Sessions

Presented by the PROGRESS Center

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

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

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

Presenters:

• Sara Evans, Technical Assistance Provider, PROGRESS Center
• Timara Davis, Researcher at the American Institutes for Research (AIR)

Presented by the Division for Early Childhood (DEC)

Learn how DEC foundational principles support working with practitioners and families in early childhood. Centering equity in the work and bringing underrepresented voices into the conversation supports high-quality services. 

Presenters:

• Peggy Kemp, Executive Director, DEC
• Sheresa Blanchard 

Presented by the Council for Educational Diagnostic Services (CEDS) 

As the use of artificial intelligence (AI) continues to transform various aspects of education, including assessment and grading, this session will explore the role of AI in assessment and its potential impact on teaching and learning. This interactive discussion will examine the benefits and limitations of using AI in assessment, as well as the ethical considerations and challenges that arise when implementing AI-based assessment systems.

Learning Objectives:

1. Understand the current state of AI in assessment, including its applications and benefits.
2. Critique the limitations and potential drawbacks of using AI in assessment.
3. Explore the ethical implications of AI-based assessment, including issues of bias and fairness.
4. Consider the potential role of human judgment in AI-based assessment systems.

Participant Takeaways:

1. A deeper understanding of the possibilities and limitations of AI in assessment.
2. Insights into the ethical considerations and challenges associated with AI-based assessment.
3. Strategies for evaluating and implementing AI-based assessment systems in their own educational settings.
4. A framework for making informed decisions about the use of AI in assessment.

Presenters:

• Emily Smith, Associate Professor of Special Education University of Alaska Southeast, CEDS President

Presented by the CEC Interdivisional Grant Winners (DARTS, DCDT, DEC, DISES)

Join us for a session to explore the innovative cross-division project "Critical Global Conversations." This session will introduce a groundbreaking video podcast series designed to support youth, families, and educators in adopting culturally responsive and sustaining practices. The project is a collaborative effort between the Division of International Special Education and Services (DISES), the Division on Career Development and Transition (DCDT), the Division of Arts in Special Education (DARTS), and the Division for Early Childhood (DEC). Learn about the project's goals, methodologies, and collaborative efforts across these divisions. Discover practical strategies, research-based insights, and activities that you can implement in your educational settings to promote inclusivity and equity from birth through adulthood. Engage with experts and gain valuable resources to enhance your professional practice and support ALL students with Disabilities!

Presenters:

• Rebekka Jez, Associate Professor, University of San Diego, DISES President
• Juliann B. Dorff, Emeritus Senior Lecturer, Art Education - Kent State University
• Stacie Dojonovic Schutzman, Assistant Teaching Professor - University of Kansas, DCDT Executive Director
• Peggy Kemp, Ph.D., Executive Director Division for Early Childhood
• Alfred W. Daviso, Ph. D., Professor – Intervention Specialist at The University of Akron

Presented by the Division for Communication, Language, and Deaf/Hard of Hearing (DCD)

Join this session to learn to maximize effective services by:

1. Clarifying the role of the Teachers of the Deaf (ToD) - when do you need a ToD vs an SLP?
2. Reviewing the areas related to IDEA that are typically "a result of the disability" for selecting IEP goals
3. Providing examples of skills that ToDs target, as well as resources for selecting these skills (e.g., ECC-DHH)
4. Sharing DCD's position paper "Teachers of Students who are Deaf/Hard of Hearing: A Critical Resource for Legal Compliance"

Presenters:

• Dana Kan, PhD, NBCT - Vanderbilt University

Presented by the Division for Early Childhood (DEC)

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

Presenters:

• Kerri Kannengieser
• Tanya Hutchinson
• Stephanie McAvoy

Presented by the Innovations in Special Education Technology Division (ISET) 

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

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

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

Presenters:

• Sam Choo, Assistant Professor at University of Minnesota
• Joseph Morgan, Professor at University of Nevada, Las Vegas

Presented by the IRIS Center and Lead IDEA Center

We know that building administrators have a lot on their plates: personnel shortages, staff development, challenging student behaviors, and IEP responsibilities. We’re here to help! In this session, representatives from the OSEP-funded Lead IDEA and IRIS Centers provide helpful tips geared toward principals’ responsibilities and share free online resources for further information and professional development.

Learning objectives. Participants will:

1. Learn strategies and tips for addressing common challenges faced by building administrators
2. Determine topics for which they want additional training or professional development
3. Identify resources and services available from Lead IDEA and IRIS that relate to those topics

Presenters:

• David Bateman, Co-Principal Researcher, Lead IDEA Center
• Naomi Tyler, Director, IRIS Center

Presented by the Division on Autism and Developmental Disabilities (DADD) 

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

After this session, participants will be able to:

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

Presenters:

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

Presented by the Division for Emotional and Behavioral Health (DEBH) 

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

Presenters:

• Ben Riden, Associate Professor of Special Education at James Madison University

Presented by the Division of International Special Education and Services (DISES) 

Global competence is an equity issue. Equitable education systems challenge learners, families, and educators to not only address cognitive learning supports but also the social, emotional, and behavioral experiences of every member of our community. This session will:

1. review global competence
2. provide opportunities to learn about global competencies
3. guide participants in critical self-reflection, assessing their context, and identifying and implementing global competency to support learning and well-being for learners, families, educators, and communities

Presenters:

• Rebekka Jez, EdD, Associate Professor, University of San Diego
• Jen Ward, EDD, Assistant Professor, Saginaw Valley State University
• Nicci Dowd, EdD, Assistant Professor, Marymount University
• Nicole DeClouette, PhD, Interim Associate Dean, College of Education Professor of Special Education, Georgia College & State University
• Clara Hauth, EdD, Associate Professor, Marymount University

Presented by the Division on Career Development and Transition (DCDT) 

We will explore how transition specialists are leveraging artificial intelligence (AI) to enhance transition planning. From individualized education programs (IEPs) to career planning and independent living strategies, AI is transforming how specialists support individuals in their journey toward successful transitions. Participants will gain insights into practical applications, and learn how to integrate these innovations into their practice.

Learning Objectives:

1. Understand the Role of AI in Transition Planning - Gain a comprehensive understanding of how AI is being utilized in various aspects of transition planning
2. Implement AI in Practice - Learn practical strategies for integrating AI into existing transition planning processes to enhance outcomes.

Participant Takeaways:

1. A clear understanding of how AI can improve transition planning
2. Knowledge of some AI tools and their applications in transition planning
3. Practical strategies for incorporating AI into professional practice.

Presenters:

• Stacie Dojonovic, DCDT Executive Director
• Al Daviso, DCDT President 

Presented by the Division for Early Childhood (DEC)

Learn more about how the DEC Standards, DEC Recommended Practices, and HLPs can support faculty, students and TA providers, administrators, and EI/ECSE Teams in 0-5.

Presenters:

• Peggy Kemp, Executive Director, DEC
• Christine Spence 

Presented by the Council of Administrators of Special Education (CASE) 

Join this session to learn some of the key strategies used by special education administrators to support their staff and keep them around!

Presenters:

• Joe Kwisz,  President-Elect - CASE

Presented by the Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL) 

In educational research and discourse, students’ literacy learning and skill development are frequently positioned as contingent on students’ compliance, attention, and ability to conform to rigid notions of ‘good reader’ behaviors. This session is focused on critical alternatives to these prevailing paradigms. The facilitators emphasize frameworks for and examples of proactive and responsive approaches to supporting behavioral, emotional, and whole-child needs in the literacy classroom. Going beyond representation of diverse social and political identities and topics in literature for children and youth, participants will explore (1) frameworks for amplifying student voice and student-centered literacy experiences; (2) examples of texts, lesson plans, and templates for culturally, linguistically, racially, and ability-affirming instruction; and (3) responsive and sustaining approaches to support engagement and relationships through literacy instruction (rather than compliance).

Through this session, participants will:

1. Conceptualize and apply asset-based perspectives of culturally and linguistically diverse exceptional learners to plan literacy instruction that thoughtfully leverages students’ strengths and abilities (e.g., linguistic repertoires, funds of knowledge)
2. Using a critical disability lens and facilitator-provided examples, explore and describe liberatory relational, instructional, and assessment practices related to literacy and behavior

Presenters:

• Chelsea Stinson, Assistant Professor, State University of New York at Cortland
• Sarah M. Salinas, Assistant Professor, Minnesota State University - Mankato

Presented by the PROGRESS Center 

All students, including students with disabilities and those from marginalized communities, learn best and are the most successful when they are welcomed and feel a sense of belonging at school. This session will define 10 elements of belonging and share freely available resources to help educators and leaders identify inclusive practices to promote belonging within their schools.

After this presentation participants will be able to: 

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

Presenters:

• Steven Prater, Technical Assistance Provider, PROGRESS Center
• Riley O'Donnel, Research Assistant, PROGRESS Center

Presented by the Lead IDEA Center and PROGRESS Center

Engaging principals and early childhood leaders to improve outcomes for children with disabilities can be challenging for special education leaders for multiple reasons. Join experts from the Lead IDEA Center and the PROGRESS Center to gain resources and learn about services designed to support school and early childhood leaders to meet the needs of all children. The session highlights targeted strategies and shares universally available resources leaders can leverage. Participants will (a) gain knowledge to build and sustain learning systems so children can maximize their learning potential, (b) learn strategies to enhance collaboration between special and general educators, and (c) access tools and resources to effectively implement IDEA.

Objectives:

1. Explore the essential knowledge and skills, to build and sustain learning systems where children with disabilities can thrive.
2. Learn strategies that support leaders’ ability to leverage all staff to fulfill students’ Individualized Education Programs.
3. Leverage tools and resources that help principals and early childhood leaders effectively implement IDEA.

Presenters:

• Donna Waltham
• Timara Davis, PhD

Presented by the Division on Autism and Developmental Disabilities (DADD) 

In this session, we will present four economical strategies that can be used in the classroom to increase communication for autistic students with complex communication needs including (a) facilitating observational learning, (b) using instructive feedback, (c) embedding communication instruction throughout the school day, and (d) programming for generalization. Recognizing the challenges teachers face with limited time and resources, this session will provide actionable guidance on integrating high-quality communication practices into existing classroom routines.

After this session, participants will be able to:

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

Presenters:

• Monique Pinczynski, Assistant Professor, Boise State University
• Janet Sanchez Enriquez, Autism Education Consultant, ESC Region 20

Presented by the Complex and Chronic Conditions: The Division for Physical, Health, and Multiple Disabilities (CCC-DPHMD) 

This session will focus on topics that specifically impact equity in public education for students with complex and chronic conditions. Topics will include:

• time away from instruction due to medical needs
• disproportionate discipline for students with CCC
• how to promote inclusive environments

Presenters:

• Autumn Bauer, Graduate Teaching Assistant, Old Dominion University
• Alita-Geri Carter, Founder and Chief Consultant at Qualequity Access, LLC
• Dr. Robbie Hampton, Associate Professor, Lipscomb University
• Dr. Allision Kroesch, Assistant Professor, Graduate Program Coordinator, Illinois State University
• Dr. Cate Smith, Clinical Associate Professor, Special Education, The University of Tennessee

Presented by the Division for Early Childhood

Join this session to work through the answers to:

• Which knowledge, skills, and practices lead to the inclusion of young children with diagnosed disability and developmental delays with a variety of support and service needs?
• How can you support inclusive environments as an educator? a special educator? administrator? 

Presenters:

• Serra Acar
• LaShorage Shaffer

Presented by the Division of Visual and Performing Arts Education (DARTS) 

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

Learning objectives:

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

Presenters:

• Jonte’ (JT) Taylor, Associate Professor, Penn State University

Presented by the CEC Interdivisional Grant Winners (DARTS, DCDT, DEC, and DISES)

Join us for an insightful session focusing on the educational journey students and families with disabilities encounter from birth to adulthood. This session will delve into the critical stages of transition and career development that begin at birth and the importance of providing continuous, culturally responsive support to youth, families, and educators through adulthood. Gain a comprehensive understanding of the transition strategies and practices that can facilitate smooth transitions and promote inclusivity and equity throughout the educational lifespan. Engage with individuals from early childhood, career development, art, and international education to explore research-based insights and practical activities that can be implemented in educational settings beginning at Pre-K to ensure that students with disabilities reach their adult life outcomes.  We must begin planning and engaging families effectively earlier than high school. This session is ideal for educators, administrators, and professionals dedicated to enhancing the post-secondary outcomes of ALL Learners - so that ALL students regardless of their disability, SES status, cultural background, gender, or sexual orientation achieve their living, learning, and working goals.

Presenters:

• Rebekka Jez, DISES
• Peggy Kemp, DEC
• Stacie Dojonovic, DCDT
• Juliann Dorf, DARTS
• Al Daviso, DCDT

Presented by the Division for Emotional and Behavioral Health (DEBH) 

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

Learning Objectives:

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

Presenters:

• Dr. Lonna Housman Moline, DEBH President; University of St. Thomas

Presented by the Division of Leaders and Legacy (CEC-DLL)

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

Presenters:

• Dr. Harold Johnson, Professor Emeritus, Kent State University

Presented by the Division for Learning Disabilities (DLD) 

This session will help provide a better understanding of the characteristics of students identified as both LD and ADHD. Participants will learn strategies to assist in their work with students with both LD and ADHD.

Presenters:

• Dr. Miriam Ortiz, Owner and Chief Consultant of Beyond the Research; Executive Director for the Division for Learning Disabilities

Presented by the Division for Early Childhood

Wondering where to find the best resources for supporting young children 0-8 and their families? The Division for Early Childhood of the Council for Exceptional Children is dedicated to this mission. Learn more about our updated mission and vision as well as new resources services, and supports to support your work at the 0-8 age.

Presenters:

• Hsiu-wen Yang
• Victor-James Young