Sessions & More!
- Program Chair Invited Sessions -

Don’t miss these featured sessions invited by Gerry Reynaud, Program Chair! The 2008 Program Chair Invited Sessions include:

Thursday, April 3
8:30 – 10:30 a.m.

Response to Intervention (RTI): Update and Current Research

RTI is a topic of critical importance and keen interest as evidenced by the number of participants in the RTI Strand held at the 2007 CEC Convention in Louisville, KY. Interest in RTI has continued to increase as schools begin implementation at the local level. In response to this high level of interest, the Division for Learning Disabilities (DLD) and CEC are pleased to co-sponsor this session, presented by two of the most prominent researchers studying RTI, Don Deshler and Doug Fuchs.  Drs. Fuchs and Deshler will provide an update on the status of RTI since last year’s strand; discuss current research, the complex implications for the role of general and special education as it relates to implementation of RTI, and a consideration of current trends.

At the conclusion of this session, participants will: (1) understand the most current research on RTI; (2) be aware and challenged to consider the significance of how implementation of RTI should be achieved by general education with the support of special education; and (3) be informed of current trends as RTI is being implemented in schools across the country.  (This session is co-sponsored by CEC and the Division for Learning Disabilities.)

Thursday, April 3
9:45 – 10:45 a.m.

Improving Performance for Students With Disabilities: The Importance of Leadership

Thursday, April 3
1:15 – 2:15 p .m.

Executive Function: Fostering Strategic Mindsets in the Classroom

In our 21st century technological society, rapid access to vast sources of information has resulted in greater reliance on executive function (EF) processes (viz; planning, organizing, prioritizing, shifting mindsets flexibly, accessing working memory, and self-checking).

This presentation will: 

• Link EF theory and research to classroom practice, with particular emphasis on students with learning and attention problems.
• Focus on teaching EF strategies in the context of reading comprehension, written language, test-taking, and long-term projects.
• Present recent findings from our ResearchILD Drive to Thrive project, a multiyear school-based program that fosters metacognitive strategies, effort, and positive self-concept in the classroom.

At the end of this session, participants will understand the interconnections among EF processes and academic performance, and learn practical strategies for teaching students how to organize, prioritize, shift approaches, and self-check when they complete homework and tests.

Thursday, April 3
2:30 – 4:30 p .m.

Improving Results for Students With Disabilities: A Panel Presentation of Key Findings From the 1997 National Assessment Studies

The session will capture the distinctive and emerging findings and implications from the National Assessment of the 1997 Amendments of IDEA; will identify how states, districts, and schools have progressed toward the issues of concern identified by Congress at that time, and will examine how these issues are related to trends in the positive outcomes for students with disabilities. Presenters will provide longitudinal data on outcomes for a broad age range of students with disabilities, and examine the policy context in which these outcomes have occurred.

Friday, April 4
8:30 – 10:30 a.m.

New Directions in Special Education—Eliminating Ableism in Policy and Practice

This presentation will focus on the role special education should take in confronting  society’s negative attitudes and prejudices toward people with disabilities, otherwise known as “ableism.”  There is considerable emerging evidence that unquestioned ableist assumptions are handicapping children with disabilities and are a cause of educational inequities. The presentation will conclude with seven recommendations to eliminate ableism and improve the education of children with disabilities. Included among these recommendations is the need for special education to be specialized, the importance of students learning in the manner most efficient for them, and the importance of promoting universal design for learning.

Friday, April 4
9:45 – 10:45 a.m.

From the Inside Out: Educators With Disabilities Reflect on Their Own Educational Experiences and Lessons Learned

In this interactive panel presentation, educators with disabilities will share their insights on joining and practicing in the education profession.  When we listen to the voices of educators with disabilities, we receive a unique opportunity to reflect on their combined personal insights and professional knowledge. The panel members will use their experiences to help us understand how we can meet the needs of all students.  Each panel member will reflect on the following questions:

1. What things did/do you find to be the most challenging for you as you move/moved through the educational system (including your teacher preparation)?
2. What three things could have been done for you to make things more accessible and uncomplicated?
3. Why did you decide to become an educator?
4. Drawing on your own experiences, what message do you have for others who work with individuals with exceptionalities?

Following the panel presentation, participants will be invited to share their own reflections on working with students with disabilities and to ask questions of the panel.

Friday, April 4
1:15 – 3:15 p.m.

Evidence-Based Instructional Strategies for English Language Learners

Establishing close linkages among bilingual, English as a second language, general, and special education programs is key to addressing disproportionate representation. This session will present a framework for program linkages along with tools and strategies for evaluating school and classroom contexts for ELLs, documenting and monitoring academic progress with a focus on language and literacy, supporting referrals to special education, and guidelines for assessments and eligibility determinations.   Recommendations for culturally and linguistically appropriate RTI approaches and special education services, and for instructional arrangements for ELLs with disabilities,will be shared.

Friday, April 4
1:15 – 2:15 p.m.

Integrating Reading Comprehension and Content-Area Instruction in the Primary Grades

Young children are sensitive to text structure and can benefit from systematic, structured instruction in reading comprehension. This session will focus on evidence-based strategies for linking lessons in reading comprehension including:

• The Theme Scheme, which helps children go beyond the plot level of stories to their abstract themes.
• A curriculum model, Close Analysis of Texts with Structure (CATS), which embeds reading comprehension training in social studies and science instruction and focuses on close reading of well-structured expository texts.
• In addition, several modules (compare/contrast; cause/effect) have been evaluated, and the evidence base for the model’s effectiveness for children with learning disabilities, children at risk for academic failure, and normally-developing children is presented.

At the end of this session, participants will understand how lessons in reading comprehension can be embedded in social studies and science content and will be able to identify several relevant instructional strategies for classroom use.

Friday, April 4
2:30 – 4:30 p.m.

Critical Issues in Urban Special Education Leadership

Increasing numbers of urban schools are failing to meet adequate yearly progress due to the performance of students with disabilities. Urban school districts are also struggling to achieve benchmarks on state-adopted performance indicators (e.g., reducing dropouts, increasing least restrictive environment placements). The pool of qualified special and general education teachers available to teach in urban schools is also shrinking, and an increasing number of the newly-employed are uncertified and/or inexperienced in educating students with disabilities and other diverse learners. This session will provide insights into how these inter-related issues are challenging urban education leaders and how some of these leaders are responding.

Saturday, April 5
8:30 – 10:30 a.m.

Legal and Ethical Issues Concerning Paraeducator Employment, Training and Supervision

This session will address the current legal and ethical issues involving the employment, supervision, and training of paraeducators. Topics will focus on clarifying the appropriate role of paraeducators, who assist with instruction and the need for state and local policy. NCLB and IDEA mandates “Appropriate Supervision of  Paraprofessionals.” How is “appropriate supervision” defined? Quality indicators for designing staff development for paraeducators, administrators, and teachers will be addressed. Criteria for developing appropriate job descriptions for paraprofessionals and teachers will be shared. Recent legal and ethical cases involving paraeducator training and supervision will also be discussed. An update concerning recent Federal discussions on IDEA and NCLB paraeducator issues will be summarized, including “Parents Right to Know”. Professional standards including, CEC’s Knowledge and Skills for Paraeducators will be distributed.

Participants in this workshop will be able to: (1) understand the current national issues affecting paraeducators and their supervisors; (2) understand the importance of state and local policy regarding paraeducator qualifications, training and supervision; (3) understand the importance of developing ethical guidelines for paraprofessionals who assist with instruction and for teachers who supervise; (4) discuss the importance of clarifying the role of the teacher/paraeducator team; 5) understand the current legal issues involving paraeducators and their supervisors; (6) discuss what parents need to know about paraeducators who assist with instruction; (7) develop effective staff development for both paraeducators and teachers.

Saturday, April 5
9:45 – 10:45 a.m.

Why Some Schools Improve and Some Don’t

The session will address why some schools manage to improve the quality of teaching and learning and some don’t. The presenter will discuss characteristics that predict a school’s ‘readiness’ for improvement and identify what we can do about schools that don’t respond to our best ideas about school improvement.

Saturday, April 5
11:00 a.m. - Noon

The National Mathematics Panel – Implications for Special Education

This session will present implications of the research report from the National Mathematics Panel for special education and education of gifted students. It also will highlight the major Recommendations from the Panel in the following areas: key topics necessary for success in algebra, teaching practices associated with enhanced mathematics achievement for students with learning disabilities, and the importance of formative assessment.
  

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