstrate co-teaching formats and participants will walk away with the foundational knowledge necessary for co-teaching.

SUMMARY OF PRESENTATION: As an inclusive practice, co-teaching has the potential for improved academic and social outcomes for students with disabilities (Murawski and Swanson, 2001; Rea, McLaughlin, and Walther-Thomas, 2002). Fidelity of implementation is critical for the success of a co-teach program (Mastropieri et al, 2005). Developing a program that is built on a solid foundation of professional development and administrative support will yield positive results. Participants will gain knowledge of the co-teaching model, individual roles and responsibilities, co-teaching instructional practices (Friend, 2008), and how to utilize a growth mindset to build and maintain a collaborative partnership. (Dweck, 2006).

Rose Merry Kirkpatrick, Dr. Petra Nelson, Susan Friberg, and Dr. Patty Kohler

BRIEF DESCRIPTION: This talk will dive into our journey towards pioneering the inclusion of diverse learners with significant needs at the International School of Panama. Using the inquiry cycle as a framework, we will analyze the roadblocks and recent outcomes of our experience. We will share our findings and conclusions, and discuss applicable strategies for working with educators, families, and students in an international school within the Central American culture.

SUMMARY OF PRESENTATION:

The International School of Panama has adopted an inclusion policy and expanded the student cohort to include children whose needs significantly impact their ability to access the curriculum. The school community faced various roadblocks of pioneering an approach within a culture that is just beginning to develop resources and services for diverse learners. The student services department needed to tune in to students’ unique learning needs, find out how to support them and their families, and sort out how to educate the school community on best educational practices in the classroom and social settings.

Citations:

Education Review Office. (2014). National Report Summary - inclusive practices for students with special needs in schools. New Zealand.

Retrieved from:

https://www.ero.govt.nz/assets/Uploads/Inclusion-National-Report-Summary-2-pager-docx-2.pdf

Paliokosta, P., & Blandford, S. (2010). Inclusion in school: a policy, ideology or lived experience? Similar findings in diverse school cultures. Support for Learning, 5(4), 179–186. doi: 10.1111/j.1467-9604.2010.01464.x

Samaniego, A., (9 de Junio, 2019). Educación inclusiva presenta barreras para su desarrollo. La Prensa.

Recuperado de: https://impresa.prensa.com/panorama/Educacion-inclusiva-presenta-barreras-desarrollo_0_5322967700.html

Titone, C. (2005). The Philosophy of Inclusion: Roadblocks and Remedies for the Teacher and the Teacher Educator. Journal of Educational Thought, 39, 7–32.

UNESCO. (2009). Policy Guidelines on Inclusion in Education. Paris, UNESCO. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000177849

Victoria Diez & Amanda DeStefano

BRIEF DESCRIPTION: As pedagogical approaches evolve away from structured lectures towards collaboration and high-tech approaches to meet students’ diverse learning styles and needs, we must adapt the learning environment as well. In this workshop we will examine why and how to create flexible and inclusive learning environments to meet the needs of all students.

SUMMARY OF PRESENTATION: According to the US National Center for Education Statistics and the Next Frontier Inclusion Initiative, approximately 17% of students in public education have special needs, and the Office of Overseas Schools (2014/2015) report more than 500 international schools provide special education services. With these statistics in mind, and the evolution of pedagogical approaches moving away from traditional structured lessons towards collaboration and inclusion, the learning environment must also adapt. In this workshop we will examine why and how to create flexible and inclusive learning environments to meet the needs of all students.

Emily Finn, MS OTR/L

BRIEF DESCRIPTION: The stepwise development of the legislative framework of the region reflects the willingness of society to change the environment, convenient and comfortable for people with disabilities. The experience of the University with a strong institutional network of organizations is being scaled into the Russian regions.

SUMMARY OF PRESENTATION: The presentation reflects the activities of the Region in inclusive education, implemented by the non-state University of Management «TISBI». TISBI is a University with a long history that performs the most important social function of teaching students with disabilities. More than 675 graduates received higher and secondary vocational education, they work at enterprises and organizations of various levels, get public positions. The stepwise development of the legislative framework of the region reflects the willingness of society to change the environment, convenient and comfortable for people with disabilities. The experience of the University with a strong institutional network of organizations is being scaled into the Russian regions.

Elena Melina

BRIEF DESCRIPTION: Are you struggling with on-task behaviors with students? In this presentation, teachers will be able to understand the characteristics of children with ADHD. They will participate in activities to experience the effects of this disability as well as resources to assist in becoming a classroom environment that supports all learners.

SUMMARY OF PRESENTATION:

The presentation will include Accommodations for Children with ADHD with discussion of understanding the mechanics of ADHD. The presentation will include discussion of the various accommodations that can be utilized inside the classroom. Also, small group activity to simulate a child with ADHD and the effects that it has on student performance. Lastly, the presentation will demonstrate various tools to use as strategies inside the classroom.

Barkley, R. (2008). Classroom Accommodations for Children with ADHD. ADHD Report.

“Free ADHD Downloads.” ADDitude, www.additudemag.com/download/.

The Mayo Clinic, www.mayoclinic.org/diseases-conditions/adhd/diagnosis-treatment/drc-20350895.

Parker, H. (2012). Accommodations Help Students with Attention Deficit Disorders.

Zentall, S. (2006). ADHD and Education Foundations, Characteristics, Methods, and Collaboration. Upper Saddle River, NJ: Pearson Education.

Nikki J. Tritle

BRIEF DESCRIPTION: What are common behaviors that we face in the classroom that may have a sensory explanation, and how to do we address them? In this workshop, teachers will be introduced to common student profiles that are often mislabeled as “bad behaviors”, and equip them with strategies and tools for supporting these students' sensory needs in the classroom.

SUMMARY OF PRESENTATION: According to a study by Ben-Sasson, Carter, and Briggs-Gowan, “1 in every 6 children has sensory issues that make it hard to learn and function in school” (2009). While sensory processing issues are often recognized in children with autism, they can also be found in those with other developmental delays—or with no other diagnosis at all (Child Mind Institute). This workshop will help teachers recognize these needs, which are often mislabeled as “bad behaviors”, and equip them with strategies and tools for supporting the students both in the classroom and outside.

Emily Finn MS OTR/L

BRIEF DESCRIPTION: Two teachers, with different expertise, working together to support a diverse group of students is the ideal situation. Unfortunately, co-teaching in practice does not always match our philosophical expectations. A Culture for Co-Teaching will explore current research on it's effectiveness, common pit-falls of this system, and problem solve to develop realistic solutions in order to create an environment in which serves the needs of all.

SUMMARY OF PRESENTATION: Co-teaching always sounds like the best plan. Two teachers, with different expertise, working together to support a diverse group of students is the ideal situation. Unfortunately, co-teaching in practice does not always match our philosophical expectations. Danielle will be presenting on how to implement certain structures and teacher supports to promote effective co-teaching practices. The presentation will include present research on the impact of co-teaching on student learning (Stumpf, A Case Study of Co-Teaching Practices in Minnesota) and the common pitfalls that co-teaching programs encounter (Weiss and Lloyd, Conditions for Co-Teaching: Lessons from a Case Study). Participants will explore the confines that schools generally face and what solutions are available. Finally a discussion and problem-solving session about how to create a culture for co-teaching and set teachers up for success will leave participants with ideas to implement in their schools this year!

Danielle Ranieri

BRIEF DESCRIPTION:

La Educación Inclusiva, surge a través del reconocimiento como un derecho humano básico, que promueve la paz, la libertad y la justicia; para el logro de una educación para todos. La inclusión educativa, transforma las instituciones, con el fin de asegurar la igualdad en las oportunidades del aprendizaje. Ainscow (2001)

La Guía de Trabajo, Estrategias Pedagógicas, para atender necesidades educativas especiales, del Ministerio de Educación (2013), afirma que es urgente apoyar a los niños y niñas con TEA (Trastorno del Espectro Autístico), en las instituciones educativas y contar con centros infantiles y docentes preparados para su inclusión. El principal objetivo es brindar una educación temprana, considerada de gran trascendencia para el desarrollo integral del niño.

Froebel (1837), Montessori (1937), Decroly (1907) y Vigotsky (1930)

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Psi. Josefa María Payares Bernal Msc.

BRIEF DESCRIPTION: Participants will be empowered by learning about the "Zones of Regulation," a Curriculum designed to foster Self-Regulation and Emotional Control, designed by Leah M. Kuypers. At the end of the workshop participants will have the necessary tools to implement this curriculum and help their students Self-Regulate, so they can focus on teaching and learning.

SUMMARY OF PRESENTATION: Self-Regulation is a fundamental skill for learning. If we can teach our students tools to identify their feelings, get strategies to deal with them, and come back to be ready to learn, we will be teaching them tools for life.

Tanya E. de Duran-Ballen

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WENDY TORAL

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Lena Shaqareq

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Kimberly Bunch & Shairlyn Fish

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Jonna Bobzien

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Silvia Cordero

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Isabel Valdiviezo

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Maureen O’Shaughnessy

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Maria belen zavala

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Ma.del Carmen Barniol, Marcela Frugone, Fresia Rodríguez - Catalina Morales-Murillo, Claudia Escorcia-Mora

BRIEF DESCRIPTION: This presentation covers the research on the definitions and implementation of teaching critical thinking skills. The students learn the process of critical thinking through very specific objectives and then produce writing products that demonstrate their knowledge and comprehension of the subject. Very specific teaching strategies are demonstrated and the participants will leave with a new understanding of the teaching of this very special skill that is needed for 21st century learners.

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Anir romero

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BRIEF DESCRIPTION: The International Educators Playoff is ready to kick off. Playing today are Team Accommodations and Team Modificaitosn. In today's game, players are gearing up to level the playing field where each pariticpant will be able to identify the educational supports and its purposes in an Individual Learning Plan. They will define their specific stats; the importance of implementing adapations. Each team will have a score card of adequate Learning Support Requirements to apply in the instructional setting.

SUMMARY OF PRESENTATION: How can educators be inclusive when teams struggle with understanding the difference between accommodations and modifications? Daily students are often unable to advocate for which type of flexible adjustments they need to be successful in the instructional setting. How can the playing field be leveled and classrooms inclusive? This presentation will be an interactive game in which participants will have an opportunity to gain a clear understanding on Learning Support requirements according to the IB Candidates with Assessement Arrangements.

Renee S. Foster

BRIEF DESCRIPTION: Cody Alton will present on the development of Positive Behavior Intervention Supports within a Multi-tiered System of Supports (MTSS), that aligns with Response to Intervention (RTI) tiered models, starting at the basics of understanding behavior and how our response to unwanted behaviors affect student outcomes.

SUMMARY OF PRESENTATION: Cody Alton will present on the development of Positive Behavior Intervention Supports within a Multi-tiered System of Supports (MTSS), that aligns with Response to Intervention (RTI) tiered models. Cody will start at the basics of understanding behavior and how our response to unwanted behaviors affect student outcomes. Then, from creating a well understood and implemented tier one, how we identify and collect data on students we feel need more intensive interventions.

Cody Alton

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Virginia Simmons, PhD

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Chistopher Stone

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VINCENT VENTURA

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Maureen O’Shaughnessy

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vincent ventura

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BRIEF DESCRIPTION: An instructional design centered around Mindfulness-Based Performance and Health Optimization is presented. Methodologies related to this particular instructional design facilitate academic performance. The ‘Pillars of Health’© are introduced as the foundational platform for health and well-being, an instrumental approach for optimizing academic performance. Actionable feedback is presented as evidence in support of the effectiveness of Mindfulness-Based Performance and Health Optimization.

SUMMARY OF PRESENTATION: Dr. Dyke delivers education through the utilization of application-based practices related to the field of Kinesiology. Specifically, Dr. Dyke presents an instructional design centered around Mindfulness-Based Performance and Health Optimization [e.g., Kabat-Zinn, J. (2003); Brown & Ryan (2003)]. Techniques associated with this particular instructional design have been shown to augment academic performance [e.g., Yerkes & Dodson (1908)]. Dr. Dyke introduces and showcases the ‘Pillars of Health’©. The interdependence of these pillars is the foundational platform for health and well-being, instrumental for optimizing academic performance. Actionable feedback is presented as evidence supporting the effectiveness of this particular instructional design.

Ford Dyke, PhD, Kinesiology

BRIEF DESCRIPTION: The purpose of this presentation is to introduce the participant to the accessibility features built right into mobile devices, Google Chrome, Windows 10 and Mac OS.

If you are looking for ways to support student learning of the blind and vision impaired and the deaf and hard of hearing student, come check us out.

SUMMARY OF PRESENTATION: Technology integration for learners with disabilities is often incorporated as an accommodation to provide access to the curriculum that might have been hindered by the student’s disability. As technology becomes more universal, many AT features are built right into the devices our students use on a regular basis. This means, when implemented effectively, technology can enhance learning content and evidence-based teaching practices while also providing Assistive Technology supports for access.

Sie Gilbert

BRIEF DESCRIPTION: Come for a hands-on professional learning experiences in using technology to reduce barriers and increase student engagement. Participants In this session will have the opportunity to view and use several exciting technology resources that can be used to build inclusive classrooms that meet the needs of all learners.

SUMMARY OF PRESENTATION:

Learn how to implement technology and leverage digital tools to create an inclusive classroom environment that promotes a culture of Universal Design for Learning, which focuses on multiple means of engagement, representation, and expression.

With technology the learning doesn’t have to stop when the bell rings, or when the worksheet is turned in. The learning takes on a life of its own.

sie gilbert

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Sie Gilbert

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sie gilbert

BRIEF DESCRIPTION: Es prioritario contar con una propuesta de Intervención, para la inclusión de niños con TEA en el Nivel Inicial de Educación; que se constituya en un instrumento de utilidad para el desempeño docente y el apoyo en la familia, a través de un conocimiento claro del trastorno, programas de sensibilización, metodología, recursos y evaluación.

SUMMARY OF PRESENTATION: La Educación Inclusiva, surge a través del reconocimiento como un derecho humano básico, que promueve la paz, la libertad y la justicia; para el logro de una educación para todos. La inclusión educativa, transforma las instituciones, con el fin de asegurar la igualdad en las oportunidades del aprendizaje. Ainscow (2001)

La Guía de Trabajo, Estrategias Pedagógicas, para atender necesidades educativas especiales, del Ministerio de Educación (2013), afirma que es urgente apoyar a los niños y niñas con TEA (Trastorno del Espectro Autístico), en las instituciones educativas y contar con centros infantiles y docentes preparados para su inclusión. El principal objetivo es brindar una educación temprana, considerada de gran trascendencia para el desarrollo integral del niño.

Froebel (1837), Montessori (1937), Decroly (1907) y Vigotsky (1930)

Psi. Josefa María Payares Bernal Msc.

BRIEF DESCRIPTION: Do you find it hard to differentiate your assessments? Do you want to know how to amplify student voice in your classroom? Do you want to empower student choice in your school? This session is just exactly what you are looking for. Come and explore a differentiation style that is based on research and years of practice!

SUMMARY OF PRESENTATION: Do you want to learn how to differentiate your classroom? Learn how to HACK differentiation to personalize your students' learning experience and amplify their voice and choice. In this session, we will explore formative response tools and other online applications that you can use to personalize instruction and assessment for the various proficiency levels that fit Standards-based grading. This session is applicable to any grade level teacher who is interested in differentiating instruction and integrating technology. We will explore a differentiation style in order to facilitate instruction in the classroom through blended learning and differentiated assessment. This model of instruction and assessment is based on Robert Marzano's approach to personalized learning and differentiation. This session aims to equip teachers with basic knowledge on differentiation that can be used in planning your next unit

Dr. Wendy Bleecker

BRIEF DESCRIPTION: In Early Education it is essential to have differentiation in the classroom to allow all students to learn in a variety of ways taking into account the learning environment and how this process will be achieved. This session will focus on key elements of differentiation such as content, process, product, and outcomes of the learning. Planning strategies for 3 tiers will be addressed along with specific examples of how teachers can provide slight adjustments within the same lesson to meet the student’s needs. Join us to explore fundamental skills and learn how different content can be learned based on the interests of the children.

SUMMARY OF PRESENTATION: To ensure that all students' needs are met, teachers should purposely find different ways to alternate lesson planning so that the content, the process, the product, and enduring knowledge is fully comprehended by each student. In this workshop, we will discuss key facts in order to understand Differentiation in Early Education. First, we will scrutinize the difference between intuitive and intentional differentiation. Next, we will proceed to explore the student’s learning environment and community life and how it plays a role in the learning process. Finally, we will discuss instructional planning and differentiated strategies in everyday teaching. McCarthy, J., (2017). So all can learn: a practical guide to differentiation. Maryland, United States: Rowman & Littlefield.

Claudia Ontaneda B.Sc.Ed., Irene Zunino M.Ed., Maria Paula Buenaventura M.Ed., Irene Beltran M.Ed.

BRIEF DESCRIPTION: El Aprendizaje Basado en Proyectos es una metodología en la que los alumnos mantienen un rol activo de aprendizaje, esta metodología favorece las relaciones, la motivación, el aprendizaje contextualizado y permite graduar los contenidos a las destrezas, fortalezas y capacidades de cada uno de los niños, permitiendo y promoviendo así una educación para todos la misma que permite una mirada de la diversidad como una riqueza, pues todos somos diferentes.

SUMMARY OF PRESENTATION: El Aprendizaje Basado en Proyectos es una metodología en la que los alumnos mantienen un rol activo de aprendizaje, con su consecuente motivación intrínseca, esta metodología favorece las relaciones, el aprendizaje contextualizado y permite graduar los contenidos a las destrezas, fortalezas y capacidades de cada uno de los niños. Una educación para todos, permite una mirada a la diversidad como una riqueza, riqueza que dentro de los proyectos se potencia, permitiendo diversidad de hipótesis, diversidad de criterios y una multiplicidad de capacidades y estilos de aprendizaje.

El aprendizaje basado en proyectos se centra en los niños, se centra en sus intereses y en su motivación para potenciar de esta forma sus capacidades y permitir no solo un desarrollo de habilidades cognitivas, sino también el desarrollo de habilidades sociales, emocionales y sensoriomotoras.

Ana Lucia Jiménez Velásquez

BRIEF DESCRIPTION: The process of Tribes® gives all students a sense of inclusion, “a sense of being valued, meaningful participation, and experiences of success. The process creates a positive learning culture.” (CenterSource Systems, LLC)

This active, hands-on workshop will introduce teachers to the strength of using differentiated instruction (DI) in conjunction with Tribes®. Since all teachers are familiar with (DI), but many will not be familiar with Tribes®, the emphasis of the workshop will be introducing the process of Tribes® and how it works together with DI. This will be done through Tribes® strategies and interactive discovery.

SUMMARY OF PRESENTATION: “Tribes® is a process that focuses on creating a learning culture based on reaching and teaching the diversity of today’s students. The process of Tribes® is based on the stages of group development. This gives all students inclusion, a sense of being valued, meaningful participation, and experiences of success. The process creates a positive learning culture.” (CenterSource Systems, LLC) “Differentiated instruction is a method of designing and delivering instruction to best reach each student.” (Staff Development for Educators) Integrating both best practices provides the classroom teacher with the tools and framework to include and instruct every student in her class to his or her maximum potential.

Lisa LoPresti-Hupp

BRIEF DESCRIPTION: In this workshop, we will review the neurobiological and neuropsychological characteristics of students with learning and attention difficulties from a strength-based approach and reflect on its implications based on current research. We will also explore, through students' view, how they approach learning to consider when designing our instruction for learner variability. All this will be accomplished while engaging with instructional strategies to support all learners, including those with attention and learning difficulties.

SUMMARY OF PRESENTATION: The presentation will develop an understanding of the neurobiological and neuropsychological characteristics of students with LD (particularly in reading) and AD/HD through a strength-based approach and implications based on research by Pugh, Hoeft, Shaywitz, Goldstein, Healy among others. Participants will learn, through students' view, how they approach learning to be considered when designing instruction. In addition, they will raise awareness of the concept of learner variability (Rose, D. & Mayer, A.) and how variability is the norm today (Rose, T.). Throughout the workshop participants will engage in instructional strategies that support all learners, including those with attention and learning difficulties.

Rocio Mendoza Fox

BRIEF DESCRIPTION: We will discuss how using music education can be a tool for inclusion in schools. Music learning through the Suzuki method provides an opportunity for children and parent involvement, group work, personal fulfillment and involvement with the community. We will discuss how to implement music education and how to give access to specialized music training to children with economic barriers.

SUMMARY OF PRESENTATION: The Suzuki method has been used for over 50 years to facilitate music education. The Suzuki premise is that ANY child, regardless of socioeconomic status or “innate talent”, can be taught to be a music performer. The key is the active and nurturing integration of caregivers, teachers and the child in a cooperative environment. Participating in music can help children overcome barriers in our stratified culture divided by marked socio-economic clusters. The Suzuki method can be used to create opportunities for inclusion and empowerment of students through music training.

Cindy Camchong

BRIEF DESCRIPTION:

"If we don't model what we teach, we are teaching something else."

- Abraham Maslow

Inclusive school communities go far beyond the ideas, strategies, and tactics of including students or other community members with easy to spot differences. Inclusive schools have foundations that ensure all school community stakeholders; parents, students, faculty, and staff, are respected and have appropriate voice in school matters. In this active session you will experience concrete strategies and tactics for raising the level of inclusion for all in your school.

SUMMARY OF PRESENTATION: Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible.” Individuals With Disabilities Education Act, Section 1400

What is less clear is what type of school community is most likely able to implement these 30 years of research findings. The European Agency for Development in Special Needs Education , in their report "Development of a Set of Indicators - for inclusive education in Europe" suggests that " Creating Inclusive Cultures (Building Community, Establishing Inclusive Values) is an essential indicator of inclusive schools. Booth and Ainscow , (2002)

The Brooks Inclusion Lab includes, "Community Building is a Priority, as one of their eight indicators of inclusive schools. Yet, the majority of attention in our struggle to include our most disenfranchised students takes place in Balkanized schools permeated by groups of well-meaning professional struggling to positively affect their school. Workshop participants will experience straightforward strategies and tactics to increase the overall inclusion of faculty, staff, parents and students toward a healthier school climate that includes our most disenfranchised members as full, respected, active participants.

Steven Hupp

BRIEF DESCRIPTION: Using differentiation strategies while keeping track of growth through MAP Test reports.

SUMMARY OF PRESENTATION: First, we will begin the presentation by highlighting the importance of differentiation among students and also by talking about how important it is to know the students. The use of MAP Test reports as a source of information to get to know the students.

Then the use of some of the differentiation strategies from John McCarthy, to differentiate among students. How important it is to differentiate.

Finally, keep track of growth using MAP Test reports.

Beatriz Santaella

BRIEF DESCRIPTION: This presentation will point out the importance of noticing when to transition from small group instruction to individualized instruction in order to satisfy the specific educational needs of our ELL population. Using data to identify pre-requisites needed before entering the regular curriculum will also be covered. Suggestions on how to develop the necessary oral skills, confidence and literacy skills in our early learners will be given as well.

SUMMARY OF PRESENTATION: Following the studies and observations of Trujo (2004), Tomlinson and Imbeau (2010) Calkins (2017), and many others, this presentation will cover ways to use literacy data to guide small group and individualized instruction in primary grades. It will focus on English language learners (ELL) and relate the strategies used to a regular primary class. “When should teachers move from a group setting to individualized work?” and “Who will benefit the most from individualized instruction?” are going to be some of the questions answered in this meeting. By the end of this workshop, attendees should have a clearer picture on how they can make their teaching more meaningful by knowing how to differentiate.

Wendy Toral

BRIEF DESCRIPTION: This presentation will provide educators with a new lens of effective small group instruction in the writing classroom. Sharing the newest thinking from the Reading and Writing Project and current work being done with ELLs in one of the top 19 schools in the state of New York, educators will leave with a toolkit of strategies and tools to use to elevate the level of student thinking during small group work and beyond.

SUMMARY OF PRESENTATION: This presentation will provide educators with a new lens of effective small group instruction in the writing classroom. Sharing the newest thinking from the Reading and Writing Project and current work being done with ELLs in one of the top 19 schools in the state of New York, educators will leave with a toolkit of strategies and tools to use to elevate the level of student thinking during small group work and beyond.

Jody Langan

BRIEF DESCRIPTION: This session offers knowledge and skills needed to integrate Restorative Practices and Social Emotional Learning into the classroom. Integration will reduce negative behaviors and increase engagement and resiliency in students.

SUMMARY OF PRESENTATION: With an increase in student behaviors in classrooms, the pressures of meeting all students’ academic and social and emotional needs, can feel overwhelming. This informative and energizing session will offer knowledge and strategies for teachers in how to integrate Restorative Practices and Social and Emotional Learning (SEL) into their classrooms. Through this integration, teachers will be able to reduce negative student behavior and increase student engagement, academic learning and help build resiliency in their students.

Dr Karen Ottewell

BRIEF DESCRIPTION: The need to consider non-speakers of English an integral part of mainstream classroom has been prompted by recent research in the development of the English language and other innovative views on the future of qualitative education in a fast changing world.

SUMMARY OF PRESENTATION: The presentation aims to outline the need to consider the non-speakers of English an integral part of the mainstream classroom by acknowledging their right to benefit from the learning process along with their counterparts throughout the school day. The main concepts upon which the presentation is based are stemming from current research in the development of the English language based on: Clayton, D., & Drummond, R. (2018). Language Diversity and World Englishness (Cambridge Topics in English Language). Cambridge University Press.; the need to reach out for those learners without inhibiting their developmental process with supporting strategies from Mertin, P. (2013). Breaking through the language barrier. John Catt Educational.; and the need to look globally at education as defined by Hannon, V. (2017). Thrive. Innovaton Unit Press.

Bogdanka Kirilova Adamu