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Special Education Services
2018 Special Education Conference
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This year's special education conference is designed to provide high quality, evidence - based professional development to educators working with students with autism and low incidence disabilities. 

We're excited to share many opportunities to enrich your skills and connect with your students. We planned a conference day with a variety of opportunities, so plan a day that best meets your needs by taking a look at the conference schedule and session descriptions below.

 

Register for this year's Conference for $50!

Register Now!


Thursday, June 27, 2019

8:30 a.m. - 4:00 p.m.

ESC Region 12

2101 W. Loop 340

Waco, TX 76702

 

For additional conference information, contact Teresa Chavez:
tchavez@esc12.net

 

Conference Handouts

  • It’s back to basics to discuss the best practices in helping students with autism. Learn how a structured and predictable classroom setting, visual supports and positive reinforcement can help students change their behaviors. See how proactive programming, data collection and successful planning can prove to be effective strategies for developing a new approach to systematic behavior.

  • This active presentation will be full of fun activities and adaptations to games for students with autism, sensory issues, including blindness. This workshop is for inclusive, self-contained classrooms, or general education classrooms.  Teachers will be taught age appropriate and fun physical activities to play with their students with autism and sensory sensitivity. Considerations for behavior, sensory and noise will be addressed in this workshop. These activities will enhance inclusion for students with special needs in general education classes and increase positive social interaction between general education physical education students and their friends on the spectrum of Autism.  Come prepared to learn, play, and have fun.
  • Do you work with students with complex communication needs? Are you wondering how to build communication in a busy classroom? Then you need to strengthen your CORE!! During this session we will learn all about Core Vocabulary: what it is, why we need to understand and focus on it, and how to implement it with our students. We will discuss various approaches to core vocabulary and how you can best compile a “curriculum” for teaching core vocabulary. Everyone needs a strong core (vocabulary)!

    NOTE: This is a 3hr session. 
  • Do you have students in your general and special education classrooms that you deal with? Don't deal, but rather, BUILD relationships! As the teacher, instead ask yourself, "Who's in? Who's involved socially and emotionally in the classroom?" This session will provide evidence-based inclusion classroom strategies & social supports to help build relationships and maintain predictability/stability for your students. Learn five strategies in one sitting. Communication and care are key to building social and emotional connections.   
  • Structured Work Systems are amazing tools to build independence, which is so important for our students in special education. They seem easy to understand. But knowing how to set them up to be successful in your classroom isn't always so easy. In addition, there are a tons of "versions" of work systems out there, but not all of them are effective in moving students to independence.

     

    Beginning with how independent work systems benefit the student, the family, and the classroom, this presentation will outline the elements of independent work systems. It will walk participants through making decisions for how to set them up for their individual students.  Then it will focus on how to teach students to use work systems effectively, types and examples of tasks for different ages and functioning that work well with work systems, and how to take data and increase difficulty of the system as the student progresses.

     

    Following this presentation, participants will:

    1. Describe what an effective structured work system looks like and how it can be used effectively in the  classroom.
    2. Clearly outline the benefits of work systems to the student, the classroom and the family.
    3. Identify characteristics of tasks that should be included in structured work.
    4. Access data sheets for tracking progress and using it to make decisions about increasing difficulty of the systems for the students.
  • If we want our students to be successful after graduation, we must connect the high school years to the early childhood years. Beginning with the end in mind, we will identify necessary transition skills at all grade levels and explore ways to creatively link those critical skills to the existing TEKS.
  • The Unified Champion Schools program is aimed at promoting social inclusion through intentionally planned and implemented activities affecting systems-wide change. With sports as the foundation, the three component model offers a unique combination of effective activities that equip young people with tools and training to create sports, classroom and school climates of acceptance. These are school climates where students with disabilities feel welcome and are routinely included in, and feel a part of, all activities, opportunities and functions.
  • Learning for a student with multiple disabilities typically takes longer due to sensory and motor challenges. Active learning is an approach that emphasizes that all individuals learn best through active participation. Active learning was developed by Danish psychologist Dr. Lilli Nielsen for children with low incidence disabilities, multiple impairments, and visual impairments. During this session we will discuss the principles of Active Learning and how we can meet the sensory needs of our students using this approach.  
  • This active presentation will be full of fun activities and adaptations to games for students with autism, sensory issues, including blindness. This workshop is for inclusive, self-contained classrooms, or general education classrooms.  Teachers will be taught age appropriate and fun physical activities to play with their students with autism and sensory sensitivity. Considerations for behavior, sensory and noise will be addressed in this workshop. These activities will enhance inclusion for students with special needs in general education classes and increase positive social interaction between general education physical education students and their friends on the spectrum of Autism.  Come prepared to learn, play, and have fun.
  • This session will be about taking core vocabulary from just a poster on the wall to a voice for all! We will cover the importance of aided language stimulation, teaching ideas, tools to make it work, tips and tricks, and lots of resources for making core vocabulary work for your students!

  • Do you have students in your general and special education classrooms that you deal with? Don't deal, but rather, BUILD relationships! As the teacher, instead ask yourself, "Who's in? Who's involved socially and emotionally in the classroom?" This session will provide evidence-based inclusion classroom strategies & social supports to help build relationships and maintain predictability/stability for your students. Learn five strategies in one sitting. Communication and care are key to building social and emotional connections.   
  • Structured Work Systems are amazing tools to build independence, which is so important for our students in special education. They seem easy to understand. But knowing how to set them up to be successful in your classroom isn't always so easy. In addition, there are a tons of "versions" of work systems out there, but not all of them are effective in moving students to independence.

    Beginning with how independent work systems benefit the student, the family, and the classroom, this presentation will outline the elements of independent work systems. It will walk participants through making decisions for how to set them up for their individual students.  Then it will focus on how to teach students to use work systems effectively, types and examples of tasks for different ages and functioning that work well with work systems, and how to take data and increase difficulty of the system as the student progresses.

     

    Following this presentation, participants will:

    • Describe what an effective structured work system looks like and how it can be used effectively in the  classroom.
    • Clearly outline the benefits of work systems to the student, the classroom and the family.
    • Identify characteristics of tasks that should be included in structured work.
    • Access data sheets for tracking progress and using it to make decisions about increasing difficulty of the systems for the students.
  • Learn about free reading tools that offer features such as text that can be read aloud and accompanied by karaoke-style highlighting, customizable colors and fonts, and embedded study tools. Options such as these have been found to “enhance student engagement, interest, and motivation” (National Assistive Technology in Education Network). This session will provide demonstrations of several reading tools and eBook libraries as well as an overview of the key features in each one. Teachers will leave with a well-stocked toolkit of reading technologies!
  • This session will focus on creating a standard for high quality grading that focuses on aligning the instruction with state standards, promoting active learning, and how to provide grades that reflect relative mastery of content for students with significant cognitive disabilities. Discussion and activities will focus around procedures for developing a grading system to accurately reflect individual student achievement through completed modified tasks and assignments.
  • This session will explore many ways literacy can be accommodated to meet the needs of a variety of students with Low Incidence Disabilities. Students’ needs may include Visual Impairments, Speech Impairments, Motor Impairments, Sensory Impairments, and/or Multiple Impairments. 

Dr. Christine Reeve

 

Inspired by a sister with autism, another sister who teaches students with autism, and an aunt who worked with students with special needs, Dr. Reeve has worked in the autism field for more than 20 years. She has had the privilege of working with children and adults with autism and related disabilities, their families, schools, and other organizations. Dr. Reeve has worked in a variety of settings including community outreach, academia, education, and clinic settings serving individuals with autism and other developmental disabilities.   Currently, Dr. Reeve is a consultant working with school districts to support students with autism, their teachers/staff and families.  This gives many opportunities to work directly with students and also find innovative ways to serve in the context of the classroom.  

 

 


 

Melanie H. Johnston, M.A.


Melanie H. Johnston, M.A. is the Executive Director of BRITE Success, LLC, which provides services to individuals with intellectual and development disabilities and Autism Spectrum Disorder, to families and professionals developing programs, and teaching individuals across the life span using interventions that provide communication skills, behavioral skills and readiness skills that are essential for independence. She completed her education with a BS fromTexas Christian University in Speech Pathology, and MA from University of Texas, Austin in Early Childhood Intervention and Special Education.  She is a licensed Speech/Language Pathologist, TEA Certified Teacher and IBCCES Certified Autism Specialist.

 

 


 

 

Jeff Key, M. Ed, Certified Adapted Physical Educator (CAPE)


Jeff is currently the Adapted PE teacher for Lubbock Cooper ISD. He has been an instructor of Physical Education for Texas Tech University and Lubbock Christian University teaching future teachers how to teach physical education.  Jeff is a nationally certified adapted PE teacher (CAPE) and a Certified Orientation and Mobility Specialist (COMS). His workshops are appropriate for early childhood teachers, PE teachers, adapted PE teachers, VI teachers, COMS, Physical and Occupational therapists.  

 

 


 

April Tribe Giauque

 

 

April is an empowerment speaker, coach, and published author who directs people to discover their worth so that they can navigate the chaos of life, Illuminate their impact and become a BEACON OF LIGHT to the World!She is a social and emotional educational relationship builder who helps teachers use their light connect with their students so that learning can flow, and so they can reach their potential, and illumination can happen!

 


 

 

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