The 2016 Summer Institute
For Teachers of Students with Autism
And Developmental Disabilities
Long Beach Middle School
Long Beach, Mississippi
Sponsored by:
Mississippi Department of Education – Office of Special Education
University of Southern Mississippi Autism Project
Overview:
The 2016 Summer Institute for Teachers of Students with Autism and Developmental Disabilities is available to any
licensed special education teacher who oversees the operation of a self-contained classroom or resource classroom. The
purpose of the institute, which will be presented by staff from the University of Southern Mississippi Autism Project, is to
provide teachers with information pertaining to the design and operation of appropriate school programs for students with
Autism and developmental practices for students with Autism and Developmental Disabilities. The Institute and the work
carried out by project personnel is designed to meet the needs of special education teachers in Mississippi who are
tasked to operate self-contained classrooms and resource rooms in which students with Autism or other Developmental
Disabilities (e.g., Developmental Delay, Specific Learning Disability, Multiple Disabilities, Other Health Impairment,
Speech or Language Impairment, Intellectual disability) are receiving special education services concurrently. The section
titled “Autism and Developmental Disabilities,” explains the rationale for this approach,
Topics:
The topics that will be covered during the Institute will include, but will not necessarily be limited to, the following:
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Autism: Definition and Fundamental Features
Appropriate Environmental Arrangements
Curriculum and Instructional Strategies
Evidence-Based Practices
Literacy Instruction
General Education Issues
Safety Skills Instruction
Play/Recreation & Leisure/Physical Education Instruction
Social Skills Interventions
Positive Behavior Supports/Antecedent Interventions
Autism and Developmental Disabilities:
The Autism Project’s work is geared towards aspiring and practicing educators, parents, extended family members, and
interested others (e.g., Court Appointed Special Advocates) who are involved in the education of students with Autism and
other Developmental Disabilities. While the project focuses primarily on using evidence-based practices for the purpose of
designing and implementing appropriate school programs for students with Autism, there is a recognition that these
practices are appropriate for use with other students who have disabilities and who are likely receiving special education
services in the same self-contained classroom or resource room in which one or more students with autism is receiving
services. While Autism Project personnel are guided in their efforts by the work performed by many professional
organizations, the efforts of the Council for Exceptional Children (CEC) and its Division on Autism and Developmental
Disabilities (DADD) is referenced for the purpose of describing the student population who would most likely benefit from
the training provided by Autism Project personnel.
The CEC promotes itself as the largest international professional organization dedicated to improving the educational
success of individuals with disabilities and/or gifts and talents. The CEC is comprised of various divisions that are
designed to “individually explore a single facet of special education in thoughtful detail, bringing together professionals to
exchange ideas, stimulate research, and promote expertise in key areas of each fast-growing field. “One of CEC’s
divisions is the Division on Autism and Developmental Disabilities (DADD). In describing the students with exceptionalities
who are the focus of its efforts, the DADD has stated these students “represent a significantly broad and diverse set of
conditions,” and that “a common characteristic of (these) students is a limitation in what is called adaptive functioning;
often requiring support beyond typical classroom learning interventions. Adaptive functioning includes areas such as selfhelp skills, functional problem-solving, socialization and communication.”
Location:
The Institute will be conducted at Long Beach Middle School in Long Beach, Mississippi. Long Beach Middle School
serves as the “base of operations” for the University of Southern Mississippi Autism Project. At this location, project
personnel operate an Autism Demonstration School, which consists of three classrooms for students with Autism and
Developmental Disabilities who are working to master content that comprises Mississippi’s Preschool – 2nd grade
curricula. Additionally, there is a room where small group trainings are conducted and a teacher workroom which serves
as a Make-and-Take facility for trainees. Given how the classrooms and programs in the Autism Demonstration School
are constructed, participants who teach preschool through high school-age students can benefit from the Summer
Institute.
Summer Institute Training Activities and Participants:
Teachers who participate in the Institute will (a) work in the Extended School Year program for the students who attend
the University of Southern Mississippi’s Autism Demonstration School, (b) attend training sessions conducted by Autism
Project staff, and (c) complete assigned readings and online instructional modules. Note: Readings and modules must be
completed prior to a participant’s two-day training at the Autism Demonstration School. Four teachers will be selected to
attend each of the seven sessions of the Institute. Each session will be conducted from 7:00 a.m. – 3:00 p.m. on the
following dates.
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Session 1: May 23 – 24
Session 2: May 25 – 26
Session 3: June 1 – 2
Session 4: June 6 – 7
Session 5: June 8 – 9
Session 6: June 13 – 14
Session 7: June 15 – 16
Training Schedule:
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Breakfast and lunch will be provided during the training day, which is scheduled to proceed as follows:
7:00 – 8:00 a.m. – Morning training session
8:00 – 2:00 p.m. – Work in classrooms during the Extended School Year Program
2:00 – 3:00 p.m. – Afternoon training session
CEUs:
Upon successful completion of the Institute, each participant will be eligible to earn 2.2 CEUs. Participants must attend
each day of their assigned session and complete the assigned readings and online modules in order to be eligible to
earn CEUs.
Fees:
No registration fees will be charged for the teachers who participate in the Institute. Based upon the Mississippi
Department of Education travel policy, participants must live at least 75 miles away from the training site in order to be
reimbursed for overnight lodging and meals. The MDE will reimburse each participant for mileage. Please refer to the
MDE travel policy. (http://www.mde.k12.ms.us/ACCT/travel)
Application Protocol:
Prospective applicants must complete the enclosed application and return it to the address listed below no later than
Wednesday, March 23, 2016.
USM Autism Project
Division of Education & Psychology
730 East Beach Boulevard
Long Beach, MS 39560
All applicants will be notified by April 22, 2016 regarding their acceptance status. Please note that if an applicant is not
selected to participate in the Summer Institute, the applicant can participate in a single or multiple-day training with Autism
Project personnel during the 2016-2017 school year. Therefore, any applicant who is interested in participating in a
training that is available through the Autism Project, and will result in the awarding of CEUs upon the successful
completion of the training, is encouraged to complete the attached application. Please note that only fully completed
applications will be considered. Questions about the Institute or training opportunities during the 2016 – 2017 school year
can be directed to Dr. Tim Morse at (228) 863-1755 or autism@usm.edu
Point of Contact:
Questions about the Institute can be directed to Dr. Tim Morse at autism@usm.edu or 228-863-1755.
Application for Enrollment
2016 Summer Institute for Teachers of Students with Autism and Developmental Disabilities
All applications must be postmarked by Wednesday, March 23, 2016. All applicants will be notified regarding
their status by Friday, April 22, 2016.
Today’s Date:
First Name:
Last Name:
School District:
School:
School’s Mailing Address:
(Street)
Work Telephone:
(city)
(state)
Alternate (Cell) Phone:
(zip code)
Work Email:
Alternate Email:
Mississippi Educator License #:
Endorsement(s) (e.g., 221 Mild/Mod Disabilities, K-12)
Session Preference (Indicate sessions in order of your
preference by indicating your first, second, third or fourth
choice.):
Please check any of the following that apply:
______ My school district is currently participating in the
State Systemic Improvement Plan (SSIP).
_____ Session 1: May 23 – 24
_____ Session 2: May 25 – 26
______ I am participating in this training as a result of a
corrective action.
_____ Session 3: June 1 – 2
______ N/A
_____ Session 4: June 6 – 7
_____ Session 5: June 8 – 9
_____ Session 6: June 13 – 14
_____ Session 7: June 15 – 16
If you are not selected to attend the 2016 Summer Institute, do you want to participate in a day-long or multiple
day training during the upcoming 2016-2017 school year?
o Yes
o No
Attach a statement from your district’s Director of Special Education (or the person who serves in a similar
capacity) who can (a) verify that you are a licensed special education teacher who oversees the operation of a
self-contained classroom, or resource classroom placement for students with Autism and Developmental
Disabilities, and (b) explain how your participation in the Institute will assist the district in building its internal
capacity to provide appropriate services to students with Autism and Developmental Disabilities.
Application for Enrollment
2016 Summer Institute for Teachers of Students with Autism and Developmental Disabilities
In one paragraph, describe the students you teach. Be certain to include (a) the number of students on your caseload, (b)
the student’s placement (e.g., self-contained classroom, resource room, inclusion), (c) age of each student, and (d) each
student’s category of disability. Write another paragraph in which you explain (a) why you want to attend the 2016
Summer Institute and (b) what you expect to learn from the Institute. Use additional paper if necessary.
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