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Strands
Extended Learning Opportunities
Participate in a strand and explore specific educational topics through a series of three to four conceptually and developmentally-linked sequential sessions. Attend all strand sessions or just one or two. When you attend all sessions of a strand, you are eligible to earn CEUs!
Alternate Assessments: From Inclusive Policies to Positive Practices and Beyond
Leaders: Stephen N. Elliott, Vanderbilt University, Nashville, Tenn., and Gerald Tindal, University of Oregon, Eugene, Ore.
Focus on practical aspects of alternate assessments designed to facilitate the meaningful inclusion of students with disabilities in statewide accountability systems and help teachers better understand how their students are progressing academically.
Identifying and Teaching Students with Reading Disabilities in an “RTI World”
Leader: Carolyn Denton, Children’s Learning Institute, University of Texas Health Science Center, Houston
Learn about the practical implications of reading interventions in RTI models, based on research studies conducted through the Learning Disability Research Centers (LDRCs) in Texas, Florida, and the Northeast.
Improving the Learning of Students Struggling with Mathematics
Leader: Asha K. Jitendra, University of Minnesota, Minneapolis
Hear from leaders in the field of mathematics disabilities education to describe research and development efforts to make school mathematics instruction more accessible to all students.
Hierarchical Promotion, Prevention, and Intervention Frameworks in Early Childhood Settings
Leader: Mary Louise Hemmeter, Vanderbilt University, Nashville, Tenn.
Examine research-based frameworks to help inform decision-making about the types and levels of supports and intentional instruction needed by young children, age birth to five years, so they attain desired outcomes.
Response-To-Intervention in Elementary Schools: Scaling-up Evidence-based RTI Frameworks with Diverse Students
Leader: Maurice McInerney, American Institutes for Research, Washington, D.C.
Gather the information and support to successfully identify and implement evidence-based RTI. Discuss evidence of success, tools and practices that meet high standards and analyze how RTI can increase minority student achievement.
Response to Intervention -- Middle & High School
Leaders: Sharon Vaughn, University of Texas, Austin, and Naomi Zigmond, University of Pittsburgh, Pa.
Discover practical aspects of conceptualizing and implementing RTI in middle and high schools as well as key concepts and practices.
Experimental Teaching: Meeting Individual Differences in Special Education Practice
Leader: Stanley L. Deno, University of Minnesota, Minneapolis
Explore how teachers, across general and special education settings, use curriculum-based measurement (CBM) data in experimental fashion to evaluate instructional success and to design more effective programs.
Evaluation of Interventions for Students with Autism Spectrum Disorders
Leader: Mark Wolery, Vanderbilt University, Nashville, Tenn.
Learn about instructional practices based on recent behavioral studies related to treatment of students with autism spectrum disorders (ASD). Intervention studies will be presented across the age-span from preschoolers to middle-school and secondary-age children.
Diversity: Strategies to Increase Educator, Student, and Family Collaboration
Leader: Jannis Floyd, Mansfield University of Pennsylvania
Examine the challenges educators face when attempting to define diversity, expand participant knowledge of various factors that influence cultural behaviors, and explore research-based strategies for developing collaborative relationships between educators, students, and families in diverse school communities.
Reading Instruction for Students with Intellectual Disabilities: Research and Practical Implications
Leaders: Jill Allor, Southern Methodist University, Dallas, Texas, and Chris Lemons, University of Pittsburgh, Pa.
Focus on implications for instruction based on recent studies involving children with mild to moderate ID in which reading development, response to phonics-based reading instruction, and solutions to monitoring reading progress were examined.
Best Practices in Writing Instruction for Students with Disabilities
Leaders: Karen R. Harris and Steve Graham, Peabody College, Vanderbilt University, Nashville, Tenn.
Gain an in-depth understanding of the development of writing abilities, the difficulties that some students encounter, and the reasons for these difficulties, and take away research based, effective instructional practices.
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