MONDAY
July 30, 2012
GENERAL
G1
Developing the Deliberative Heart While Serving Children and Youth with
Disabilities (Keynote)
Presenter:
Dr. Eugene Edgar, University of Washington
Time:
11:30-12:30 p.m. (1 session)
Focus Population: All
Workshop Level:
Basic
Room:
Auditorium
This is the keynote speaker. All participants will join in one room to hear Dr.
Eugene Edgar speak on “Developing the Deliberative Heart While Serving
Children and Youth with Disabilities” from 11:30-12:30 p.m. on Monday.
Special education is a contested field. While generally addressing the educational
needs of children and youth with disabilities, there are major controversies about the
nature of disability, who has a disability, and the best way for schools to serve students
with disabilities. There are many technical solutions proposed, but while it is necessary
to understand these technical solutions, these technical methods are not sufficient to
resolve the issues of special education. Special education also has many laws
governing the definition of disability and how children deemed having a disability should
be served. While it is imperative these laws be followed, total compliance with the laws
will not resolve the fundamental issues in special education. Thus educators, parents,
students with disabilities, and others need to come together in deliberative learning
communities and develop schools where all children are adequately served, where all
youth are valuable contributing members of the community and learn skills, knowledge,
and dispositions that will enhance their life chances and prepare them for citizenship in
our society.
G2
Meeting Secondary Transition IEP Requirements
Presenter:
Dr. Cinda Johnson, Center for Change in Transition Services
Time:
1:45-3:00 p.m. (1 session)
Focus Population: All
Workshop Level:
Basic
Room:
802
Both IDEA and WAC require that all IEPs have secondary transition services in place
before the student’s 16th birthday. Join this session to learn more about what is
mandated and how your IEP teams can meet secondary transition requirements for all
of your high-school age students.
Participants will have a better understanding of:
 The basic IEP requirements for all high-school students (age 16-21)


G3
How to check your secondary-level IEPs to meet Indicator 13 requirements
Strategies to help your IEP team improve age-appropriate transition planning
Implementing Secondary Transition with Challenging IEPs
Presenter:
Dr. Cinda Johnson, Center for Change in Transition Services
Time:
3:15-4:30 p.m. (1 session)
Focus Population: All
Workshop Level:
Basic
Room:
802
Bring your toughest cases and most challenging scenarios for youth in secondary
school (age 14-21). We’ll work together in this session to apply requirements of
secondary transition for IDEA under Indicator 13 with the main focus on making the IEP
meaningful to the student.
Participants will:
 Learn how to meet all IEP requirements for all high-school students (age 16-21)
 Use real cases to apply best practice strategies in secondary transition IEPs
 Learn strategies to ensure your student’s IEP includes services to support them
in reaching postsecondary education, employment and independent skills goals
ASSISTIVE TECHNOLOGY
AT1
Hands-On Introduction to iPad
Presenter:
Julie Macdonald, MS, OTR/L, AT Specialist
Time:
1:45-4:30 p.m. (2 sessions)
Focus Population: Autism, Multiple Disabilities
Workshop Level:
Basic
Room:
805
New to the iPad or iPod touch? In this hands-on workshop, you will learn the basic
features and functions of the iPad and practice getting around, including using the
search window, moving apps, creating files, and troubleshooting. Explore ways to find
the apps you want and get an overview of settings, including accessibility options and
how to set restrictions.
Participants will:
 Demonstrate a working knowledge of the iPad. This objective will assist teachers
and therapists in using assistive technology to improve instruction and enhance
learning within the classroom
 Explore accessories available for the iPad/iPhone for use with students with
disabilities and identify specific accessories for types of disabilities
 Increase their awareness of available apps and which to select for students with
disabilities assisting teachers and therapists to implement the IFSP/IEP
objectives
AT2
Introduction to Boardmaker (Lab)
Presenter:
Karen Foreman, MA-CCC-SLP, AAC Specialist
Time:
1:45-4:30 p.m. (2 sessions)
Focus Population: Autism, Multiple Disabilities
Workshop Level:
Basic
Room:
806
The Boardmaker software programs are used extensively to produce teacher and
student materials, communication boards, and overlays for speech generating device
overlays. This is a beginning level lab class introducing the features of the Boardmaker
programs. Participants will learn how to navigate Boardmaker, draw and spray buttons,
change font, search for symbols, add symbols, use paint tools and pre-made templates.
Participants will have an opportunity to create student materials using the software.
Participants will:
 Be familiar with tool bars and the basic functions of Boardmaker
 Create a daily schedule for one of their students using Boardmaker
 Create a simple communication board using Boardmaker
AUTISM
ASD1 Start with the End in Mind
Presenter:
Autism Team: Monica Meyer, Carolyn Taylor
Time:
10:00-11:15 a.m. (1 session)
Focus Population: Autism
Workshop Level:
Basic
Room:
Auditorium
Participants will be provided information on the reality of lives for young adults with an
Autism Spectrum Disorder (ASD). Valuable tips from the parents of these young adults
and their educational experiences will be discussed over a 20 year period.
Participants will learn:
 Why it is important to keep the end in mind for students with ASD
 The importance of planning, teaming and working cooperatively throughout a
student’s educational career
 About resources for planning and reviewing future possibilities
ASD2 Autism Spectrum Disorder (ASD) and School: Understanding the Autism
Spectrum in the School Setting
Presenter:
Autism Team: Glenna Clouse, Gretchen Schmidt-Mertes
Time:
1:45-4:30 p.m. (2 sessions)
Focus Population: Autism/Intermediate
Workshop Level:
Basic
Room:
Auditorium
While most people now have an understanding of the basic characteristics of Autism
Spectrum Disorders (ASD), success for these students in the school setting remains a
challenge for many educators. This double session will start by discussing the impact
that ASD has on the student in school, in both general education and special education
settings. The role of the IEP will also be discussed along with the importance of
reflecting student strengths and challenges, and developing appropriate and meaningful
IEP goals for the individual.
Participants will:
 Understand how the characteristics of ASD manifest in the school setting
 Understand the connection between the challenges of ASD and the challenges of
school success
 Be able to create meaningful IEP goals to address the core challenges in ASD
DEAF/HARD OF HEARING
D1
Washington’s Outreach Team: Did You Know?
Presenter:
State Outreach Team Members
Time:
10:00-11:15 a.m. (1 session)
Focus Population: Deaf/HH
Workshop Level:
Basic
Room:
302
CDHL and WSDS have put together a team of audiologists, school psychologists,
teachers of the deaf, speech language pathologists, professionals with experience with
deaf and autism, and professionals who focus on listening and spoken language who
are available to assist deaf and hard of hearing students, their families and their school
staff. This presentation will introduce each person on the team and give an overview of
what services are available to schools and families in our state.
Participants will:
 Increase awareness of available resources to their school district’s deaf/hh teams
from the state
 Benefit in the areas of assessment, IEP/IFSP development, and areas of
effective intervention and instructional strategies
D2
It Takes a Village to Evaluate a Deaf Child
Presenter:
Numerous Individuals in Deaf Education
Time:
1:45-4:30 p.m. (2 sessions)
Focus Population: Deaf/HH
Workshop Level:
Intermediate
Room:
302
This will be an open forum focused on the nuts and bolts of evaluating a deaf or hard of
hearing child. We will discuss evaluations for eligibility, and those that help determine
academic strengths and weakness. We will talk about the pitfalls of interpreted
evaluations (in sign language), and things that must be considered when using an
interpreter to assess a child. Those on the panel have many years of experience with
deaf and hard of hearing students. Some focus on academic assessments, others on
psychological, speech, language, thinking skills, functional hearing evaluations, and
listening in noise.
Participants will:
 Learn of comprehensive battery of tests for deaf and hard of hearing children
 Learn ongoing assessment strategies for program development for deaf and hard
of hearing children
 Learn appropriate assessments for eligibility purposes
EDUCATIONAL INTERPRETERS
INT1 Math Sign Language
Presenter:
Paul Glaser
Time:
10:00-4:30 p.m. (3 sessions)
Focus Population: Deaf/HH, Educational Interpreters
Workshop Level:
Basic/Intermediate
Room:
304
There is increasing importance being placed on the role mathematics signs play in
teaching and learning in the classroom. Many teachers and interpreters have different
signs for certain mathematics terms and it is possible that a lack of standardization may
influence learning. There is a particular need to discuss perceptions of technical signs in
order to help prepare new teachers and interpreters who pursue careers in
mathematics education for the deaf. This present workshop was designed to assist new
and experienced mathematics teachers and interpreters for the deaf as well as students
interested in learning about mathematics signs. Most teachers and interpreters did not
have signs for advanced mathematics terms and fingerspelled those terms to avoid
inventing signs. This workshop helps you to be familiar with mathematics terms and
how to apply to interpreting settings.
Participants will:
 Improve understanding of the interpreting process in math through discussion
and hands-on activities in pairs
 Practice incorporating illustrations from math textbooks into the interpretations
 Analyze math and ASL texts in pairs and work on varied interpretations into the
target language
 Practice visualization techniques to better inform their interpretation of math
materials
MULTIPLE DISABILITIES
M1
What Do I Really Know About the Students?
Presenter:
Emma Packard, Suzanne Fitzgerald, Kathee Scoggin
Time:
10:00-4:30 p.m. (3 sessions)
Focus Population: Multiple Disabilities
Workshop Level:
Basic/Intermediate
Room:
500 (Library)
Educational programming in a classroom of students with multiple disabilities can be
daunting. Does it have to be that way? Not when the purpose is clear and the needs of
students are clear. Learn about the disabilities of students in your classroom, where to
find up-to-date information and how to identify the strategies that lead to successful
programming and learning.
Participants will:
 Identify how and why a specific disability may require special programming and
what that programming may look like
 Identify learning strategies that are successful across disabilities and what
adaptations may be needed
 Identify resources which give useful information on disabilities