Specialized Topics
Professional Development Manual Home | Special Event Offerings | 2025-26 Learning Opportunities
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.
Z-2 Individualized Education Program (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.
Z-3 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.
Z-4 Writing Individualized Education Programs (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.
Z-5 The Role of the Paraprofessional (New!)
Presenter
- Tamar Bedoyan, M.A., Education Specialist
Intended Audience
General and Special Education Administrators, Program Specialists, Behavior Support Personnel, and Paraprofessionals
Time
2 to 3 hours
Format
Virtual or in person
Summary
What makes an effective Paraprofessional? This training is designed to empower paraprofessionals with the skills and knowledge needed to effectively support students in special day class settings. Participants will explore the critical role Paraprofessionals play in fostering a positive and inclusive learning environment.
Key Topics Covered:
- Understanding Special Day Classes: Gain insights into the structure and purpose of special day classes.
- Roles and Responsibilities: Learn about the specific duties and responsibilities of paraprofessionals in these settings.
- Effective Collaboration: Discover strategies for working collaboratively with teachers, service providers, and families.
- Behavior Management: Develop techniques for managing and supporting student behavior in a compassionate and effective manner.
- Instructional Support: Learn how to provide targeted instructional support to meet the diverse needs of students.
- Building Relationships: Understand the importance of building strong, supportive relationships with students to enhance their learning experience.
By the end of this training, paraprofessionals will be equipped with practical tools and strategies to support students in special day classes, ensuring they receive the individualized attention and care they need to succeed.
Participants will
- Understand Special Day Classes: Explain the structure, purpose, and unique needs of students in special day classes.
- Define Roles and Responsibilities: Identify key duties and responsibilities of Paraprofessionals.
- Collaborate Effectively: Use strategies for effective teamwork with teachers, specialists, and families.
- Manage Behavior: Apply compassionate and effective behavior management techniques.
- Provide Instructional Support: Deliver targeted instructional support for diverse learning needs.
- Build Strong Relationships: Foster supportive relationships to enhance student learning and well-being.
Z-6 Supporting Autistic LGBTQIA+ Students (New!)
Presenter
- Tamar Bedoyan, M.A., Education Specialist
Intended Audience
This is for upper elementary through high school teachers and service providers/administrators. This is not for preschool or early education audiences.
Time
3 hours
Format
Virtual or in person
Summary
The intersection of sexuality, gender identity, and autism is a critical area of study that has revealed significant insights into the experiences of autistic individuals within the LGBTQ+ community. Research indicates a higher prevalence of non-heterosexual identities among autistic people compared to the neurotypical population - actually double the percentage of autistic people identify as non-heterosexual than their neurotypical peers. Furthermore, LGBTQ+ autistic individuals face notable disparities, including challenges in accessing services and higher risks of bullying and discrimination, which can severely impact their mental health. Providing a safe and inclusive environment helps them thrive academically and socially, fostering their overall well-being. By facilitating a collaborative effort between schools and their related systems, we can enhance support and eliminate obstacles to care for LGBTQ+ autistic individuals, and prioritize their physical, mental, and social well-being. This training will delve into the ways we, as educators, can give a voice to students on the autism spectrum who identify as LGBTQ+ and help them navigate their educational journey successfully.
Participants will
- Understand the research and statistics centered on the intersection of gender identity, sexuality, and autism spectrum disorder.
- Explore the need for better support, understanding, and practices regarding sexuality and gender identity among those on the autism spectrum.
- Become acquainted with the voices of autistics who identify as LGBTQ+.
- Discover how to best support and advocate for our students as they find their own voices and identities.
Z-7 Life Skills for Independence: Empowering Middle and High School Students (New!)
Presenter
- Tamar Bedoyan, M.A., Education Specialist
Intended Audience
Special Education Teachers, Speech-Language Pathologists (SLPs), School Psychologists, Parents, Administrators, Program Specialists, Paraprofessionals, and Behavior Support Personnel
Time
2 to 3 hours
Format
Virtual or in person
Summary
This training will assist teachers in equipping middle and high school students with essential life skills for independence and success. Participants will learn neurodiversity-affirming strategies to help students develop skills such as financial literacy, time management, effective communication, self-care, and problem-solving.
Benefits of life skills instruction:
- Enhanced Independence: Students will gain the confidence and ability to manage their daily lives more effectively.
- Improved Academic Performance: Life skills can positively impact students' academic achievements by fostering better organization and study habits.
- Stronger Social Connections: Effective communication and interpersonal skills will help students build meaningful relationships.
- Future Readiness: Preparing students for real-world situations ensures they are ready for college, careers, and beyond.
We will explore services, curriculum, organizations, websites, apps, and more to empower students to achieve their greatest potential through life skills instruction!
Participants will
- Learn and be able to apply neurodiversity-affirming strategies to help students develop skills such as financial literacy, time management, effective communication, self-care, and problem-solving.
- Identify the benefits of life skills instruction for the students on their caseloads.
- Select specific life skills to integrate into their daily instruction via explicit instruction, routines, and student motivation.
Z-8 Neurodiversity-Affirming Practices in our General Education Classrooms (New!)
Presenter
- Tamar Bedoyan, M.A., Education Specialist
Intended Audience
General and Special Education Teachers, Speech-Language Pathologists (SLPs), School Psychologists, Parents, General and Special Education Administrators, Program Specialists, Paraprofessionals, and Behavior Support Personnel
Time
3 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 should not be stigmatized. As teachers, it is important to develop the understanding and acknowledgement that these differences should be celebrated and accommodated.
This training will cover current practices in education and their potential impacts, effects, and risks for students and teachers. We will delve into the neurodiversity-affirming approach, exploring how to reframe the language we use to describe student behavior and related needs to avoid stigmatization.
Participants will learn about neurodiversity-affirming accommodations that can be integrated immediately into the education setting, both with and without paraprofessional support. The intention behind these small changes is twofold: to avoid shame and to promote acceptance as we serve students. Join us in creating a more inclusive and supportive educational environment for all students.
Participants will
- Develop their understanding of neurodiversity and how neurodiversity-affirming approaches can support ALL students in our general education classrooms.
- 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.
