Build Your Convention Schedule
Strands
Strands are your opportunity to explore important educational topics in depth through a series of three to four conceptually and developmentally linked sessions. Exchange ideas with colleagues and with strand leaders and presenters--all experts in their field. Attend all sessions of a strand and earn CEUs.
STRAND A: Building a Science of Education: Research Highlights From the National Center for Special Education Research
 Joan McLaughlin
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 Kristen Lauer
Strand Overview: The National Center for Special Education Research of the Institute of Education Sciences sponsors a comprehensive program of special education research designed to expand knowledge and understanding of infants, toddlers, and children with disabilities. This strand will highlight the breadth of research topics across the Center’s research grant portfolio.
The presenters will spotlight their research that focuses on practices that can be feasibly used in school settings and incorporates rigorous research designs. The sessions will highlight promising instructional practices for improving reading and behavior outcomes and reducing referral for special education as well as measurement strategies for identifying students who need more intensive services. Each session will include a question and answer period.
At the end of this strand, participants will be able to:
- Describe promising strategies for accurately and efficiently identifying students for more intensive services.
- Describe instructional strategies and practices that improve reading and behavior outcomes for young children with or at risk for disabilities.
- Understand research funded by NCSER that is relevant to issues faced by practitioners.
Leaders: Joan McLaughlin and Kristen Lauer, National Center for Special Education Research, U.S. Department of Education, Washington, DC
View the sessions in this strand.
STRAND B: Leadership for 21st-Century Learners: Inclusion, Research, and Standards
 Gloria D. Campbell-Whatley
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 Theodore Pikes
Strand Overview: With the growing population of children with special needs, the responsibilities of special education teachers and administrators are increasing. It is important for special education teachers to act as school leaders and to hone their ability to interpret and comply with laws as well as use evidenced-based techniques that affect students with disabilities. Special education teacher leaders need to keep abreast of and increase their knowledge and skills related to supervision, the theory and practice of school leadership, and program development. Because of inclusion, response to intervention, and universal design, special education leaders and administrators must communicate effectively and be a reliable resource to general education personnel, parents, and any other education administrators. All are responsible for interacting with a specialized clientele and coordinating aspects of the entire spectrum of responsibilities within the school system. Special education leaders confront the same effectiveness and efficiency issues as principals and central office administrators.
This strand will provide a comprehensive overview of the issues and challenges that special education leaders encounter each day and offer viable options for effective practices and policy research.
At the end of this strand, participants will be able to:
- Understand the challenges and legal issues for special education leaders.
- Gain innovative insight to work with special education issues in a situational context.
- Identify the best methods, as well as the traditional strategies, implemented in classrooms, colleges, and universities today.
- Identify evidence-based methodologies and strategies for effective special education leadership practices.
Leaders: Gloria D. Campbell-Whatley, University of North Carolina, Charlotte; Theodore Pikes, North Carolina Central University, Durham
View the sessions in this strand.
STRAND C: Advocacy and Agency in Special Education: Building Partnerships to Promote Equitable Opportunities for Culturally and Linguistically Diverse Exceptional Learners and Their Families
 Patricia Alvarez McHatton
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Monika Williams Shealey
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Erica McCray
Strand Overview: The goal of this strand will be to promote and advance research and professional practice knowledge that result in positive outcomes for culturally and linguistically diverse exceptional (CDLE) learners, their families, and communities. More specifically, the strand will focus on the following areas: preparing teachers, conducting research, building partnerships with families and communities, supporting professional development for practitioners, and promoting advocacy.
In each session, presenters will provide an overview of the research which undergirds recommendations for best practices and practical applications. Further, participants will have opportunities to engage with fellow participants and the presenters in discussing implications for CLDE learners, their families, and communities. Diversity will be addressed in global terms while also considering the unique needs of CLDE learners, who remain the focus of many of the most vexing problems facing the field.
At the end of this strand, participants will be able to:
- Understand the variables that impact the extent to which CLDE learners have access to equitable educational opportunities.
- Identify promising practices based on research in working effectively with CLDE learners, their families, and their communities.
- Understand the role of advocacy and the implications of policy for professional practice and service delivery for CLDE learners.
Leaders: Monika Williams Shealey, University of Missouri, Kansas City; Patricia Alvarez McHatton, University of South Florida, Tampa; Erica McCray, University of Florida, Gainesville
View the sessions in this strand.
STRAND D: Making Universal Design for Learning (UDL) a Reality in Research and Practice
 James Basham
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Sean J. Smith
Strand Overview: Universal Design for Learning (UDL) is an instructional design framework for supporting the meaningful engagement of all learners. Based on neuroscience, UDL has been identified as an important consideration in national policy, the National Technology plan, and across various states (e.g., Delaware and Michigan UDL implementation initiatives), yet has remained elusive to many teachers. Often teachers and administrators have difficulty framing this instructional framework within their everyday practice. This struggle emerges due to many factors including the lack of understanding UDL, diversity of the student population, lack of instructional supports and tools, the lack of existing observable practices and measures of UDL, and the complexities embedded within learning environments.
Through this strand, participants will learn how the UDL-Implementation and Research Network (UDL-IRN) along with their partners, such as the National Center on UDL and CAST, have begun moving forward with tools and initiatives for scaled implementation of UDL. Based on lessons learned from panelists, participants will understand the considerations and tools useful for moving UDL forward and how to apply it into practice within their state, district, school, and classroom.
At the end of this strand, participants will be able to:
- Discuss considerations for implementing UDL research and practice.
- Identify resources and tools for supporting the scaled implementation of UDL across state, district, school, and classroom environments.
- Identify resources and tools for conducting field-based research in UDL across state, district, school, and classroom environments.
- Identify innovative practices and tools for implementing UDL in their own instruction.
Leaders: James Basham and Sean J. Smith, University of Kansas, Lawrence; Patti Ralabate, CAST, Wakefield, MA
View the sessions in this strand.
STRAND E: Transition as an Evolving Field: Our Continuing Successes
 Diane S. Bassett
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Mary Morningstar
Strand Overview: This strand offers an overview of issues relevant to the field of transition for youth with disabilities. The field of transition has evolved to encompass a broad perspective on how to engage youth and young adults with disabilities to become productive adults. The field has increased its visibility and relevance in general education and postsecondary education and views all aspects of secondary education reform as relevant to its practice.
Issues presented in this strand include a review of salient evidence-based practices, strategies to engage students and prevent dropping out, strategies to provide access to general secondary curriculum, and the inclusion of a range of students attending colleges and universities. Participants will gain new insight and perspective into the breadth and depth of the field of transition and its continued evolution as a critical arena for student growth.
At the end of this strand, participants will be able to:
- Identify strategies to enhance student retention in and graduation from secondary schools.
- Identify current research and practices that promote positive postschool outcomes, as well as understand relevant future research needs.
- Evaluate their knowledge of student engagement with regard to common core standards, universal design for learning, access to general education curriculum, and strategies for student involvement.
- Examine and assess their knowledge of postsecondary series for students with intellectual disabilities, students with Asperger’s syndrome, as well as those strategies that increase student advocacy on postsecondary campuses.
Leaders: Diane S. Bassett, University of Northern Colorado, Greeley; Mary Morningstar, University of Kansas, Lawrence
View the sessions in this strand.
STRAND F: The Office of Special Education Research to Practice: IDEAs That Work
Strand Overview: Again this year the U.S. Office of Special Education Programs has put together a Research to Practice strand. As in the past years, this strand will include a variety of critical issue topics in special education highlighting the transfer of the best we know into classrooms, schools, and communities. Well known presenters from around the country, supported by the IDEA Part D National Programs will present evidenced-based findings, practices, and technology that will lead to improved outcomes for children with disabilities and their families. Each session will begin with an overview to set the national context for the topical issue. Sessions are designed for practitioners, school and district leaders, and teacher trainers, and are designed as stand-alone sessions so you can attend one or all of them. Time will be scheduled for question and answers and resources will be shared in each session.
At the end of this strand, participants will be able to:
- COMING SOON!
Leader: Larry Wexler and Renee Bradley, U.S. Office of Special Education Programs, U.S. Department of Education, Washington, DC
View the sessions in this strand.
STRAND G: Understanding the Use of Physical Restraint and Seclusion in Schools: Policies, Issues, and Practices
 Reece L. Peterson
Strand Overview: Federal legislation is pending and if passed, would regulate the use of physical restraint and seclusion procedures for students in school settings. Federal guidelines on these topics may also be forthcoming. This legislation, as well as calls for state and local district policies on these topics, has been motivated by many deaths and injuries due to the use of these procedures and by the abusive use of these procedures by some educators. There is now a consensus in the professional community that these procedures should not be used unless there is a risk of immanent physical injury to someone by a student, and that if used, should only be employed under carefully prescribed procedures with documentation and clear communication with parents.
The sessions in this strand will examine these issues and provide participants with current information and resources regarding policies, practices, training, and other strategies to minimize the need for these procedures or make them as safe as is possible when they are employed.
At the end of this strand, participants will be able to:
- Identify current laws, policies, and guidelines governing the use of physical restraint and seclusion procedures in school settings as well as related recommendations for “best practice” in using these procedures.
- Understand the lack of knowledge in many schools of the ethical and moral problems regarding the use of these procedures, and the potential role of media in highlighting abusive situations when they occur.
- Generate an action plan on how their schools can use current guidelines and policies, appropriate training, as well as prevention and de-escalation strategies to minimize the need for using physical restraint and seclusion procedures in schools.
Leader: Reece L. Peterson, University of Nebraska, Lincoln
View the sessions in this strand.
STRAND H: Classroom Management: Doing What Works to Create Positive Learning Environments
 Gregory J. Benner
Strand Overview: Sound classroom management establishes the environmental context that makes effective instruction possible. In this strand, teacher-friendly presentations will equip attendees to do what works to create a healthy and positive classroom learning environment. The first session focuses on behavioral principles that make implementation of effective classroom management strategies responsive to the needs of students. In the second session, an online professional development program for elementary classroom management is described in which school staff members learn how to apply positive behavior supports (PBS) in the classroom and other instructional settings. The third session centers on employing several evidence-based instructional practices, combined into an intervention used in preschool classrooms with children at risk for developing problem behaviors. The final session focuses on building student self-regulation using a scientifically based system for responding to disruptive and noncompliant classroom behaviors.
While demonstrating evidence-based classroom management strategies, presenters will emphasize culturally responsive practices and provide guidance for differentiating to meet student needs. Attendees will come away with doable and simple strategies to establish the positive classroom culture they envision and to keep it going all year.
At the end of this strand, participants will be able to:
- Generate an action plan for improving their classroom management approach.
- Identify which strategies need to be strengthened in their classrooms (e.g., overall organizational features, ongoing professional development and coaching, instructional practices, systems for responding to behavior, monitoring behavioral success).
- Understand how to embed the strategies discussed within core, supplemental (Tier II), and intensive (Tier III) positive behavioral intervention and support (PBIS) systems.
Leader: Gregory J. Benner, University of Washington, Tacoma
Visit the sessions in this strand.
STRAND I: Supporting Students With and At Risk for Emotional and Behavioral Disorders: Integrating Academics and Behavior in a Response to Intervention Approach
 Kathleen Lynne Lane
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 Wendy Peia Oakes
Strand Overview: Many schools across the country have shifted towards three-tiered models of intervention to prevent learning and behavior problems from occurring and to respond more efficiently and effectively to existing instances of such problems. Such models hold particular promise for students with emotional and behavioral disorders (EBD) who often struggle in academic, social, and behavioral arenas. Examples of these models include response to intervention (RTI), positive behavior interventions and supports (PBIS), as well as comprehensive, integrated three-tiered models (CI3T), with the latter being an integrated approach to addressing academic, behavioral, and social components. In each model, primary (Tier 1) efforts are for all students, secondary (Tier 2) are for some students for whom primary prevention efforts are insufficient, and tertiary (Tier 3) supports are reserved for students with the most intensive needs.
In this strand, we focus on an integrated approach for supporting students with and at risk for EBD, with an emphasis on Tier 2 academic and behavioral supports. The four strand sessions share the current research on the crossover effects of interventions on both domains, methods for designing integrated supports at Tier 2, and illustrations of research designed to support students with behavioral needs.
At the end of this strand, participants will be able to:
- Describe the relation between academic and behavioral intervention efforts.
- Apply one method for analyzing academic and behavior screening data in tandem to inform decision making with respect to Tier 2 supports.
- Understand secondary (Tier 2) interventions for students in need academic and behavioral supports beyond the primary (Tier 1) program.
Leaders: Kathleen Lynne Lane, University of North Carolina, Chapel Hill; Wendy Peia Oakes, Vanderbilt University, Nashville, TN
View the sessions in this strand.
STRAND J: Moving Toward an Expert Profession
 Mary Brownell
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Bonnie Billingsley
Strand Overview: Teachers are the most important school resource in improving student achievement. For students with disabilities, highly effective special and general education teachers who understand content and evidence-based practices are essential for helping these students achieve valued learning and behavioral outcomes; thus, understanding the characteristics of these highly effective teachers and creating systems that support their development are essential.
In this strand, presenters provide a framework for understanding teacher expertise in special education and the challenges schools face in ensuring a qualified workforce. Presenters also discuss induction and mentoring as well as professional development strategies that can be used to build the expertise of both special and general education teachers at the elementary and secondary levels. Special attention will be given to teachers that work with students with disabilities in urban and rural schools.
At the end of this strand, participants will be able to:
- At the end of this strand, participants will be able to describe the challenges that exist to supporting and developing the expertise of teachers for students with disabilities.
- At the end of this strand, participants will be able to describe strategies for the effective induction and professional development of teachers working with students with disabilities.
- At the end of this strand, participants will be have an understanding of the expertise special education teachers might need for assisting students with disabilities at the elementary versus secondary levels.
Leaders: Mary Brownell, University of Florida, Gainesville; Bonnie Billingsley, University of North Carolina, Greensboro
View the sessions in this strand.
STRAND K: Evidence-Based Strategies for Mathematics Instruction within an RTI Framework – A Collaborative Partnership Between CEC and NCTM
 Diane Pedrotty Bryant
Strand Overview: This strand will focus on important collaborative partnerships among special educators, math educators, and researchers to improve the mathematics performance of students who are identified as having risk status for mathematics difficulties or who are identified as having mild/moderate disabilities.
The sessions offer a range of topics that demonstrate how collaborative partnerships between mathematics and special educators can benefit both culturally and linguistically diverse students who struggle with mathematics and their teachers. Two sessions focus on the findings from early numeracy studies that were conducted on an assessment measure and an intervention program aimed at early numeracy instruction with primary-age students. A third session provides information about the findings regarding instructional practices observed in Grades K-9 mathematics classes. Finally, the fourth session describes a higher education partnership between a mathematics professor and special education professor to prepare special education teachers to more effectively teach mathematics to their students with disabilities from the mathematics perspective as well as the special education accommodations/modifications perspective.
At the end of this strand, participants will be able to:
- Describe evidence-based instructional practices for teaching students at-risk for mathematics difficulties and students with mild/moderate disabilities.
- Understand how early screening to identify struggling students can be accomplished with technically adequate measures.
- Describe evidence-based mathematics practices along with effective accommodations and modifications that can be used to teach students with mild/moderate disabilities in all settings.
Leader: Diane Pedrotty Bryant, University of Texas, Austin
View the sessions in this strand
STRAND L: Teaming for Success: Collaboration and Co-Teaching
Thomas E. Scruggs
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Margo A. Mastropieri
Strand Overview: Recent advances in collaboration have shown that the educational impact of the whole can indeed be greater than the sum of the individual parts in a collaborative system. This strand presents information on issues and best practices associated with collaboration and co-teaching in schools to improve service delivery for students with disabilities. In addition, this strand will highlight a breadth of research topics across each presenter's research agenda.
These nationally known experts will spotlight their research on collaboration and co-teaching in today's schools. Each will describe promising practices and issues in a variety of important areas including co-teaching and other collaborative partnerships among special and general educators; improving collaborative relationships with paraprofessionals; collaboration with families, including those from culturally and linguistically diverse groups; collaboration in teacher preparation; and improving ethical decision-making. Each session will include a question and answer period.
At the end of this strand, participants will be able to:
- Describe promising strategies for improving collaborative partnerships with families, including those from culturally and linguistically diverse groups.
- Describe promising practices for collaborating with paraprofessionals in schools.
- Describe promising practices for improving collaborative ethical decision-making in school.
- Describe promising practices for improving collaborative relationships among special and general educators.
Leaders: Thomas E. Scruggs and Margo A. Mastropieri, George Mason University, Fairfax, VA
View the first 4 sessions in this strand
View the second 3 sessions in this strand
STRAND M: New Developments in Interventions for Students With Autism Spectrum Disorders
 Ilene Schwartz
Strand Overview: Providing a free and appropriate education to students with autism spectrum disorders (ASD) is a challenge confronting educators across the country and around the world. As the prevalence of ASD increases, so does the challenge to meet the diverse and complex needs of students with this diagnosis.
This strand includes four sessions that will each address an important component of current research in the area of ASD. The first session will set the stage for the entire strand by reviewing the history of evidence-based practices for students with ASD. The second session will examine intervention strategies and outcomes for toddlers with ASD and their families. The third session will provide strategies to teach pretend play to children with ASD. Finally, the last session in the strand will share the results of multiyear project to increase the capacity of school teams to implement function-based supports for students with ASD who demonstrate challenging behaviors.
Together these sessions will provide participants with an overview of some of the most exciting research being conducted in the area of school- and community-based interventions for students with ASD.
At the end of this strand, participants will be able to:
- Identify resources to locate and learn about evidence-based practices for students with ASD.
- List essential components for interventions for toddlers with ASD.
- Understand the rationale for including pretend play in an educational program for young children with ASD.
- Understand the role a technical assistance team can play in determining and implementing function-based supports for students with ASD.
Leader: Ilene Schwartz, University of Washington, Seattle
View the sessions in this strand
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