Specialized Topics

Professional Development Manual Home | Special Event Offerings | 2024-25 Learning Opportunities

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Z-1 Concussions: More than Just a Bump on the Head!
(Traumatic Brain Injury)

Presenter

• Michelle Austin, M.A., CCC/SLP Speech-Language Pathologist/Assistive Technology Specialist

Intended Audience

Administrators, Educational Professionals, Service Providers, Parents, Nurses

Time

2 hours

Format

Virtual

Summary

Sports-related head injury is receiving significantly more attention recently, and multiple research studies indicate that there are long-term effects of repeated concussions. Concussions are not just sports injuries. They occur within a variety of environments and impact adults and children alike. Educational systems often are not equipped to address the complex transitory and long-term needs of students with concussions (Mild Traumatic Brain Injury). Mild Traumatic Brain injuries exacerbate underlying cognitive and psychosocial weaknesses, yet educators often do not know how to provide instructional support to a student that was academically successful prior to the injury.

This presentation will create awareness of the challenges and support that both the child and family may need to move toward recovery and acceptance. Research-based strategies and the presenter's personal experiences highlight the unresolved issues that impact learning when the student is medically cleared to return to school.

At the conclusion of this course, participants will be able to

• Describe a variety of teaching tools to support mild traumatic brain injury.
• Identify symptoms of mild traumatic brain injury.
• Develop tools to help support individual teams in addressing the needs of individuals with mild traumatic brain injuries.
• Describe a variety of teaching tools to support mild traumatic brain injury.

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Z-2 Secondary Transition Planning 101: IEP Mandates and Compliance

Presenter

• Gwen Deeter, M.A., Education Specialist

Intended Audience

Special Education Teachers

Time

1, 2, or 2.5 hours

Format

Virtual

Summary

This training will provide information regarding the essential elements of secondary transition planning services as defined in the Individuals with Disabilities Education Act (IDEA) and the State Performance Plan (Indicator 13). Any updates on current legislation at the state and federal levels for youth with disabilities regarding transition to post-secondary and training and employment will be presented.

This training will discuss the components of an Individualized Education Program (IEP) with a transition plan and how to ensure the IEP complies with federal guidelines. This includes the mandates of appropriate, measurable post-secondary goals; age-appropriate assessments; transition services; course of study; annual IEP goals; student participation in the IEP; participating agencies' invitation to attend an IEP; and summary of performance.

This training will also provide evidence-based practices to assist in supporting youth in acquiring transition-related skills and resources to assist with effective transition planning.

Participants will be able to

• Develop an IEP with a secondary transition plan that meets federal and state mandates.
• Utilize evidence-based practices and resources for effective transition planning.

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Z-3 IEP Basics: Acronyms, Abbreviations, and Effective Collaboration (New!)

Presenter

• Tamar Bedoyan, M.A., Education Specialist

Intended Audience

Special and General Education Teachers (New Teachers), Parents, General and Special Education Administrators, Paraprofessionals (New Paraprofessionals and Teacher Assistants), School Nurses, and Behavior Support Personnel

Time

2.5 to 3.5 hours

Format

Virtual or in person

Summary

Are you new to the world of IEPs and special education services? Do you need an overview of all the acronyms and abbreviations so that you understand this jargon-filled field? We will dissect IEPs together, including services and IEP team members' responsibilities. We will also explore the impacts of effective collaboration.

Participants will

• Learn about and explore the various acronyms and abbreviations of services and service providers.
• Review early childhood school/home supports.
• Learn about the importance and impact of effective collaboration.

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Z-4 Teacher Burnout and the Importance of Self-Care (New!)

Presenter

• Tamar Bedoyan, M.A., Education Specialist

Intended Audience

Special and General Education Teachers, General and Special Education Administrators, Speech-Language Pathologists, School Psychologists, Program Specialists, Paraprofessionals, and Behavior Support Personnel

Time

2.5 to 3.5 hours

Format

Virtual or in person

Summary

Teacher burnout is real. The teaching profession has long been known as a job that can exhaust even the most enthusiastic educator. Additional factors have further exacerbated the risk of teacher burnout among those who've chosen to devote their hearts and energies to a career working in the field of special education. This training will explore ideas for stressed-out teachers to recover from burnout or prevent it entirely. So, grab your planners and let's strategize on self-care, because you're not just a teacher; you're a superhero without the cape (and with a lot more paperwork)..

Participants will be able to

• Identify, analyze, and understand the causes and effects of teacher burnout.
  
• Learn strategies and ways to advocate for themselves and handle the demands of their profession.
  
• Develop individualized plans to increase outlets for stress.

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Z-5 Writing IEPs for Students with Autism from a Neurodivergent Mindset (New!)

Presenter

• Tamar Bedoyan, M.A., Education Specialist

Intended Audience

Special and General Education Teachers, Parents, General and Special Education Administrators, Speech-Language Pathologists, School Psychologists, Program Specialists, Paraprofessionals, School Nurses, and Behavior Support
Personnel

Time

2.5 to 3.5 hours

Format

Virtual or in person

Summary

Neurodiversity is the concept that differences in brain functioning within the human population are normal and that brain functioning that is not neurotypical should not be stigmatized. As educators, it is important to adopt the understanding that differences should be acknowledged, celebrated, and accommodated. This training will cover neurodiversity and delve into the neurodiversity-affirming approach. The language we use in IEPs can be very impactful – together, we will discover verbiage to reframe the language we use within IEPs. We will also cover neurodiversity-affirming accommodations that can be integrated immediately for students. The intention behind the small changes is twofold – to avoid unintended stigmatizing language and to promote acceptance as we serve students and their families.

Participants will

• Consider and understand neurodiversity-affirming approaches to IEP goals and student support.
• Consider the impact of current practices on the emotional well-being, short-term and long-term, of students we educate and support in our classrooms.
• Set personal goals for adopting neurodiversity-affirming practices in their own classrooms.