In the Beginning There Were Children
PACEC 45th Annual Convention
|Go to Thursday Schedule|
|Go to Friday Schedule|
Mark your calendars now and plan to attend the 45th annual PACEC convention
scheduled for November 4 and 5, 2004. Join us at the Hershey-Harrisburg Holiday
Inn in Grantville, PA. This year¹s Convention, "In
the Beginning There Were Children"
will focus on strategies and programs which assist students with
disabilities in achieving their goals. Presentation topics will focus on
literacy, assistive technology, assessment, transition, behavior intervention,
instructional strategies, teacher training and a variety of other topics. The
state initiatives on autism, literacy, transition and effective behavior support
are well represented on both days of the convention.
On Wednesday, November 5, the Pennsylvania Council for Administrators of Special Education (PACASE) Annual Conference will be held. Plans are still being finalized, but for an example of what's to come, look at last year's events: The morning session featured a law institute, with Andy Faust, Esquire presenting. The luncheon meeting featured Dr. Fran Warkomski, State Director of Special Education, who updated everyone on the conditions of special education in Pennsylvania. The afternoon session was entitled, "Data Driven Decision Making in Special Education: Implications Under Current IDEA and No Child Left Behind."
The PACEC Convention is the largest special education yearly event in
Pennsylvania. This is your opportunity to meet colleagues, parents, students
and others, from across the state, who are interested in providing quality
special education and services for those with special needs. The convention
committee has arranged the following features for this year¹s convention:
|Pre-registration for Sessions (Register early)|
|Two Full Rooms of Exhibitors|
|Teacher Raffles and Exhibitor Door Prize Raffles|
|Division Lunch Meetings (Thursday)|
|PACEC Representative Assembly (Thursday)|
|PASCEC (Students) Delegate Assembly (Thursday)|
|Awards Ceremony, Buffet Dinner, DJ, Dancing (Thursday)|
|Special Interest Group Lunch Discussions (Friday)|
All the information you need regarding the convention, pre-registration and hotel arrangements is included in this special convention edition of ACTION. Take the time to pre-register now! Don¹t miss the largest special education event in Pennsylvania to be held on November 4-5 at the Hershey-Harrisburg Holiday Inn in Grantville, PA.
On behalf of the convention program committee, we look forward to seeing you there.
Documentation of Act 48 hours will be available to PACEC Convention
participants. A certificate verifying the number of professional development
hours received will be provided to all participants. Participants can then take
those certificates back to their school districts or organizations to verify
Check with your employer to guarantee that attending the PACEC Convention qualifies for Act 48 hours through your school entity.
The process for achieving Act 48 hours documentation is as follows:
1. Session evaluations will be distributed at the end of each session.
2. Fill out each evaluation and keep all evaluations with you until the end of the day.
3. When you leave the Convention, or at the end of each day, return to the registration desk in the hotel lobby with your evaluations.
4. You will receive a certificate each day verifying the num-ber of professional development hours that you have accumulated.
1. Documentation of your participation for Act 48 hours will be awarded for visiting the Exhibits. Convention participants may earn up to one hour of Act 48 credit per day by visiting four (4) exhibits or more daily. Convention participants must obtain the signatures of four or more exhibitors each day in order to receive this credit.
2. When you leave the Convention, or at the end of each day, return to the registration in the hotel lobby with your session evaluations and exhibitor signatures.
3. You will receive one certificate each day verifying the number of professional development hours that you have accumulated.
PACEC is currently soliciting nominations for the offices of Vice President, Treasurer and Representative to the CEC Representative Assembly.
Vice President The Vice President serves for a one-year term and automatically succeeds through the presidential line serving subsequent one-year terms as President Elect, President and Past President. The Vice President is responsible to seek and present resolutions at the November Convention Meeting and also coordinating the Act 48 documentation for Convention participants. In addition, the Vice-President shall: Officiate for both the President and President-Elect in their absence; Perform such duties as may be assigned by the President; Assist the President-Elect in planning the annual state convention; Serve as Chairperson of the Resolutions Subcommittee of the Convention Committee; Perform other duties as may be requested by the Association Board of Directors.
According to the PACEC Constitution the Treasurer shall: Receive
all monies due; Keep
accurate accounts of all receipts and disbursements; Pay
bills upon written authorization of the President in a timely manner; Present
a financial report of all receipts and disbursements in writing at each
Executive Board Meeting, and if requested, at the Annual Meeting; Publish
reports in the Newsletter/Journal if requested and approved; Arrange
for an annual audit under the direction of the Executive Committee of the Board
of Directors; Be bonded in favor of the Association at its expense; Relinquish
all records to the successor in office by the end of September after his/her
term of office expires: Have responsibility for filing in a timely manner, with
the United States Internal Revenue Service, the annual information return, after
review by the President; Perform other duties as may be requested by the Association Board of
Treasurer - The Treasurer serves a two-year term
Representative Assembly Member The Representative Assembly Member is one of two representatives to the national advisory board of the Council for Exceptional Children¹s Representative Assembly at the National Convention held each spring. This is a two-year term. Representatives to CEC Representative Assembly shall: Represent the Association at meetings of the CEC Representative Assembly and to participate in balloting and other activities necessary to the functioning of the CEC Representative Assembly; Report regularly to the Association Board of Directors, Association, Annual Meeting, and general membership on activities of the CEC Representative Assembly and CEC; Communicate issues and concerns from the Association to the CEC Representative Assembly; Inform the Association about disposition of the CEC Representative Assembly issues and advice forwarded to the CEC Board of Directors; Take other specific direction from the Association concerning the activities of the CEC Representative Assembly; Perform other duties as may be requested by the Association Board of Directors.
If you are interested in running for any of these offices, please contact Jannis Floyd by phone at
Fax: 570-662-4364, or Email: [email protected]
Each year the Representative Assembly is charged with passing resolutions on topics that influence special education. These resolutions should reflect the concerns and interests of all of our members, as well as guide policy for the organization. Each subdivision is challenged to prepare resolutions! If there is a particular area or issue that you feel should be included in PACEC policy, a stand that we should take or a person who should be recognized for a special contribution, take this opportunity to speak up! These resolutions, once passed, are distributed to the appropriate people in Harrisburg and Washington.
Department of Early Childhood & Special Education
309B Recitation Hall
West Chester University
West Chester, PA 19383
610.436.1060 or <[email protected]>
On November 4-5, 2004, the HersheyHarrisburg Holiday Inn in Grantville, PA will once again be the site of our 44th Annual Convention. The Convention chairperson, Leslie Kolodin, has planned an exciting mix of sessions and exhibits. I encourage all of you to set aside two days to attend this year¹s PACEC convention; the convention offers many great opportunities to learn what your fellow professionals are doing throughout the commonwealth to support persons with special needs. There promises to be more vendors and a great lineup of presentations. I promise that you will take useful information, strategies, tactics and/or tips for improving your profession when you leave.
Do not miss "the special education event in Pennsylvania" plus the fun, networking and re-energizing that the PACEC Convention provides! See you there!
'04- '05 PACEC President
Under the leadership of PASCEC President, special events and sessions are scheduled for student CEC members and convention attendees.
The "Student Breakfast" will be held Thursday morning. There will be sessions to improve interviewing skills to help you get a job and sessions to improve teaching skills after you have a job. CEC officers will present a round table to assist other CEC chapters. The PASCEC Delegate Assembly will be held Thursday afternoon.
Come join students from schools around the state. If you are interested in meeting your fellow students and state officers, join us for the student breakfast. We will provide a variety of breakfast items for a low price. Please join your state officers for this breakfast get together. Thursday, November 4, 7:30 AM – 9:00 AM.
As this year's Convention draws near, there are many exhibitors who are lined up for the 45th annual PACEC Convention. Besides the old favorites, there are many companies bringing new materials for all. These exhibits will give you a chance to develop an awareness of materials that are available as well as the opportunity to purchase materials to use in your classroom.
Along with companies, we will also have several non-profit organizations with information on services that they provide to children, youth and their families. They will be on hand to answer any questions that you may have regarding their services. Take some time to gather information on the supports that are available.
Finally, PACEC Subdivisions and Student Chapters will have exhibit space and be there to share information about their exciting activities and projects as well as displaying items for sale.
Due to your many requests, the exhibit room has been expanded to allow for more companies and organizations to display their merchandise and information. We have also lengthened the hours in which the exhibits will be open. On Thursday, November 4, the exhibit hall will be open from 8:30 am to 4:00 pm and on Friday, November 5, the hours will be from 8:30 am to 1:00 pm. This will allow you to visit the exhibit hall before the start of the sessions. We look forward to seeing everyone at the convention and, especially, in the Exhibit Hall!
ATTENTION TEACHERS! Pre-register for the convention and look for a special raffle ticket in your pre-registration packet. You may be the winner of a complimentary 2005 PACEC conference attendance package that will include hotel and registration.
Return your conference evaluation form and you may be the lucky teacher to win a free basic CEC membership! To be eligible for this raffle, teachers should complete the raffle ticket on the back of the evaluation form.
The exhibitor's raffle will be continued again this year. If you visit the exhibitors and follow the raffle directions, you can be the winner of any number of prizes donated by the exhibitors! All winning tickets will be drawn at the Executive Board meeting during the convention.
Winners will be notified by mail and announced in the Winter edition of ACTION.
In response to the many requests from convention attendees in previous years, the convention committee is again offering pre-registration for sessions for the 2004 convention. Pre-registration will allow the committee to plan for optimal room usage for sessions drawing a large audience (hopefully eliminating standing-room-only experiences). Additionally, the workshop sessions with limited seats will be filled on a first-registered basis. When the session is full, your second choice will be registered. To ensure your participation in a desired session with limited seats, pre-register early. Your admission tickets for those sessions will be in your registration packet.
A specific room will be dedicated to poster sessions. Poster sessions are different from workshop sessions. At a poster session the presenter(s) will have a display of his/her/their work for participants to look over and ask questions. In some cases the presenter(s) will make a short presentation that may be repeated several times during the allotted time; in others, the presenter(s) will stand by his/her/their display answering questions, sharing strategies, etc. The poster sessions provide a less formal atmosphere, which allows both the presenter(s) and participants to interact more freely.
All CEC Divisions (DEC, DLD, CCBD, TED, CASE, MRDD, TAM, TAG, Pioneers, DCDT) will hold meetings over Lunch on Thursday, November 7. If you are a member of a division or have an interest in attending a division meeting and possibly becoming a member, the convention committee encourages you to attend. This is an opportunity to confer with colleagues within your area of special interest. On Friday, lunch sessions will center around special areas of interest to allow you time to share with colleagues with similar interests. Come and take a look!
Did you attend Shippensburg University? If so, you are invited to a free wine and cheese reception at the PACEC conference. On Thursday evening, November 4 at 6 pm there will be a reception for Shippensburg alumni. Come to the convention, see former classmates and professors at the reception and stay for the banquet afterwards.
PACEC's Governing Board meeting will be conducted on Wednesday, November 3, 2004, at 8:00 pm. The Reprsentative Assembly will meet on Thursday, November 4, at 1:50 PM in Grande IV.
In order to develop Governing Board and Representative Assembly packets, all federation officers, Chapter Presidents, Subdivision Presidents and Committee Chairs are to submit a "camera ready" copy of their end of the year report to Past President, Jannis Floyd. Along with your report, submit a current list of officers for your Chapter or Subdivision. These reports will be compiled into a packet to be distributed when delegates register for their votes at the Credentials Desk.
Representative Assembly registration forms will be sent prior to the convention. The Representative Assembly is the one opportunity each year for representatives of all the CEC Chapters and Subdivisions in Pennsylvania to assemble in one place and establish operating policies and procedures for the Pennsylvania Federation Council for Exceptional Children. Resolutions are passed, awards are announced, Board Members are elected and discussions of future CEC events are brought forward. Each CEC Chapter and Subdivision should determine which members are able to attend the delegate assembly and register their credentials to ensure the ability to bring their chapter/subdivision votes on issues to the assembly. If you have questions regarding Credentials, please contact Norman Brown at (412)571-7405.
The Student Delegate Assembly will meet on Thursday, November 4, at 11:15 AM. The Student Delegate Assembly is a chance for all students to participate in CEC at the state level. All students are encouraged to attend and provide their input. Each chapter has an opportunity to vote for who will be governing the state students next year. If this interests you or if you are running for an office, please attend.
Each year the Delegate Assembly is charged with passing resolutions on topics effecting special education. These resolutions should reflect the concerns and interests of all of our members, as well as guide policy for the organization. Each subdivision will be challenged to prepare resolutions! If there is a particular area or issue that you feel should be included in PACEC policy, a stand that we should take or a person who should be recognized for a special contribution, take this opportunity to speak up! These resolutions, once passed, are distributed to people in Harrisburg and Washington. Send your ideas to: [email protected] Vicki McGinley, Department of Early Childhood & Special Education, 309B Recitation Hall, West Chester University, West Chester, PA 19383
THURSDAY, November 6
This workshop is designed especially for students and first year teachers. Using a humorous format, the presentation will focus on ten essential issues special education teachers must know in order to provide effective services to the students in their charge.
Dr. Dona C. Bauman; University of Scranton
Dr. Diane Keller; Marywood University
This interactive workshop will explore the importance of father involvement in the education of children with special needs. The presenters will share the information obtained from focused interviews with fathers. This information will include how fathers feel about their role in the educational decisions that are made for their children. The presenters will explore with the participants techniques that could be used to support fathers and keep them involved.
T 103 Midwestern Intermediate Unit IV Community Based Instruction-Poster Session
Jan L. Ferrara; Midwestern Intermediate Unit #4
Chuck Eury; Gale Cox; MIU #4
Midwestern Intermediate Unit IV is committed to providing a comprehensive community-based instructional program. In order to meet a student’s post-school outcomes, educational experiences must offer within employment, community living and recreational areas. Utilizing the career ladder as a model, secondary-aged students are guided through a variety of educational experiences. In accordance with transition guidelines, ability, interest and aptitude assessments drive the transition plan and assist in the development of community based goals and objectives. Documentation of student progress provides feedback.
T 103 Meeting the Needs of Individuals with Williams Syndrome: Intermediate Units and Teacher Preparation Programs-Poster Session
A look at the physical, social and learning characteristics of children with Williams Syndrome will be provided and information on current research and effective instructional practices will be summarized. The results of a recent survey conducted with PA Intermediate Units and Teacher Preparation Programs that explored the current state of affairs concerning this population will be provided and discussed. A comparison between what is currently taking place in Pennsylvania and national findings will be presented. Areas of need will be highlighted and implications future change will be identified.
T 104 Asperger’s Syndrome: What Teachers Need to Know?
Diane T. Woodrum; Waynesburg College
Joan Henderson; Waynesburg College
This presentation is designed for the teacher who wishes to learn more about Asperger’s Syndrome. Topics such as social and emotional skills, homework, language, cognition, playground behavior, etc. will be addressed. The presentation is designed to offer practical ideas to the teacher for use in the classroom.
T 105 Fully Accessible Technology Training Station (FATS)
Joseph E. Nolan; Indiana University
Regina Geesey; Indiana County Technical Center
The integration of technology in the classroom has done much to increase the reading and writing skills of students. However, this integration mostly occurs in the computer lab. Unfortunately, the labs are often loaded with software for the child with little or no special needs. In short, accessibility for students with disabilities often falls short of the school computer lab. The FATS is a prototype that contains a variety of assistive software, designed to assist all students to read, write and organize their assignments. The prototype’s features will be presented and information provided to assist those interested in constructing such a system in their school’s lab.
T 106 Enhancing Literacy Development in Kindergarten Classrooms: Successful Case Studies
John Vitsorek; Chester County Family
This presentation will address an educational delivery model for meeting the literacy needs of diverse learners in a community-based kindergarten program for children from low-income families. The objectives are: (1) to explain a comprehensive program of practices involving a model curriculum and explicit pedagogical strategies and (2) to highlight the importance of actively involving all young learners in a literacy rich environment. Presenters will demonstrate research-based techniques for teaching early literacy skills to young children. Emphasis will be given to effective strategies of including children with limited English proficiency in the general education classroom. Examples illustrating techniques taken directly from teachers in classroom settings will be presented via video clips. Hands-on, minds-on and hearts-on components of the lessons and activities will be demonstrated.
T 107 Early Literacy Enrichment Based on Ladders to Literacy
Donna Meloy; Program Psychologist, BCIU
Karen Allen, Cheri Heebner, Melody Malia
Through the use of the Ladders to Literacy Preschool Activities Book, classroom teachers planned and implemented classroom literacy activities, shared their success with other classroom teachers and prepared bins of activity materials to share with county Early Childhood Education Project (ECEP) teachers. The Ladders to Literacy Checklist was used to document individual student progress.
T 108 Student Transition Employment Program: Working for a Successful Future
Dana Serlen; Central Bucks School
Patricia Bowes; STEP
The Student Transition Employment Program is an integral part of the Central Bucks School District’s comprehensive transition curriculum for Full-time Learning Support Students. The program’s purpose is to ensure that students with moderate disabilities develop vital job skills and recognize their work preferences through a services of support community employment experiences. This presentation will explain the development of the program and its process.
Dr. Brian Berry; Holy Family College
Richael Barger-Anderson, Nancy Kline, Patricia Creegan, Geralyn Arango
The Pennsylvania’s Higher Education Initiative on Inclusion, a project of the Institute on Disabilities at Temple University, is a consortium of teacher preparation programs from across Pennsylvania. The focus of the initiative is to insure that entry-level teachers are prepared to teach students of diverse learning needs and styles in regular classroom settings. Information from first and second year initiative participants on their plans for change will be shared and discussed.
T 110 Working Together: A Planning Checklist for Co-Teaching Teams
Planning together helps co-teachers organize their mutual responsibilities for effective teamwork. During this participatory session, co-teachers can discuss their concerns about mutual planning time and design and use a planning checklist to suit their needs. Through discussions and examinations of sources about co-teaching, teachers will select the information they need to make their own customized planning checklists.
T 111 Addressing Behavior Challenges Through Team Collaboration.
Dr. Susan Sams; Allegheny Intermediate Unit
This session presents a training model for teams developing a systematic approach to address the needs of students with challenging behaviors. Surveys and student outcome data indicated the teams developed greater skills in conducting Functional Behavior Assessments and developing Behavior Intervention Plans through participating in the training and student behavior improved.
T 112 Dramatically Increasing Student Achievement by Putting the Individual Back in Special Education without Going Insane
The presentation will provide the audience with a specific plan to immediately increase student reading levels and help return students back to regular education to be successful. Specific plans and ideas will be shared as well as the results form using this plan in a resource classroom over a 4-year period.
T 100 Exhibits 8:30 A.M. – 4:00 P.M.
T 301 Meet Up With Your Division or Regional Colleagues in the Winners Circle!
T 302 Student Lunch Meeting
T 303 DCDT Working Luncheon Meeting
T 304 DDD Luncheon Meeting
T 100 Exhibits 8:30 A.M. – 4:00 P.M.
T 401 & T 501 Adaptations for Secondary Students in a Life Skills Program
Penny Pardoe, Debra Kern, MarieDotson, Brett Sarnoski
This presentation will provide an overview of secondary life skills programs, along with suggested adaptations to accommodate the variety of functioning levels often dealt with in such a setting. Specific strategies will be discussed along with available material displays, video clips and handouts. Participants will be encouraged to contribute their own classroom ideas, experiences and adaptations while also being involved with “make and take” activities.
T 402 Student Delegate Assembly
Michelle Fernandes; PASCEC President Presiding
This is the annual gathering of student delegates. At this session, PASCEC business will be addressed, resolutions will be voted upon and PASCEC officers elected for 2004.
T 403 Controversies with the Manifestation Determination Process
Manifestation determination situations will be explored. Controversies surrounding the manifestation determination process will be discussed, as per the results of a comprehensive literature review. Twelve legally crucial elements have been identified based on a further review of hearings and appeals that centered on the issue of manifestation determination. Finally, the procedural decision of forty high school administrators within the state of Pennsylvania will be compared with the twelve elements identified as legally crucial from the due process hearing reviewed.
T 404 A Proactive Approach to Promoting School-Appropriate Behavior Though Positive Reinforcement
Patti Smith; Coatesville Area School
Lisa Gatano, Shawn MacCausland, Patty Shesko
School-wide effective behavior support is a research-based program that addresses behavior needs with strategies for improving whole-school behavior and increases the amount and quality of teaching time that will aid in meeting the requirements of the “No Child Left Behind” legislation. Our program, which was designed by our faculty, consists of individual, class and school-wide positive reinforcers. We have decreased special education referrals for behavior concerns and time spent on classroom management and improved morale and overall school climate. Participants will learn how to develop a program, keep staff and students motivated and raise funds to support a token economy system.
T 405 Music Therapy and Autism: From Seclusion to Inclusion
Music therapy has been an established profession for over 50 years. In that time, there have been many therapeutic breakthroughs in medical, psychological and educational settings using musical techniques to produce non-musical cognitive and behavioral changes in the lives of clients. This creative, non-threatening therapeutic modality is an excellent way for children with disabilities to achieve success. Attendees will gain exposure to music therapy concepts through participation in musical activities used in music therapy sessions.
T 406 Focus on Transition: Follow-Up Studies and Secondary Special Education Programs
Ricki M. Boyle; Milton Senior High School
Dr. Sheila Dove-Jones; Bloomsburg University
This presentation will focus on the process of gathering and reporting transition data as required by state and federal regulations. The participants will develop an understanding of how to develop and carry out a follow-up study to evaluate secondary special education programs. Included in the presentation are the components of a follow-up survey, steps in conducting a follow up study and compilation and analysis of data. Participants will receive a copy of the presenter’s follow up survey for their use.
T 407 Show me the Money: Tips for Writing Effective Grants
Emily Lundeen, Sarah Hoffman, Shannon Goehring, Tisha Hohman, Sara Lang, Amy Papa, Rachel Snyder, Abby Stewart; Geneva College
Welcome to Grantville PA! The funds you need are at your fingertips: thousands of dollars are available for the asking. Come learn where to find them and how to write an effective grant. We will spend time brainstorming ideas for spending the money, helping you to find the perfect match between your goals and the funding source’s objectives. We will then look at where to find the funds using the Internet and local resources, followed by examples and tips for writing successful grants. Grants are a simple solution to get the extra funds you need for a special project your school cannot afford.
T 408 Three Simple and Effective Interventions for Students with Behavioral Problems
Lee Kern; Lehigh University
Nathan Clemens, Kristin Starosta, Chris Sposato
This presentation will describe three simple, yet effective, research-based interventions to reduce problem behaviors. Interventions include self-management, choice and task interspersal. Descriptions will include: (a) steps for implantation, (b) examples, (c) applicability, (d) consumer opinions, (e) cautions and (f) promising areas for further investigation/application. Materials will be provided for immediate classroom implantation.
T 409 Magic Tricks of the Trade: How to Survive 30+ Years of Teaching in Special Education
Gary Enterline, Gail Murray; Halifax High School
The purpose of this presentation is to pass on knowledge of 30+ years experience in the special education classroom. This is a “what works”, common sense, people skills kind of presentation.
T 410 & 510 Workshop with Marilyn Friend
T 411 Creating Positive Educational Environments for Students with Emotional and Behavioral Disorders: Strategies that Work
Dr. Michael P. George; Centennial
Dr. Nancy L. George; Bucks County IU #22
The positive impact of school-wide interventions is well documented in the literature for elementary and middle schools throughout the country. Far less has been reported on the effects of school-wide interventions in alternative schools, especially schools serving children with behavioral and emotional disorders. This presentation describes the results of a school wide innovation that has been progressing for the past five years at Centennial School of Lehigh University, a special education day-school program for children and youth with emotional disturbance. The presenters share a number of positive strategies and techniques that transformed the school environment from one that relied heavily on control strategies, such as seclusionary time-out and physical restraint, to a school culture that encourages students to manage their own school and classroom behaviors.
T 412 Education and Accessibility for All Students: Partnerships to Connect Pennsylvania Standards to the Curriculum
Richael Barger-Anderson, Slippery Rock University
This presentation highlights partnerships formed throughout the school, community, local university, government and state with the Moniteau School District. These partnerships provided a total of $75,000 in funds to align the curricula with Pennsylvania Standards, purchase supplies, a consultant, two AmeriCorps employees, field trips, and more. An existing nature trail will be refurbished to allow for accessibility of students with physical needs.
T 100 Exhibits 8:30 A.M. – 4:00 P.M.
T 501 (Continuation of T 401: Adaptations for Secondary Students in a Life Skills Program)
T 502 So, You Want to Be a Successful Student Teacher!
Many factors help to make student teaching a successful experience. What are the characteristics that cooperating teachers want and expect to see in a student teacher? What negative qualities can jeopardize a successful experience? Find out what cooperating teachers have to say!
T 503 That’s So Gay. . . Zero Indifference: a How-To Guide for Ending Name-Calling in Schools
This presentation will have as its primary target elementary educators. It will have information that middle and secondary educators may find useful for dealing with and ending name-calling in their classrooms and schools.
T 504 Making Math Work for all Learners...Adapting Math for Everyday and Anytime
Paulette Colonna; Pittsburgh Public Schools
This program session presents a CD as the outcome of a collaborative effort of the Special Education and Mathematics Departments of the Pittsburgh Public Schools. The Everyday Math Curriculum and the standards for mathematics were the basis of lesson/skill specific suggestions for adaptations and mediations for inclusive settings.
T 505 Practical and Proactive Approach to Reading Assessment and Instruction
Karen Schmalz, Lindsay Adams, Stephanie Antonini, Angela Bauer, Rebekeh Bentz, Marie Broderick, Aleen Hicks, Melissa Rock, Erin Stone, Bonnie VanBruggen; Geneva College
Learn how to create more purposeful reading instruction through the application of diagnostic tools. In this seminar, we will present an approach that is simple but in-depth. It assesses the student’s word identification strategies, comprehension and various reading levels. It is a practical tool that offers insight to clear instructional objectives resulting in more effective individualized reading lessons that capitalize on students’ strengths while targeting specific areas of need.
T 506 & T 606 PACEC Representative Assembly
Cheryl George; PACEC President Presiding
This is the annual gathering of delegates. At this session, PACEC business will be addressed, constitutional changes will be voted upon, resolutions will be voted upon and the slate of officers for 2004 will be presented.
T 507 Extending Reggio Emilia to Children with Special Needs
This workshop will present the philosophy and practice of the Reggio Emilia approach to educating young children with a focus on adapting this approach to children with special needs.
T 508 Direct Instruction: Snap, Clap, Read….It Works!
Are you just maintaining students in an inclusive environment or are you teaching students to read? This presentation provides an overview of how the Hazelton Area School District is helping the students become readers while continuing to maintain our commitment to the philosophy of successfully maintaining students in the least restrictive environment. The session will focus on how the SRA Direct Reading Instruction program (Reading Mastery and Corrective Reading) was introduced, implemented and evaluated through data collection and progress monitoring.
T 509 Assessment Strategies: Techniques for Working with Young Children
Ellen Shimberg, Elwyn, Inc. Preschool
Early Intervention Program
In this presentation, the speakers will present a play-based approach that has been used successfully to evaluate pre-school children and determine eligibility for early intervention services. Aspects of a play-based assessment, including the use of developmentally appropriate activities and naturalistic observation, the multidisciplinary team approach, and the active participation of parents and caregivers, will be discussed. The speakers will explain how common, familiar toys and motor activities can be used to facilitate skills form a variety of formal assessments and how important developmental information can be revealed through careful observation of a child.
T 510 (Continuation of T 410: Workshop with Marilyn Friend)
T 511 DLD Meeting
T 512 Enhancing Teacher Preparation and In-Services for Inclusive Practices: Collaborating with the Regular Educator.
Richael Barger-Anderson; Slippery Rock University
Benefits of collaboration between special education faculty and regular education faculty to better prepare future teachers and in-service current teachers will be discussed. In addition, the importance of establishing partnerships with traditional and nontraditional partners is highlighted. These partnerships include families of and persons with disabilities, community member, local schools, and local universities. Through collaborative efforts of special educators and regular educators, the importance of involvement and continuous commitment to work together to serve the needs of all students will be strengthened
T 100 Exhibits 8:30 A.M. – 4:00 P.M.
T 601 A Creative Alternative: Making Therapeutic Music
Music therapy has been an established profession for over 50 years. In that time, there have been many therapeutic breakthroughs in medical, psychological and educational settings using musical techniques to produce non-musical cognitive and behavioral changes in the lives of students. These creative, non-threatening therapeutic modalities are an excellent way for children with disabilities to achieve success. Attendees will gain exposure to music therapy concepts through participation in musical activities used in music therapy sessions. Prior musical experience is not needed.
T 602 Put Reading First: 5 Core Areas of Instruction for College Students Preparing to be Teachers.
This workshop will present the Five Core Areas in Put Reading First. The areas covered will be phonemic awareness, phonics, fluency, vocabulary and text comprehension. Each area presented will include instructional strategies. This session should be of interest to K-3 teachers and college students in teacher education.
T 603 Supporting Diverse Learners in Schools and in the Community: Exploring the Gifts of Friendship
Dr. Geralyn Anderson Arango; Holy Family College
Most school curricula do not place the achievement of stable positive social networks on par with reading, math and social science; yet we know that young adults who are lacking in social skills and who have minimal social support are far more at risk for job loss than those lacking basic academic and production skills. In fact, many professionals view childhood social status as being a reliable predictor of mental health in adolescence and adulthood. This workshop will present an overview of the importance of friendship and social networks for persons with and without disabilities from the perspective of research, as well as from that of parents, popular culture and children. Encouragers and barriers to friendships will be explored, which will lead to defining factors that influence the development of friendships and social relationships. We will present two strategies, “Circle of Friends” and “The Social Relationship/Network Profile Assessment” for facilitating individual social network development.
T 604 Under the Umbrella of Autism
Barbara Wert; Bloomsburg University
Judy Hunchar, Christine Cooney
This presentation will provide an overview of Autism Spectrum Disorders (ASD which included the Pervasive Development Disorders (PDD) such as Autism, Aspergers Syndrome, and PDD not Otherwise Specified (PDD-NOS). Participants will gain a basic knowledge of: (1) characteristics of the disorder and (2) specific research based on strategies for working with students with AS. The specific strategies for presentation will include Applied Behavior Analysis, Discrete Trial Training, and Video Self-Modeling. Handouts will be provided. Descriptions of strategies will be provided for audience.
T605 Can I Join? Making your Classroom Accessible to All Students
Adriana Gonzalez-Lopez, Jennifer Susum, Erin Henneberry, Angela Smith, Stephen Luce; Melmark, Inc.
This workshop will offer ideas to teachers to successfully include and teach students with disabilities in their classrooms. Presenters will outline the fundamental rights of students to receive an appropriate education in accordance to the IDEA act of 1997. They will also illustrate their role in structuring the classrooms and the utilization of assistive technology to develop a successful learning environment for their students. Teachers will comment on how these components are universal in importance, regardless of the functioning level of the students. We will compare some strategies used in classrooms for high functioning, ambulatory students with those serving lower-functioning, non-ambulatory students.
T 606 PACEC Representative Assembly (Continued)
T 607 Bridges—Connecting the High School and the Tech School Using School wide Behavioral Supports
Thomas Creeden, Principal, Pennridge High School
Gretchen Maysek, Karen Jackson
Transitioning from a high school to a tech school/shop environment is a difficult process for most students but especially for those with disabilities. Bridging this gap using school-wide positive behavioral supports and school-wide rules will hopefully reduce the number of office referrals and behavior problems. We will share with you our process for making this a reality.
T 608 Getting a Return on Your Investment: Preparing Students for Work after High School
Jennifer L. Jones; Transition Facilitator, CIU 20
Joseph Smlimperi, Joseph Bonanni, Students and Graduates
Colonial Intermediate Unit 20 will present key components of a comprehensive work-experience program for students with moderate to severe disabilities. Highlights will be the experiences of students currently enrolled in the program, as well as those of two graduates. A panel discussion will follow to provide further information regarding program development, challenges and recommendations for replication.
T 609 Teaching Vocabularies from Storybooks through Explicit Instruction
Eve M. Puhalla, Lehigh University
Dr. Lana L. Edwards; Lehigh University
This session will review current research on vocabulary instruction and discuss best practices utilizing explicit instruction when reading storybooks. Attendees will participate in book and vocabulary selection procedures and learn teaching practices that will promote vocabulary growth in students in their classrooms, specifically those students who are at-risk for reading failure.
T 610 Building a School-wide Reading Model to Facilitate Change and Leave No Child Behind
Christina Goddard, Special Educator
Karen Dougherty, Principal
This session will examine the school wide reading model that we have put into system. We will explore the Federal initiatives that spurred the changes to occur, and then review the process in a detailed manner. This will include examining the assessment tools given (including the DIBELS) as well as the data collected. We will then discuss the interruption of the data to demonstrate the ease with which instructional strategies and intervention can be incorporated to increase student achievement.
T 611 Differentiation Instructions for Inclusive Classrooms
In today’s inclusive schools, teachers are challenged with developing strategies and techniques that will promote academic success for all children, including children with learning disabilities. In this workshop, the concept of differentiating instruction will serve as a model providing teachers with the tools for intervention and integration of diverse learners in general education.
T 612 Transition form School to College: Importance of Social Skills and Learning Strategy Instruction
Dr. Janice M. Baker; Indiana University
Brynn Cornwall, Kent Jackson,
Presenters will describe WHAT social skills and learning strategy instruction is and HOW to prepare students with emotional disturbance (ED) and learning disabilities (LD) for transition from school to college. They will list step-by-step procedures for presenting skills and strategies, share tips for teaching adolescents with ED and LD and describe how this instruction in incorporated in the IUP Summer Transition Project. The audience will participate in sample role-plays. Handouts will provide step-by-step procedures and sample materials.
T 100 Exhibits 8:30 A.M. – 4:00 P.M.
PACEC AWARDS CEREMONY 4:15 - 5:15 PM
SHIPPENSBURG ALUMNI AND PACEC PAST PRESIDENTS' RECEPTION 6:00 - 7:00 PM -- Cash Bar and Snacks!
FOOD, FUN AND DANCING Beginning at 7:00 in the Grande
Ballroom -- Buffet Dinner, Cash Bar, Door Prizes, Games We'll be doing the "PACEC
BOP!" as we celebrate PACEC's service to children and youth with special
needs. Music by C & M Production - Featuring: Uncle Monté
Casual Attire and Attitude Requested!
NOTE: Opportunity to earn hours - Certificates will be available at the conclusion of each day's sessions documenting professional development hours for Act 48 requirements. Simply turn in that day's evaluation form at the registration table for your certificate.
F 101, 201, 301, 501, 601, 701 NCATE Folio Writers Workshop (All Day)
F 102 First Year Teachers: “What Do I Do Now?” or “What Did I Need to know Before I Started?”
Darlene Perner; Bloomsburg University
Leslie Kolodin, Matt McCrone, Kristen O’Hare, Jennifer Padora, PASCEC Student Officers
This panel will address the question: “What did I need to know before I started teaching?” Panel members’ answers will focus on specific learning and experiences that helped them greatly when they started their first year of teaching. Panel will identify what they did not know but should have to make their start to first year teaching a bit smoother! Participants will be able to ask questions and contribute some of their own experiences. This session should be of interest to university students, beginning teachers and mentor teacher.
F 103 Improving the Behavior and Engagement of Students Through Curricular Intervention.
Dr. Kim S. Muschaweck;
Director of Instruction, Beacon Light Behavioral Health Systems.
The improvement of behavior and engagement for students with behavioral difficulties will be demonstrated through project work. Participants will receive information regarding the development of each phase of a project. This interactive presentation will address the benefits and challenges with implementing a project approach within a standards-based curriculum. Alignment with state standards will be shown.
F 104 Incorporating Core Strength into Daily Routine to Enhance Academic Performance.
Katherine Criscuolo; Centennial School
Tanya Derhammer; Centennial School.
Effective Practices for Students with Autism: The development of core strength in students with autism and pervasive developmental delays has led to an increase in more efficient, functional movement in life skills, academic and recreational activities. This presentation will demonstrate how teachers and parents can incorporate core strength development into a child’s daily routine. The enhancement of core strength contributes to students’ postural stability and efficient fine and gross motor movement. Through use of videotape, this presentation will highlight motor and attending common to the autistic and PDD population along with students involved in actual training. Participants will have the opportunity to practice core strength exercises that can be used to increase the core strength and stability of their students to promote an increase in their overall academic and life skills achievements.
F 105 Teaching Science of Social Studies: Top Ten Tips for Students with Disabilities.
Presenters will list ten tips for teachers to use in teaching science and social studies to elementary-age students with disabilities. They will describe specific instructional strategies that are critical for students to be successful in science and social studies classes. They will also address the importance of collaboration between special educators and other professionals. Audience members will participle in small group activities to plan lessons based on case studies. Handouts will provide a list of recommendations, description of teaching techniques, and sample materials.
F 106 Understanding the Student’s Perspective: A Guide for Successful Interventions
Autism presents a unique set of challenges and obstacles when incorporating a student into a mainstream learning environment. The first step in creating an environment for success is trying to understand the student’s perspective and the reasons behind their behavior. This can lead to more personally tailored and successful interventions.
F 107 Paws for Reading: Using therapy dogs to motivate struggling readers.
Anne Pagalia-Berardi; Millersville University
Barbara Rule, Jackie Jones
Paws for Reading is a program designed to motivate struggling readers by creating a supportive environment through interaction with therapy dogs. Children are paired with therapy dogs and read aloud to the animals. The purpose of this session is to present components, procedures and outcomes of Paws for Reading. The session will include a program overview, discussion of implementation issues (e.g., gaining permission, administrative support, selecting participants, eliciting therapy dogs team volunteers, space and time logistics), reading session demonstrations and preliminary outcome data for year one implementation.
F 108 Read Naturally.
The presentation demonstrates how to combine the research-proven strategies of teacher modeling, repeated reading and self-monitoring of progress into a single, powerful strategy to accelerate the reading achievement of title I, special education, ESL and mainstream students.
F 109 A Token Economy System to Control Impulsivity in Children with ADHD: The Use of Action Research
Barbara A. Herr; Emotional Support Teacher
Dr. Sheila Jones; Bloomsburg University
This session will include procedures used by this teacher-researcher to conduct this study. Included in the presentation will be a brief review of the literature related to the topic, the Institutional Review Board (IRB) process, operational definitions, examples of ABA designs, role of the paraprofessional in action research, data collection/analysis and specifics of this study (baseline strategy, intervention implantation, data collection/analysis and research limitations and conclusions).
F 110 Hey You… I Said You… What To Do with Bullies?
Bullying is a situation that has been occurring for a very long time. Various approaches have been used, abused and refused; yet, the bullying often continues. This session will highlight the characteristics associated with targets (victims) and bullies. Successful strategies to be implemented will be highlighted. Participants will become familiar with rationales, which offer some explanation in relation to the bully. Various scenarios will be discussed to determine proactive approaches to use in dealing with the situations often developed by the bully. Interventions that include the parents, school and community will be presented and the expected outcomes will be discussed. This presentation is an introduction to the topic of bullying and would be useful to expand as situations arise in schools and communities.
F 111 The California in Philadelphia Project: Pursuing Diversity at the University
Kevin A. Koury,
California University is located in a rural area of Southwestern Pennsylvania. Twp deficits are evident in teacher training programs: (1) teacher trainees do not have field experiences in urban areas, and (2) teacher trainees do not have opportunities for teaching children with a variety of ethnic and racial background. The California in Philadelphia Project provided teacher trainees field experiences in the Philadelphia Public Schools, a cultural experience in an urban neighborhood and an enriching experience in the City of Philadelphia.
F 112 Reading Fluency: Identification and Intervention
William Therrien, Pennsylvania State
Shannon Gorley, Pennsylvania State University
This workshop is focused on identifying students who would benefit from reading fluency interventions and will also provide instructional techniques aimed at fluency remediation. Reading fluency is the ability to read with speed and accuracy. Research indicated that reading fluency is a necessary skill for comprehension and it is listed as one of the five core reading skills that lead to successful reading achievement (National Reading Panel, 2000).
F 100 Exhibits 8:00 A.M. – 1:00 P.M.
F 202 & F 302 Teaching Students Mathematical Problem Solving: A Schema-Based Representational Curriculum
Asha Jitendra; College of Education, Bethlehem
This presentation will review the current research on schema-based representational word problem solving strategy instruction and will examine salient features of the strategy. Participants will receive examples of schema-based instructional procedures for facilitating the word problem solving performance of student with learning disabilities.
F 203 & F 303 Constructing Meaning through Graphic Organizers: An Intervention for Preparing Students for Success.
This presentation will address the issues of teaching and learning through the use of four types of graphic organizers: hierarchical, conceptual, sequential, and cyclical. The participants will develop the ability to create, integrate and utilize graphic organizers with their students through demonstrations and hands-on experience with various graphic organizers.
F 204 & F 304 University and School District Collaborations Designed to Enhance Emotional Support Programming.
Christina Ager; Arcadia University
Claire Verden, MED.
This presentation focuses on university-school district partnerships that result in best practices programs for students with emotional or behavioral challenges. Arcadia University’s B2EST Program will discuss the variables needed for effective collaboration as well as program components that support effective ES programming. Effects of these programs on students include improved student performance while schools adopt research based classroom components as school wide strategies to promote positive behaviors. University advantages include intervention efficacy, establishing credibility, refining preservice programs and increased enrollment.
F 205 & F 305 The Enhancement of Social Skills for Students wit Autism, Emotional Disturbance and Mental Retardation in Inclusive Settings.
Dr. Jeanmarie Mason, North Penn School District
Karen Dennison, Stephanie Hughes, Michelle Rand,
Sharon Skrzat, Nora Webber.
A team of professionals (school psychologist, regular education teacher, special education teachers and special education supervisor) will detail specific social skill lessons, strategies, and grants. The team will discuss specific lessons, student rubrics/self monitoring strategies and grants. The team will discuss specific lessons, student rubrics/self monitoring strategies, grant proposals, IEP goals/objectives, specially designed instruction, collaboration and involvement with school guidance counselor, speech/language pathologist and home program consultant. The final portion of the presentation will involve reflection of current and future plans for social skills for students in inclusive setting.
F 206 & F306 Setting up Internet and Email Access for Persons with Severe Multiple Disabilities
While the Internet and the use of email have increased the rate at which we access and exchange information, persons with severe multiple disabilities are often still finding themselves left out of the technological loop. Drawing on two specific cases, this presentation will provide a demonstration of: 1) How to set up PC and Mac computers for persons who require single switch control, and 2) How to create on-screen displays that allow such persons to navigate the Internet and access email accounts.
F 207 & F 307 Elisha Has a Communication Device; Now What Do I Do?
Nan Rodgers; Educational Consultant/PaTTAN
Sandi Dinardi; Tuscarora IU#II
This session will provide practical information on how to identify motivating activities and use them to help a child get started communicating. If you are looking for ideas on how to begin to use AAC or how to integrate an AAC device into your current activities in school and/or at home, come join us!
F 208 & F 308 Empowered Teachers Empowering Children: Professional Development that Brings the Child Along.
This presentation shares the interventions created and implemented and outcomes obtained by six educators from three different settings while participating in T-BASE (Technique-Based Applications for System Effectiveness). T-BASE systematically connects professional skill development with child outcomes as participants apply, evaluate and revise their use of 24 technical skills in the context of their classroom and most significant behavioral challenge. The presenters offer the use of functional assessment to explain behavior, implementer designed intervention to address behavior and collaborative problem solving to revise interventions as the common variables across the scenarios.
F 209 & F 309 Solving Challenging Behaviors in Preschoolers Kathryn Phillips; Phillips Associates: Total Behavior Management.
Early Childhood providers and caregivers need strategies that allow them to distinguish behaviors in children with serious emotional disorders, behavioral problems and those with immaturity or short term developmental delays. This highly interactive, fun and informative workshop provides a system for answering these issues and much more.
F 210& F 310 Maximizing Student Potential by Providing Opportunities to Experience Natural Transitions Into Adult Living.
Susan L. Angstadt, M. Ed; Exeter Township SD
This presentation was designed to provide audience members with information on how to meet the transitional needs of secondary students who best benefit from participating in a functional curriculum. A four-year transition plan that utilizes an integrated approach serves as the framework to guide the development of students’ IEP goals and objectives. The plan focuses on paving a path for students to work towards their desired outcomes by targeting skills in five domain areas (personal management, applied academics, communications, social and vocational) by promoting the transfer and generalization of skills in order to prevent fragmentation and by providing ample opportunities to participate in school and community-based instructional experiences.
F 211& F 311 Alex’s Gift: A Way to Belong (Inclusion from First Grade to Graduation and Beyond)
Cheryl Fisher-Polites; Director of Ladybird Crossing,
Cheryl and Alex, a young man with autism, discuss inclusive education and community activities for people with diverse abilities. Included are practical, hands-on, “take home, use tomorrow” methods of writing goals, adapting general education curriculums, promoting friendships, developing work opportunities. See actual classroom and community examples. The story of a journey, of a mountain climbed, of a victory won, of an unlikely hero . . . the story of a young man, his friends and his gift.
F 212 & F 312 No Child Left Behind…No Parent, Either: A Systematic Program for Teaching Parents How to Use Research-based Reading Strategies at Home.
Jacqueline Murren; Lincoln IU
The presenters of this workshop will demonstrate a highly successful training program used with elementary ES students’ parents to train them to use strategies at home to reinforce their children’s developing abilities in phonemic awareness/alphabetic principle, sight vocabulary development, automaticity and reading comprehension. The materials used in the program will be shared with workshop participants to facilitate replication.
F 100 Exhibits 8:00 A.M. – 1:00 P.M.
F 502, F 602& F 702 Legal Aspects in Special Education
Dr. Doris O’Shea; Slippery Rock University
Dr. David Bateman; Shippensburg University
This legal strand entails three sessions which include: (1) An update on the 2003 Reauthorization of the Individuals with Disabilities Education Act; (2) An update on recent law, court cases and Appeals Decisions as these apply to special education and related services; (3) An overview of special education due process versus mediation services in Pennsylvania; and (4) Strategies on how to prepare for a due process hearing.
F 503 & F 603 “Financial Workshop” for All Pennsylvania School Employees and “Smart Women Finish Rich”
Debra S. Flanley; Certified Financial Planner,
Lincoln Investment Planning, Inc., Bethlehem PA
Whether you are in the beginning, middle or end of your career, this Financial Workshop will prove valuable. A school Employee’s pension is part of their financial profile and this is an opportunity to learn how the Public School Employees Retirement System works.
The seminar, Smart Women Finish Rich, is based on the best selling book by David Bach. It will arm women with seven simple steps to help them achieve financial security and fund their dreams.
F 504 & F 604 Developing Functional Play Skills
This presentation aims to discuss typical early childhood development and how functional play skills develop. The four major types of play (sensorimotor, organizing, functional and pretend) are discussed and defined
F 505 & F 605 Help for Struggling Secondary Readers
Gail Campbell; Lancaster-Lebanon IU 13
This session is designed to provide participants with practical strategies to implement improved reading instruction with at-risk secondary students. In accordance with scientifically based research and the latest brain research, essential components of reading will be examined.
F 506 & F 606 Effective Communication Beyond the Classroom
Michelle MacLuckie; Chester County IU
This session will be a fast-paced, hands-on exploration of collaboration and communication at many levels. A primary focus will be building effective teacher-parent relationships. Teachers will self-evaluate their communication and team skills, practice proven strategies drawn from a range of experts and brainstorm ways to incorporate these strategies in their own lives. Teachers should leave this workshop feeling empowered to be pro-active communicators within their professional environment.
F 507 & F 607 Overview of the Educational Implications of Traumatic Brain Injury
This session will serve as an introduction to brain injury for teachers (general or special education) who have a newly identified student and/or are interested in effective teaching practices. Information including the definition of TBI, effective educational strategies and planning for continuous progress monitoring will be explored.
F 508 & F 608 Comparing the Language Acquisition Between Hearing and Deaf Children
This presentation will compare the natural progression of learning language for children who can hear and contrast it with the process for deaf children who miss out on early, natural language acquisition and have been forced to “learn” a first language through structured and official means.
F 509 & F 609 Practical Tips for Teaching Students with Autism Spectrum
Thomas Kitchen; Dr. Gertrude A. Barber Center, Inc.
Children with Autism Spectrum Disorders are among the fastest-growing populations of learners with special needs. Eventually, most educators will be charged with the task of providing an effective education for students with autism. The program is intended to share practical strategies for dealing with autism-specific learner behavioral and instructional needs.
F 510 & F 610 Using Shared Reading to Promote Emergent Literacy
Shared reading bridges the gap between reading to children and independent reading. In this workshop, participants will learn strategies to use during shared reading time and activities to extend learning. Participants will also have the opportunity to plan a shared reading experience using Big Book.
F 511 & F 611 CAN (Children’s Advocacy Network) Presentation: Update on Legislation
M. Christopher Tabakin, PACEC CAN Coordinator
Ever wonder where all of the policies, procedures and paperwork come forming special education? How are decisions made that impact the lives of teachers and their students? How do we influence the decision makers; is that what advocating is? This workshop will discuss legislative happenings at the state and federal levels, the road leading up to the latest events such as the Reauthorization of IDEA, H.R. 1350 and how to advocate for change.
F 512 Critical Incident Stress Debriefing: Addressing Crisis in School
Dr. Anne Papalia-Berardi
Dr. Anthony Papalia
Critical Incident Stress Debriefing is a framework teachers can employ to address crisis with their students. It is not counseling, but tools educators utilized to help children process trauma and to identify students in need for professional referral. Within this presentation, participants will learn steps involved in CISD, apply them and discuss their implications with school settings.
F 602 (Continuation of F 502: Legal Aspects in Special Education)
F 603 (Continuation of F 503: “Financial Workshop” for All Pennsylvania School Employees and “Smart Women Finish Rich”)
F 604 (Continuation of F 504: Developing Functional Play Skills)
F 605 (Continuation of F 505: Help for Struggling Secondary Readers)
F 606 (Continuation of F 506: Effective Communication Beyond the Classroom)
F 607 (Continuation of F 507: Overview of the Educational Implications of Traumatic Brain Injury)
F 608 (Continuation of F 508: Comparing the Language Acquisition Between Hearing and Deaf Children)
F 609 (Continuation of F 509: Practical Tips for Teaching Students with Autism Spectrum)
F 610 (Continuation of F 510: Using Shared Reading to Promote Emergent Literacy)
F 611 (Continuation of F 511: CAN Presentation: Update on Legislation)
F 612 W.O.W./We’re Outstanding Workers
Joanie Dantzig; Bucks County Intermediate Unit #22
Shirley Pike, Pat Korugsbauer,
A classroom without desks and books? A classroom that is a place of employment? Do you want to create employment opportunism for your students? The students and staff of this life skill program will highlight how functional academics, employment and transition to adult life needs are met by the operation of two businesses – We K Ter and We’re Blooming. Visit the W.O.W. classroom via an I Movie and see students at work. Learn why and how these businesses were started, get some ideas on how your classroom can be a workplace and gain some information on creating employment opportunities for students.
F 702 (Continuation of F 502, F 602: Legal Aspects in Special Education)
F 703 A Collection of Coping Strategies for Parents and Teachers of Children with Duchenne/Becker Muscular Dystrophy and/or Specific Learning Disabilities.
This presentation addresses parental perspectives and copying strategies in relation to Duchenne/Becker muscular dystrophy and specific learning disabilities. The information presented will allow parents and teachers to benefit from the knowledge and understanding of parents who successfully cope with having a child with one or both of these disabilities.
F 704 Transition & Career Exploration: A Successful Model in the Colonial School District Poster Session
Students at Plymouth-Whitemarsh High School in the Colonial School District are participating in several transition opportunities within the curriculum of the special education department. Career exploration, transition and P-W work study classes provide opportunities for students to learn on-the-job, working either within the school district or in local businesses. Come learn how this program began and tips for how to begin a transition program in your school district!
F 704 Using Goal Setting to Increase Intrinsic Motivation in Middle School Students with Learning Disabilities Poster Session
This presentation will aim to explain how goal setting can positively affect intrinsic motivation of middle school students with learning disabilities.
F 704 Mathematical Problem Solving Instruction for Students with Disabilities: Do Mathematics Textbooks Meet the NCTM Standards and Instructional Design Criteria. Poster Session
This session will present a comparative analysis of mathematics textbooks with respect to problem solving instruction. The extent to which textbooks adhered to the NCTM Standards (i.e., problem solving, reasoning and proof, communication, connections and representations) and instructional design criteria and implication for students with disabilities will be discussed.
F 704 Mobile Teams – Evaluations on the Go! Poster Session
Cathleen Cain Barie; Speech/Language Specialist,
Pittsburgh Public Schools
This poster session will highlight the “pros” and “cons” of mobile team evaluations and offer strategies for effective evaluations in varied and sometime challenging environments.
F 705 Treatment of Orthopedic Impairments for Children with Cerebral Palsy: Education for Parents and Providers
This session is geared toward both providers and caregivers of children of all ages with cerebral palsy. Lecture and group discussion will be included, both informational in format as well as providing practical guidelines for appropriate referral to the medical community when necessary. It will provide a general background of basic orthopedic impairments associated with the diagnosis of cerebral palsy.
F 706 Deer Lakes School District Presentation
The Deer Lakes School District’s presentation will be the model developed for the Regular and Special Education Collaborative. The presentation will focus on the development and implementation process. The team will discuss (SWOT); the Strengths of the innovation, the Weakness, the Opportunities presented through the participation in the innovation and the Threats to sustainability and institutionalization.
F 707 Transition Assessment: The Process and the Product for Pre-Service Teachers.
Martha B. Lawson; Marywood University
Preservice teachers from Marywood University
An innovative approach for training special education pre-service teachers on the value and application of the transition assessment process for secondary students. Marywood University faculty and students will share the model they developed and the learning that resulted from partnering between the University, IU 19 and the students of a local high school learning support classroom.
F 708 The Issue of Race and People with Disabilities in the Classroom
Philadelphia Mental Retardation
Patricia Williams; Bristol Township School District
This presentation will address practical strategies for teachers in the classroom for children from diverse minority groups. Teachers can address these issues in open, honest forums with students and parents. Workshop participants will leave with material and strategies that can be used immediately
F 709 How Students with Disabilities Experience School and What You Can Do to Help
Dion Betts; Central Dauphin School District
Peter Riffle; Wilson School District
Research finding regarding how school and special education practices affect the lives of students with disabilities will be illustrated. Former students who were classified as having a disability were interviewed for the research. Students report school and special education practices that helped and those that were traumatic for them. Problems with peer relations and with family were a concern for most respondents. Students report wanting to hide their learning problems from mothers. Students often believed that they were not understood by regular education staff. Traumatic experiences included having to read aloud in front of their peers. Most students report that they believe they would not have graduate without the support to the special education teacher. An opportunity for sharing information as well as for question and answers will be provided. Recommendations will be given in the presentation to help parents, policymakers and educators understand what can be done to make the school experience a motivating one for students with disabilities.
F 710 Emotional Support Students: Here and There (From Self-Contained to Included)
Kim T. Woods; Ridley School District
Laura W. Receveur; Special Education Teacher
This presentation will demonstrate the key elements to run an effective Emotional Support Program in the public elementary school. It will include the staffing necessary, a behavior management system and parent communication. It will also detail a teach approach for providing inclusion opportunities, which include general education teachers.
F 711 Secondary Transition: Requirements in Addition to IDEA.
This session will discuss issues regarding federal and state requirements for secondary students with disabilities. These requirements are in addition to IDEA. These are not “out of the ordinary” requirements, just ones that are not commonly represented by special education officials and other education personnel. For example, does your school district currently have a Work-Based Learning Program, in which students with disabilities participate in a Work Experience and/or Community Based vocational Training component? Is so, do you know the three documentations of the Fair Labor Standards Act and are they in each student’s file/portfolio? What you don't know could hurt your school, your students(s), or even worse, you, individually, in a due process hearing or a lawsuit.
F 712 Preventing and Reducing Challenging Behavior
Brian James, Centennial School
Rachelle Novider, Centennial School
The purpose of this workshop is to present practical user-friendly information regarding proactive antecedent strategies for preventing and reducing challenging behavior in school settings. The presenters, who are teachers in APS for students with emotional and behavioral disorders, will discuss strategies and procedures they have found useful for preventing and ameliorating disruptive behavior. Topics for discussion and review ill include class wide and individual curricular modifications to remove desirable behavior, utilizing student choice, organizing classrooms to prevent problem behavior for occurring, teaching students at appropriate instructional levels, ensuring high student interest in academic tasks, and other issues related to proactive classroom management and behavioral support. Those attending will learn how to implement specific, practical, research-based strategies designed to prevent problems prior to their occurrences and to reduce challenging student behavior.
PA CASE Council of Administrators & Supervisors of Special Education, a division of CEC - The PACASE division is sponsoring a day conference on Wednesday, November 5, 2003 in conjunction with the PACEC annual conference. The program incorporates our continuing interest in the legal aspects of our profession as well as addresses the professional stressors of our impossible positions.
CONFERENCE HIGHLIGHTS INCLUDE:
|Morning Session Registration: 8:30 a.m. to 9:00 a.m. in the main lobby of the Holiday Inn. Beginning at 9:00 a.m., Andrew Faust, Esquire will provide a stimulating morning taking attendees through pertinent daily legal concerns of special educators, as well as covering the most recent and critical court cases influencing our profession.|
|Afternoon Session to be announced shortly.|
PLAN NOW TO: PRE-REGISTER EARLY!
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RETURN YOUR CONFERENCE EVALUATION FORM! YOU COULD WIN A FREE BASIC CEC MEMBERSHIP!
VISIT THE EXHIBITORS! ENTER THEIR RAFFLE - YOU MIGHT WIN A DONATED PRIZE!
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