Friday Keynote Speaker

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Dr. Cheryl Jorgensen

 This year’s keynote presenter is Cheryl M. Jorgensen, Ph.D., who has been working for 34 years to help parents and educators include students with complex support needs in general education classrooms. She’ll present compelling arguments for inclusion and describe “how you know it when you see it.” Videos of students in inclusive classrooms will remind all of us that diversity is having a seat at the table, inclusion is having a voice, and belong is having that voice be heard.

Friday Sessions

Dr. Cheryl Jorgensen

A Collaborative Planning Process that Supports Full Participation in General Education Instruction

9:15 - 12:15

Diamond Room 1

Event Details

Dr. Cheryl Jorgensen

A Collaborative Planning Process that Supports Full Participation in General Education Instruction

 When students with complex support needs are included in general education classes, their teams must proactively plan for their active participation. This session will describe and provide examples of a collaborative team planning process that answers the following questions: What are the student's priority learning objectives in this unit or week's worth of instruction? What supports will the student need for full participation and learning? How will student learning be assessed? Who on the team is responsible for finding and/or creating supports. The presentation will provide examples of three students' participation plans - elementary, middle, and high school - and workshop participants will have a chance to practice the planning process. Examples of supports will include adapted materials, schema for solving math problems, assistive technology for reading and writing, and sensory supports. 

9:15 - 12:15

Diamond Room 1

Allyson Davis, Ph.D., Natalie Navarre, MA, RD, CSP, LDN., & Jamie Northam, MA, CCC-SLP

Interdisciplinary Approach to Managing Feeding Difficulties in ASD/Other Developmental Disabilities

9:15 - 10:45

Chesapeake Room

Event Details

Allyson Davis, Ph.D., Natalie Navarre, MA, RD, CSP, LDN., & Jamie Northam, MA, CCC-SLP

Interdisciplinary Approach to Managing Feeding Difficulties in ASD/Other Developmental Disabilities

This presentation will focus on an interdisciplinary team approach to managing feeding difficulties and disorders in for children with autism spectrum disorder and other developmental disorders. Topics covered will include background information on feeding development and types of feeding difficulties frequently observed in these populations. Additionally, the necessary oral motor skills required for consuming an age appropriate diet will be reviewed. Behavioral strategies for improving the variety and volume of foods and decreasing negative mealtime behaviors will be included. Additionally, information regarding nutritional recommendations and referral resources will be provided. 

9:15 - 10:45

Chesapeake Room

Cindy Brown, M.Ed & Brittany Powers, MPH

Celebrating Milestones: Delaware Initiatives for Universal Screening

10:45 - 12:15

Chesapeake Room

Event Details

Cindy Brown, M.Ed & Brittany Powers, MPH

Celebrating Milestones: Delaware Initiatives for Universal Screening

This session will review Delaware initiatives and inform participants on how to access supports and resources for families of young children in their communities. The combination of developmental monitoring, using tools like Learn the Signs. Act Early. checklists, and developmental screening, using a formal tool like the ASQ, lead to earlier identification and enrollment in appropriate services for young children. Participants will have an understanding of how to integrate developmental surveillance and support families in their existing programs.

10:45 - 12:15

Chesapeake Room

Dr. Karen Anderson

Communication Access, Participation and Self-Advocacy Needs of students with Hearing Loss

9:15 - 12:15pm

Kent Room

Event Details

Dr. Karen Anderson

Communication Access, Participation and Self-Advocacy Needs of students with Hearing Loss

Only 1 out of every 100 students with IEPs has been qualified for special education primarily due to hearing loss. The impacts of hearing loss are far-reaching and often look much the same as behaviors of children with learning disabilities, speech/language disorders, or even social issues, yet the primary cause for all of these issues is decreased access to communication and not disordered learning. This session will present issues related to communication access needs for students with hearing loss, how participation in the classroom is often affected, and the need to develop student self-advocacy skills. Means to estimate the level of communication access will be described as well as the components contributing to self-advocacy skills and how they can be developed.

9:15 - 12:15pm

Kent Room

Philip Schweigert, M.Ed

Promoting the Communicative Competence in Learners with Significant Disabilities

9:15 - 12:15

Delaware Room

Event Details

Philip Schweigert, M.Ed

Promoting the Communicative Competence in Learners with Significant Disabilities

The Communication Matrix (1990,2004,2006) by Dr. Charity Rowland provides meaningful insights into how learners with severe and multiple disabilities are expressing themselves and what next steps to considers as you work to promote their progress as competent communicators. This workshop will briefly review the 7-level model of expressive communication as outlined in the Communication Matrix. It will then focus on strategies for instruction with practical exercises and the use of case studies to demonstrate the assessment and instruction being described. Communication-in Action (2018) will be introduced to aide in this discussion. It is a web based instructional guide for communication intervention based on the pre-symbolic levels described in

the Matrix and provides goals and video examples generated by a multi-disciplinary team of therapists and educators serving learners with sensory and significant disabilities. A follow-up session will be held to allow for more in-depth and child specific discussions around strategies to further promote our learners communicative competence. Specifically this session will provide the following: Information on how to use the Communication Matrix (Rowland 2006) assessment to determine the expressive communication skill level of the child and a starting point for communication instruction. Research based instructional strategies for the child at the pre-symbolic and concrete symbolic levels of communication covering the use of gestures, microswitch technology as well as Tangible Symbol Systems Opportunities for participants to apply this information to one of their own learners for whom such assessment and intervention strategies are appropriate.

9:15 - 12:15

Delaware Room

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