Break Out SESSIONS


1.- Teaching students with disabilities

Autistic Communication as a Second Language

Sat 11:30 - 12:20 / CEN 309

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

Dianna Naylor has been working with students with special needs for over 10 years in the United States and abroad. She has a strong passion for working with students with special learning needs, especially students with autism. For the past few years, Dianna has been focused on promoting neurodiversity within international schools.

meeting the needs of all learners through Multi Tiered Systems of Support

Sat 10:30 - 11:20 / CEN Library

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

Catalina Artunduaga Arciniegas is the Learning Center Director at Colegio Nueva Granada in Bogota, Colombia. The CNG Learning Center is a flagship program for inclusive education in the region and it supports the learning of students with diverse learning profiles and ability levels. Catalina holds a degree in Psychology from the Javeriana University in Colombia with an emphasis in Neuropsychology and a Masters in Learning Disabilities from the University of Malaga, Spain and is Certified as an Assistive Technology specialist. She has worked in schools in New York, Paris, and Colombia.

Maria Paula Camargo is the Associate Director at the Learning Center at Colegio Nueva Granada in Bogotá, Colombia. Maria Paula holds a degree in Psychology from the University of Los Andes in Bogotá, a Master of Arts in Elementary Education from the University of Alabama and holds a Certificate as an Exceptional Needs Specialist from Early Childhood through Young Adulthood from the National Board of Professional Teaching Standards. 

Multi Tiered System of Support to maximize learning

Fri 14:30 - 14:20 / CEN 307

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

Catalina Artunduaga Arciniegas is the Learning Center Director at Colegio Nueva Granada in Bogota, Colombia. In her role, she supervises teachers, collaborates with building level principals to develop tired support structures to maximize student’s success and ensures the use of evidence based practices for identification, intervention, and instruction. Catalina holds a degree in Psychology from the Javeriana University in Colombia with an emphasis in Neuropsychology and a Masters in Learning Disabilities from the University of Malaga, Spain. She has worked in schools in New York, Paris, and Colombia.
Maria Paula has worked in education for 14 years. Out of those 14 she spent 12 working as an interventionist in Reading, Writing, and Math. She worked for 2 years as a 5th grade Co-teacher as well as 3 years as a 5th grade Case Manager here at CNG. So far she has spent 1 year as Case Manager Coordinator and Associate Learning Center Director. 

Use of Interprofessional Collaboration to enhance outcomes of students with disabilities in the classroom.

Fri 11:30 - 12:20 / CEN 308

Sat 10:30 - 11:20 / CEN Library

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

N-12 Support Services and Inclusion Coordinator at ASFM. Former Elementary and Middle School Principal, Special Education Specialist and Counseling Specialist. My passion is creating safe spaces that support social/emotional growth and academic success.

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

Lori Aguirre received her Master’s in Nursing from Duke University. She is a local hire family nurse practitioner working with the U.S. Department of State in Quito, Ecuador. Throughout her career she has experience using Interprofessional Collaboration both in a clinical setting where she worked with stroke and brain injured patients as well as her work with families who have special needs children living overseas. Aside from her professional experience, she is also the founder of OASIS, a parent led support group for parents of special needs children in Quito, Ecuador and she is the mother of a son who has global developmental delays and autism.

Supporting the Neurodiverse Classroom

Thu 14:00 - 14:50 / MPR

Fri 13:30 - 14:20 / CEN 307

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

Dianna Naylor is a special educator and a strong advocate of neurodiversity in the classroom. She has over 10 years of working with autistic students of various levels of needs.

Laying the Foundation for Co-Teaching

Sat 12:30 - 13:20 / CEN 401

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

Rose Merry Kirkpatrick has directed a nationally recognized co-teaching professional development project for K-12 teachers and administrators. Her expertise is in inclusive practices and implementation science. 

Dr. Petra Nelson has over 30 year of educational experience in the areas of K-12 special education teaching, co-teaching, state and district leadership, adjunct instructor, professional developer and instructional coach. 

Susan Friberg is a national educational consultant with expertise in the areas of school improvement science and inclusive practices. She has served as both a general and special education co-teacher, adjunct instructor and coach.

Dr. Patty Kohler is a professor in special education at the University of Central Arkansas where she provides instruction in inclusive practice, strategies for students with disabilities, and evidence-based practices. 

One School’s Inquiry Journey Towards Inclusion

Fri 14:30 - 15:20 / CEN 308

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

Victoria and Amanda are both Learning Support Specialists at the elementary school of the International School of Panama.
Victoria is a Board Certified Behavior Analyst (BCBA). She was born and raised in Panama and specializes in the inclusion of students with Autism Spectrum Disorders (ASD) and the application of Applied Behavior Analysis (ABA) in schools.
Amanda holds a Masters degree in Special Education with a concentration in Autism Studies. She has been teaching diverse learners and collaborating with teachers in international schools for over a decade.

From Rows to Wobble Seats: Inclusive Learning Environments in a Changing World

Sat 10:30 - 11:20 / CEN 401

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

Emily Finn is an Occupational Therapist consultant at Academia Cotopaxi in Quito, Ecuador. Her role includes working directly with the Learning Support team, teachers and instructional aides to support students on the Learning Support caseload. She specializes in working with children with sensory processing challenges so that they can reach their full potential in the classroom. 

Development of Inclusive Education in State and Non-state Educational Institutions of the Russian Federation and the Republic of Tatarstan

Thu 10:00 - 10:50 / G5

Fri 14:30 - 15:20 / CEN 401

Sat 09:30 - 10:20 / CEN 102

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

Director of the District Educational and Methodological Centre for the Training of Persons with Disabilities of the Volga Federal District of University of Management «TISBI»; Director of the Autonomous Non-Profit Organization «Republican Interuniversity Centre for Work with People with Disabilities» of the Republic of Tatarstan, Editor of the All-Russian Journal «Inclusion in Education», Senior Lecturer of Pedagogy department of University of Management «TISBI». The author of more than 30 articles, 3 monographs, more than 10 teaching aids and recommendations with medical and higher social education.

Autism 2 Awesome: Allow your Greatest Crisis to Become your Greatest Miracle

Thu 13:00 - 13:50 / G5

Fri 11:30 - 12:20 / CEN 100

Sat 11:30 - 12:20 / CEN 311

BRIEF DESCRIPTION: Our training is a unique blend of successful life strategies along with Special Intervention Training Techniques (SITT) that teaches you how to reshape the misconceptions about autism. Participants will learn the value of an Individualized Education Plan (IEP), physical activity, commitment and dedication to improve the quality of the child's life.

SUMMARY OF PRESENTATION: This session is a life strategy presentation developed to help children on the autism spectrum reach their full potential. During this class real life day to day experiences will be discussed. Research references includes the books: Son Rise: The Miracle Continues; A Mind At a Time and Brain Rules.

Kerry L. Brooks

Mr. Brooks is a life strategist for families raising kids on the autism spectrum. He is the author of Autism 2 Awesome scheduled for publication Nov 19. He has 30 years of law enforcement experience and has served as a U.S. Diplomat. 
Description

High Leverage Practices and Co-Teaching Go Hand in Hand

Fri 09:30 - 10:20 / CEN 307

BRIEF DESCRIPTION: Implementing High Leverage Practices (HLP’s) in co-taught classrooms offer the potential for increased academic and social outcomes for students with disabilities. During this interactive session, participants will walk away with basic knowledge of HLPs, resources and tools to use in co-taught classrooms.

SUMMARY OF PRESENTATION: High Leverage Practices (HLP’s) have been identified as effective practices in K-12 inclusive classrooms which are organized into four areas: collaboration, assessment, social/emotional/behavioral practices and instruction (McLeskey et al, 2018). Embedding HLP’s into co-taught classrooms offers the potential to increase student academic and social outcomes. Participants will gain resources, ideas and examples needed to begin applying HLP’s (McLeskey et al, 2018) in the context of the co-teaching model (Friend, 2019).

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

Rose Merry Kirkpatrick has directed a nationally recognized co-teaching professional development project for K-12 teachers and administrators. Her expertise is in inclusive practices and implementation science. 

Dr. Petra Nelson has over 30 year of educational experience in the areas of K-12 special education teaching, co-teaching, state and district leadership, adjunct instructor, professional developer and instructional coach. 

Susan Friberg is a national educational consultant with expertise in the areas of school improvement science and inclusive practices. She has served as both a general and special education co-teacher, adjunct instructor and coach.

Dr. Patty Kohler is a professor in special education at the University of Central Arkansas where she provides instruction in inclusive practice, strategies for students with disabilities, and evidence-based practices. 

Accommodations for Children with ADHD

Fri 14:30 - 15:20 / CEN 309

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

Nikki J. Tritle is a Special Education Teacher with 12 years of experience in a with children of emotional disabilities. Interests include research on natural homeopathic medicine, mindset strategies to improve student performance, and creating a learning friendly environment. 

Behaviors vs. Sensory: Looking at sensory processing challenges as they relate to the school environment

Thu 14:00 - 14:50 / B5

Fri 10:30 - 11:20 / CEN 400

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

Emily Finn is an Occupational Therapist consultant at Academia Cotopaxi in Quito, Ecuador. Her role includes supporting the Learning Support team, teachers, and students. She specializes in working with children with sensory processing challenges so that they can reach their full potential in the classroom. 

A Culture of Co-Teaching

Fri 10:30 - 11:20 / CEN 401

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

Danielle is currently the Dean of Student Learning, managing the Learning Support Program at her school. She has 8 years experience working in special education in Chicago Public Schools and 2 years experience working with Learning Support Internationally. During that time she has had years of positive and negative co-teaching experiences as well as experience planning for co-teaching practices in a school. She has an undergraduate and masters degree in Special Education with a focus on Curriculum Adaptation, Learning & Behavior, and Transition Planning. 

Inclusion of Children with Autism Spectrum Disorder (ASD) in the Initial Education Level

Fri 13:30 - 14:20 / CEN 400

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)

SUMMARY OF PRESENTATION: -

Psi. Josefa María Payares Bernal Msc.

Soy de nacionalidad colombiana. Lic. en Psicopedagogía con Maestría en Educación con mención en Inclusión Educativa. Curso con la Universidad de Melbourne en Inclusión en la Educación y Aprendizaje Sostenible. Tengo Certificación como Instructora de Instructores de GLIA con el aval de la UCG. Actualmente me dedico a la capacitación docente y a la re-educación de niños con Problemas de Aprendizaje.

Self-Regulation the key to success

Fri 09:30 - 10:20 / CEN 400

Sat 11:30 - 12:20 / CEN 308

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

Tanya E. de Duran-Ballen has a MS. in School Psychology, a BA in Child and Family Development and Psychology. After working at schools in North Carolina, Tanya returned to her home country and began working at Academia Cotopaxi. Tanya has had many roles at Academia Cotopaxi, she is the School Psychologist, Child Protection Head, Counselor for Early Childhood, and Board Member. Tanya was also the Learning Support Coordinator when Academia Cotopaxi began its Inclusive Program.

Culturally responsive education: teaching beyond standards

Fri 14:30 - 15:20 / CEN 400

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SUMMARY OF PRESENTATION: -

WENDY TORAL

Wendy Toral has 15 years of teaching experience and is currently the literacy teacher/instructional coach for InterAmerican Academy. She has a MA in Education/TESOL and has worked in both private and public schools. Her experience in Ecuador and the USA is in grades K- 12, as well as in college and adult ESL classes.

A Holistic Model to Establish Equity for Culturally and Linguistically Diverse Exceptional Students (CLiDES)

Sat 10:30 - 11:20 / CEN 101

BRIEF DESCRIPTION:

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SUMMARY OF PRESENTATION: -

Lena Shaqareq

Lena Shaqareq’s career in the field of TESOL (Teachers of English to Speakers of Other Languages) began several years ago.  Having arrived to the United States of America as an English Language Learner in high school, Ms. Shaqareq experienced firsthand the struggles and barriers that ELLs (English Language Learners) deal with and work through.  She built on those experiences by later attaining her Bachelor’s degree in Elementary Education, Master’s Degree in Adult Education with TESOL Concentration, and a certification in Cross-Cultural Management. Her expertise ranges from working in childhood education through higher education and TESOL, assuming both faculty and administrative roles.  
Ms. Shaqareq’s passion for TESOL and education has led her to be constantly involved in the community, creating workshops and delivering presentations, nationally and internationally.  As part of those experiences, Ms. Shaqareq also created a specialized, intensive summer ESL program for a student in China. Ms. Shaqareq is currently the Liaison Officer (and former President) of Northeast Florida TESOL, and a member of GlobalJax, TESOL International, and Pi Lambda Theta Honor Society.  She continually strives to fine-tune her knowledge and contribute to the field, which led her to become a consultant and create CLASS- Culture, Language, Arts Specialized Services. As part of her contributions, she co-authored an ESOL resource book titled “Versed In English: Using Poetry to Tackle Common ESL Issues” as well as wrote a children’s picture book titled “How The Got Its Light”.  Ms. Shaqareq loves to give poetry workshops and interactive book readings to students. The point of Ms. Shaqareq’s work is to facilitate ELLs’ transitions in schools and society and to provide the necessary support to teachers, administrators, and any professional working with ELLs. 
Ms. Shaqareq enjoys dancing, playing the piano, learning about other cultures, and most importantly being a mother to her son.
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Dr. Kennesha Bracely has served in various faculty leadership, administrative, and academic appointments throughout our higher education career. She also has over 15 years of combined teaching and leadership experience in K12 Special Education. She has expertise in childhood development and has demonstrated strategies for students with disabilities to include autism, learning disabilities, behavioral disorders and intellectual disabilities. Being a versatile educator, she has had the opportunity to start a special education center, develop special education programs, provide professional development and supervise teaching staff in both Doha, Qatar and the United Arab Emirates (UAE). She most recently served as one of six Special Education Coordinators for the Ministry of Special Education in the UAE.
Dr. Bracely has a talent for consulting and implementing effective professional development opportunities that ensures educators, administrators, faculty, and staff are performing at the top of their game. She is a proponent of learner-centered instruction, special needs assistance, technology integration, differentiated instruction, and reinforcing a growth mindset in students and staff alike. Furthermore, she has participated in critical research regarding the importance of integrating technology in learning environments to support college students with learning difficulties, co-authoring Information literacy and Web 2.0 Technologies to Support Learners in Developmental Courses, E-Learning and Social Media Education and Citizenship for the Digital 21st Century, Information Age Publishing, Charlotte, NC, 2016.
Dr. Bracely has an educational philosophy in which she firmly upholds, “Educators are charged with inspiring beyond one’s limits regardless of learning aptitudes, academics, societal or cultural challenges. Through professional development and research, an educator’s primary responsibility is to strive to develop confident, successful and productive individuals that will make a profound impact in the lives and communities of those they serve. 
Dr. Kennesha Bracely has earned an Ed.D in Educational Leadership specializing in Higher Education, MA in Organizational Management, and a BA in Business Administration. She holds teacher education certifications in the fields of Educational Leadership, Special Education, and Teaching English to Speakers of Other Languages (TESOL).  She is the owner and operator of Embrace Education Solutions, is a member of Delta Sigma Theta Sorority, Inc, a proud mother, and passionate educator.  

Empowering Students and Teachers in the Math Class

Thu 10:00 - 10:50 / B2

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SUMMARY OF PRESENTATION: -

Kimberly Bunch & Shairlyn Fish

Kimberly Bunch is the Elementary Math Coach for a rural school district in Washington state.  She has taught K-6 grade, currently she works with teachers to align instruction that promotes student learning.  Kimberly has served on district and state level committees for mathematics.
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Shairlyn Fish, who is a NBCT teacher, has taught K-HS.  Currently she teacher 6-8 Math, Coding, and Robotics in Washington state.  As a math coach for many years, she helped districts align their instructional strategies and math standards to increase student achievement.

Severe disabilities and Autism

Thu 10:00 - 10:50 / B5

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Jonna Bobzien

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Inclusion and Approaches for Students with Specific Reading Difficulties - Dyslexia (in Spanish)

Thu 10:00 - 10:50 / Boardroom

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Silvia Cordero

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The Why and How of Inclusion in Our Schools

Thu 11:00 - 11:50 / B1

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The Challenges and Successes of Inclusion

Thu 13:00 - 13:50 / B1

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The need for Gifted Education

Thu 14:00 - 14:50 / B1

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Isabel Valdiviezo

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Schools and Our 2e Kids

Thu 14:00 - 14:50 / G5

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Maureen O’Shaughnessy

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Remediating to Close the Gap

Fri 09:30 - 10:20 / CEN 302

BRIEF DESCRIPTION: -

SUMMARY OF PRESENTATION: -

Maria belen zavala

This workshop will share with other professionals the experience and knowledge in implementing both a Math and Reading Study Support Program in Middle School.  The session will touch on some research that supports the remediation of skills to attain student growth.  The programs will be explored and the benefits of each one will be discussed.. Then, the participants will discover how data collection and teamwork are fundamental in this process. Resources that have been successfully used in the classroom will be recommended.    By the end of the conference, attendees will be able to structure their own remedial program to best suit their students’ needs.

Proposal to enhance engagement through incidental teaching

Thu 11:00 - 11:50 / B1

BRIEF DESCRIPTION:

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SUMMARY OF PRESENTATION: -

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

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My experience teaching critical thinking in USA

Thu 13:00 - 13:50 / B1

Fri 11:30 - 12:20 / CEN 307

Sat 10:30 - 11:20 / CEN 310

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.

SUMMARY OF PRESENTATION: -

Anir romero

Anir Romero has a bachelor degree in Education with a major in English at Universidad de Carabobo in Venezuela. She worked as an English teacher in an Elementary school, middle school and high school in Venezuela. In 2010, Ms. Romero worked as a kindergarten teacher assistant in an elementary school in North Carolina, USA for one year.  In 2013, she returned to the USA and got a Diploma in Elementary Education at Elon University. In addition, Ms. Romero worked as a co teacher and homeroom teacher in an elementary school with a full immersion Spanish program and, as a homeroom teacher in elementary school with a dual immersion program. In 2018, Ms. Romero moved to Ecuador and currently works in an international school as an English homeroom teacher in 3rd grade. In Ms. Romero’s experience during 13 years, she has focused on the ability to teach a culturally diverse student population, while developing individualized plans for students at different learning levels. Anir has proven her ability to improve student literacy and math levels through innovative activities and lesson plans.

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Fri 09:30 - 10:20 / CEN 302

BRIEF DESCRIPTION: -

SUMMARY OF PRESENTATION: -

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This workshop will share with other professionals the experience and knowledge in implementing both a Math and Reading Study Support Program in Middle School.  The session will touch on some research that supports the remediation of skills to attain student growth.  The programs will be explored and the benefits of each one will be discussed.. Then, the participants will discover how data collection and teamwork are fundamental in this process. Resources that have been successfully used in the classroom will be recommended.    By the end of the conference, attendees will be able to structure their own remedial program to best suit their students’ needs.

The IEP Game: Accommodations vs. Modifications

Fri 11:30 - 12:20 / CEN 400

Sat 12:30 - 13:20 / CEN 308

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

Renee S. Foster is the Head of Department of Student Services and a Learning Support advocate for the past thirteen years. Currently, she serves as the High School Learning Support Specialist at the International School of Panama where she has developed the High School Study Skills curriculum. Additionally she is completing the Inclusive Leadership Program with Lead Inclusion and San Diego State University. 

Behavior Programs in Inclusive Schools

Thu 11:00 - 11:50 / G5

Fri 09:30 - 10:20 / CEN 401

Sat 12:30 - 13:20 / CEN 311

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

Director of Student Support Services at the Escola Americana do Rio de Janeiro. Masters in Inclusive Elementary Education with 12 years experience working at all levels of special education support from mild to severe needs. Previous CEESA presenter and Next Frontier Inclusion collaborator.

2.- Teaching THE intellectually AND academically GIFTED

Why offer classes for giftet? They will succeed any way.

Fri 14:30 - 15:20 / CEN 101

Sat 11:30 - 12:20 / CEN 101

BRIEF DESCRIPTION: N/A

SUMMARY OF PRESENTATION: N/A

Virginia Simmons, PhD

Virginia Simmons has been working with gifted students since the 1970s. She  received her masters in gifted education in 1976 and her doctorate in special education (emphasis in gifted) in 1985.  She has held positions as a teacher and administrator at the school, local and state levels and has been involved at the USA national level in gifted education.

Inclusion in USA Universities - Incorporating Universal Design

Fri 09:30 - 11:20 / CEN 100

BRIEF DESCRIPTION: -

SUMMARY OF PRESENTATION: -

Chistopher Stone

Chris Stone is Director of Disability Resource Center at University of North Carolina Wilmington. Dr. Stone leads the Disability Resource Center in its efforts to assist students with disabilities in meeting their academic and personal development goals. With 15 years higher education and disability service experience on which to rely, Chris collaborates with the university community to serve the broader mission of inclusivity and opportunity, advocating for the full participation of students, including those with disability. In his role at UNCW Chris is identified as a Title IX Investigator, and is a member of the Student Behavioral Intervention Team (SBIT) and Extraordinary Committee on Campus Disciplinary Emergencies. Chris earned his B.A. from Central College (Pella, IA), M. Ed – Post Secondary Disabilities Services from St. Ambrose University (Davenport, IA), and Ed D at The George Washington University (Washington, DC).

Oral language

Fri 09:30 - 10:20 / CEN Library

BRIEF DESCRIPTION: -

SUMMARY OF PRESENTATION:

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VINCENT VENTURA

Vincent Ventura is the Director of LitLife International. In partnership with Pam Allyn and LitLife, Vincent provides professional development in literacy throughout the world. He works with international administrators, teachers, parents and students to hear their voice, and use their voice to continue creating positive change in the world through best practices of literacy.
Vincent started his career in Toronto, Canada where he taught junior and middle school grades. Vincent moved to New York City, where he became a Literacy Coach. He continued to receive professional development through the Reading and Writing Project, Teachers College, Columbia University. Vincent moved to Monterrey, Mexico to support the implementation of Reading and Writing Workshop at the American School Foundation of Monterrey (ASFM).
Vincent has presented at the Tri-Association Conference, American Association of American Schools in South America, Columbia University’s Teachers College Institute on Literacy Coaching & Whole School Writing Reform, Lesley University’s Literacy For All and the International Literacy Association. Vincent is proud to be a task force member and contributor to the United Nations’ Global Goals Educator Task Force.
Vincent consults with schools throughout the world, including Bolivia, Colombia, Ecuador, Costa Rica, Curaçao, Guatemala, México, Peru, Suriname, Austria, Côte D’Ivoire, and China. 

Be the Change! Create an Inclusive Learning Community

Fri 10:30 - 11:20 / CEN 307

BRIEF DESCRIPTION: N/A

SUMMARY OF PRESENTATION: N/A

Maureen O’Shaughnessy

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Joyfull accountable independent reading

Fri 10:30 - 11:20 / CEN Library

BRIEF DESCRIPTION: -

SUMMARY OF PRESENTATION: -

vincent ventura

Vincent Ventura is the Director of LitLife International. In partnership with Pam Allyn and LitLife, Vincent provides professional development in literacy throughout the world. He works with international administrators, teachers, parents and students to hear their voice, and use their voice to continue creating positive change in the world through best practices of literacy.
Vincent started his career in Toronto, Canada where he taught junior and middle school grades. Vincent moved to New York City, where he became a Literacy Coach. He continued to receive professional development through the Reading and Writing Project, Teachers College, Columbia University. Vincent moved to Monterrey, Mexico to support the implementation of Reading and Writing Workshop at the American School Foundation of Monterrey (ASFM).
Vincent has presented at the Tri-Association Conference, American Association of American Schools in South America, Columbia University’s Teachers College Institute on Literacy Coaching & Whole School Writing Reform, Lesley University’s Literacy For All and the International Literacy Association. Vincent is proud to be a task force member and contributor to the United Nations’ Global Goals Educator Task Force.
Vincent consults with schools throughout the world, including Bolivia, Colombia, Ecuador, Costa Rica, Curaçao, Guatemala, México, Peru, Suriname, Austria, Côte D’Ivoire, and China. 

Social and emotional needs of gifted

Fri 09:30 - 10:20 / CEN 101

BRIEF DESCRIPTION: -

SUMMARY OF PRESENTATION:

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3.- Integrating technology into the inclusive classroom

Mindfulness-Based Performance and Health Optimization: An instructional design focused on the ‘Total Child’

Thu 10:00 - 10:50 / B1

Fri 11:30 - 12:20 / CEN 401

Sat 12:30 - 13:20 / CEN 310

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

Ford Dyke holds a PhD in the field of Kinesiology, specializing in the subdiscipline of Performance and Exercise Psychophysiology. Furthermore, Dr. Dyke is a subject-matter expert in and Director of ‘Mindfulness-Based Performance and Health Optimization’. Dr. Dyke currently teaches courses in Performance-Based Psychology, Motor Learning and Performance, and Mindfulness-Based Performance and Health Optimization. Among his accomplishments is the recent selection of the 2019 Emily and Gerald Leischuck Undergraduate Teaching Award. Dr. Dyke was recognized for outstanding achievements in and contributions to Auburn University. Additionally, Dr. Dyke researches the effects of outdoor exercise environments on neurocognitive function(s) in both non-clinical and clinical populations. 

Educational Technology for the Disabled Learner: Using assistive technology to meet the needs of disabled students in the inclusive classroom. With an emphasis on the blind and vision impaired and the deaf and hard of hearing.

Fri 09:30 - 10:20 / CEN Lab

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

Sie Gilbert is a retired educator from Horry County Schools where he was the Coordinator of Instructional Technology. Sie has over 25 years of experience supporting teachers in the classroom with the integration of technology for enhancing teaching and learning, and has made over 50 regional, national, and international presentations on the importance of inclusion and how to leverage technology to meet student needs. Sie is an Apple Foundations trainer, an Edmodo certified trainer and a Google Educator. In 2012 he received the prestigious Leadership & Innovation Award "TECHNOLOGY INTEGRATED IN EDUCATION" from the Grand Strand Technology Council.

Technology in the Inclusion Classroom

Thu 13:00 - 13:50 / BOARD room

Sat 09:30 - 10:20 / CEN Library

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

Sie Gilbert is a retired educator from Horry County Schools where he was the Coordinator of Instructional Technology. Sie has over 25 years of experience supporting teachers in the classroom with the integration of technology for enhancing teaching and learning, and has made over 50 regional, national, and international presentations on the importance of inclusion and how to leverage technology to meet student needs. Sie is an Apple Foundations trainer, an Edmodo certified trainer and a Google Educator. In 2012 he received the prestiges Leadership & Innovation Award "TECHNOLOGY INTEGRATED IN EDUCATION" from the Grand Strand Technology Council.

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Thu 10:00 - 10:50 / B1

Fri 11:30 - 12:20 / CEN 401

Sat 12:30 - 13:20 / CEN 310

BRIEF DESCRIPTION: -

SUMMARY OF PRESENTATION: -

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Fri 09:30 - 10:20 / CEN Lab

BRIEF DESCRIPTION: -

SUMMARY OF PRESENTATION: -

Sie Gilbert

Sie Gilbert is a retired educator from Horry County Schools where he was the Coordinator of Instructional Technology. Sie has over 25 years of experience supporting teachers in the classroom with the integration of technology for enhancing teaching and learning, and has made over 50 regional, national, and international presentations on the importance of inclusion and how to leverage technology to meet student needs. Sie is an Apple Foundations trainer, an Edmodo certified trainer and a Google Educator. In 2012 he received the prestigious Leadership & Innovation Award "TECHNOLOGY INTEGRATED IN EDUCATION" from the Grand Strand Technology Council.

Integrating Technology for the Disabled in the Inclusion Classroom

Fri 13:30 - 14:20 / CEN Lab

BRIEF DESCRIPTION: -

SUMMARY OF PRESENTATION:

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sie gilbert

Sie Gilbert is a retired educator from Horry County Schools where he was the Coordinator of Instructional Technology. Sie has over 25 years of experience supporting teachers in the classroom with the integration of technology for enhancing teaching and learning, and has made over 50 regional, national, and international presentations on the importance of inclusion and how to leverage technology to meet student needs. Sie is an Apple Foundations trainer, an Edmodo certified trainer and a Google Educator. In 2012 he received the prestiges Leadership & Innovation Award "TECHNOLOGY INTEGRATED IN EDUCATION" from the Grand Strand Technology Council.

4.- Differentiation strategies for the inclusive classroom

Las capacidades ATRIO y su aplicación en la Educación Inicial de los niños con TEA

Thu 13:00 - 13:50 / B6

Sat 12:30 - 13:20 / CEN 307

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.

Soy de nacionalidad colombiana. Lic. en Psicopedagogía con Maestría en Educación con mención en Inclusión Educativa. Curso con la Universidad de Melbourne en Inclusión en la Educación y Aprendizaje Sostenible. Tengo Certificación como Instructora de Instructores de GLIA con el aval de la UCG. Actualmente me dedico a la capacitación docente y a la re-educación de niños con Problemas de Aprendizaje.

Reducing Classroom Behavior through Restorative Practices and Social and Emotional Learning (SEL)

Thu 13:00 - 13:50 / B4

Fri 09:30 - 10:20 / CEN 310

Sat 12:30 - 13:20 / CEN 100

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

Dr. Wendy Bleecker has been working with youth in the field of counseling for over thirty years. Wendy currently works at Whitworth University in Spokane WA, USA as the Director for the School Counseling and SEL Programs. 

Differentiation in Early Education

Fri 14:30 - 15:20 / CEN 310

Sat 11:30 - 12:20 / CEN 310

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.

Claudia Ontaneda B.Sc.Ed.
Claudia Ontaneda is an educator with a bachelor’s degree in Early Childhood Education and Human Development obtained from Wheelock College in Boston, Massachusetts. She is now working for a Master’s Degree in Inclusive Education from Universidad Casa Grande in Ecuador. She has 8 years of experience working with students ranging from infants to Kindergarten in many school settings and she is currently a teacher in Colegio Menor, a Liberal Arts English Immersion school where she believes differentiation is fundamental to help her students meet their learning needs. 

Irene Zunino M.Ed.
Irene Zunino is an Early Childhood Educator with 15+ years of experience in school settings and owner of a private educational learning center. She is currently the Learning Specialist at Colegio Menor in Guayaquil, Ecuador. She has a Bachelor’s Degree in Early Childhood Education from Universidad Espiritu Santo (UEES) in Guayaquil- Ecuador and a Master’s Degree in Early Detection and Development from Instituto Superior de Estudios Psicológicos (ISEP) Barcelona - Spain.Her strength is connecting with children to ensure a positive learning experience and work with those struggling with academic performance by providing tools to achieve their goals.

Maria Paula Buenaventura M.Ed.
Maria Paula Buenaventura is an Early Childhood Educator with 15+ years of experience in Elementary and Early Childhood Education who currently teaches Kindergarten in Colegio Menor in Guayaquil, Ecuador. She has a Bachelor’s Degree in Early Childhood Education from Universidad Espiritu Santo (UEES) in Guayaquil-Ecuador, as well as a Master’s Degree in Teaching and Learning English as an Additional Language from Blanquerna University in Barcelona-Spain. Maria Paula is recognized for her ability to develop and implement activities that improve students’ learning and behavioral skills, and develop confidence and self-reliance. 

Irene Beltran M.Ed.
Irene Beltran is an Early Childhood educator with 10 years of experience teaching those grade levels. She got a Bachelor of Arts in Psychology from Lindenwood University, St. Charles MO, USA and has a Master of Education in International Teaching K-12 from Bridgewater State University, Massachusetts, USA. She is also a Certified Positive Discipline Parent Educator from the Positive Discipline Association in the USA (DIPO Ecuador). Irene believes that educators should focus on both the academics and moral values of students in order to enhance a tolerant educational environment in which they learn and respect each other's interests and learning pace.

Aprendizaje basado en proyectos, una educación para todos

Thu 14:00 - 14:50 / B4

Fri 13:30 - 14:20 / CEN 310

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

Fundadora del Jardín Peekaboo, inspirado en la filosofía de Reggio Emilia. Master en Educación, Master en Psicopedagogía Clinica, Licenciada en ciencias de la educación inicial con mención en psicopedagogía, más de 16 años trabajando con niños con NEE y altas capacidades.

Community Building through Tribes® and Differentiation

Thu 11:00 - 11:50 / B6

Fri 10:30 - 11:20 / CEN 310

Sat 09:30 - 10:20 / CEN 400

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

Lisa LoPresti-Hupp, a retired teacher of 25+ years has taught all levels (Kinder through HS and adults) and most subjects during her career in places as diverse as an Eskimo village above the Arctic Circle, the Congo, Latin America and most recently, before retiring for a second time last June, she taught drama to secondary students at Tsinghua International School in Beijing.
Lisa is a certified Tribes® Trainer and a certified Differentiated Instruction Trainer. She has introduced several ongoing programs/initiatives at the schools where she has worked such as Tribes®, Lifeskills, Metamorphosis (a transition program/curriculum for entering middle school), Parent Nights and worked as an instructional coach. 

Designing instruction to support all learners: including students with attention and learning difficulties

Thu 13:00 - 13:50 / MPR

Fri 11:30 - 12:20 / CEN 309

Sat 11:30 - 12:20 / CEN 307

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

Teacher passionate about the Mind, Brain, & Education field and inclusion; always seeking ways to ensure that high quality education is accessible to all. Presenter and educational consultant. In education for more than 22 years and currently the Director of Learning Support at Colegio F. D. Roosevelt in Lima, Peru.

Suzuki Music Education: A tool for inclusion in the Schools

Fri 10:30 - 11:20 / CEN 307

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

Cindy is the founder and manager of Fundacion Música sin Fronteras whose mission is to help children of disadvantaged socio-economic families have access to specialized music training. With a career as a violinist for 25 years, she is currently a member of Orquesta Sinfónica de Guayaquil and Suzuki Association of the Americas. As a member of the SAA, Cindy has jumpstarted and implemented Suzuki music education for young children in Guayaquil.

Modeling What We Teach: A community of inclusion

Thu 10:00 - 10:50 / B6

Fri 09:30 - 10:20 / CEN 309

Sat 09:30 - 10:20 / CEN 307

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

Steve is a recently retired (for the second time) educator, most recently serving as a school head in Latin America. He has a demonstrated passion for developing and supporting inclusive school communities. Steve lives in Colombia with his three dogs and two tennis rackets. He is husband to Lisa who is also presenting at this conference. His history in education includes Hawaii, Alaska, Colombia, The Democratic Republic of the Congo, Guatemala, and Ecuador. Before finding his way to education, Steve had careers as a farrier and a chef.

Differentiation and MAP Test Reports

Fri 13:30 - 14:20 / CEN 309

Sat 09:30 - 10:20 / CEN 311

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

This is my 1st year at Colegio Menor - Samborondon Campus. I am currently teaching MS Math. I have a vast experience teaching in international schools and also on using MAP Test reports. 

Differentiation in the primary grades for ELL and ESE: small group instruction vs individualized instruction

Thu 14:00 - 14:50 / B6

Sat 12:30 - 13:20 / CEN 400

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

Wendy Toral has 15 years of teaching experience and is currently the literacy teacher/instructional coach for Interamerican Academy. She has a MA in Education/TESOL and has worked in both private and public schools. Her experience in Ecuador and the USA is in grades K- 12, as well as in college and adult ESL classes.

5.- Teaching English language learners IN THE INCLUSIVE CLASSROOM

Lifting the Level of Student Thinking in Small Group Writing Instruction

Thu 11:00 - 11:50 / B4

Fri 09:30 - 10:20 / CEN 102

Sat 10:30 - 11:20 / CEN 309

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

Jody Langan is an ELL specialist that began her teaching career at IAA and is now teaching at a blue ribbon school in Brooklyn, NY. She is also a fellow with Columbia University's Teacher's College Reading and Writing Project. 

Writing across Cultures

Thu 10:00 - 10:50 / MPR

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

Karen is the Director of Academic Development & Training for International Students section at the University of Cambridge, which provides training to assist international students in further developing and honing the skills required to succeed in an English-speaking academic context.

English Language Learners in the Mainstream Classroom

Thu 11:00 - 11:50 / MPR

Fri 10:30 - 11:20 / CEN 102

Sat 12:30 - 13:20 / CEN 309

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

A teacher in Engligh, curriculum coordinator, CAS coordinator, Cambridge School Leadership facilitator and school director with educational experience of over 35 years in multiple cultural, language and curriculum environments 

EMBEDDED WORKSHOPS

For secondary gifted students

Thu 10:00-12:00

IAA Library

Jim Delisle

For parents of secondary gifted students

Thu 13:00-15:00

IAA Library

Jim Delisle

Inclusion in USA Universities - Incorporating Universal Design

Fri 09:30 - 11:30

CEN Library

Chistopher Stone

Integrating Technology for the Disabled in the Inclusion Classroom

Fri 13:30 - 15:30

CEN Library

Sie Gilbert

Strategies to Reverse Underachievement in Gifted and Respect Student Dignity - for educators

Sat 09:30 - 11:30

CEN Library

Jim Delisle