Build Your Convention Schedule
Town Hall Meetings
Thursday, April 12, 1:00-2:30 p.m.
Town Hall Meeting on Teacher Effectiveness: Getting The Whole Picture
Leader: Cathy Kea, North Carolina A&T State University
The field of education faces a number of issues regarding improving the quality of school life and educational outcomes of all students. Federal policy now focuses on teacher “effectiveness” rather than teacher “quality.” The shift toward effectiveness examines how well teachers perform with students. Which high-leverage practices consistently lead to student achievement, and do they work for all students? Can we measure the tangible and intangible qualities of effectiveness? Most teacher evaluators have not been trained to analyze teaching in this way, and relying on student outcomes as indicators of effectiveness too often fails to take into consideration student differences, working conditions, and group accountability. Are general and special education teachers moving targets?
At the end of this session, participants will:
Understand current reform initiatives impacting the paradigm shift on “teacher effectiveness.”
Identify the changing roles and responsibilities of general and special education teachers in today’s classrooms and schools.
Describe ways to measure “teacher effectiveness” and student outcomes.
Understand how teacher preparation programs can better prepare teacher candidates and support teachers.
Identify recommendations for administrators, educators, and policy makers.
Friday, April 13, 1:00-2:30 p.m.
Town Hall Meeting on the Field of Autism Spectrum Disorders
Leader: Richard Simpson, University of Kansas, Lawrence
In this Town Hall we will discuss a variety of issues related to better understanding and serving the needs of children and youth with autism spectrum disorders (ASD). Learners with ASD are significantly challenging the skills and resources of professionals, families, and communities. Based on these challenges, participants will have an opportunity to discuss autism-related matters.
Topics will be those selected by participants, including (a) assessment and evaluation of ASD, (b) identification and use of scientifically based interventions and strategies and other approaches and philosophies in educating learners with ASD; (c) management themes; (d) social skills planning and interventions; (e) language and communication support and interventions; (f) inclusion of learners with ASD in general education and other typical settings; (g) cultural and linguistic diversity and learners with ASD; (h) transition of youth and young adults with ASD to postsecondary education, employment, and living; (i) family involvement and support strategies and issues; and (j) challenges in implementing effective collaborative relationships in support of individuals with ASD.
The participants will direct the topics and discussion; however, the session leader will facilitate and moderate the discussion to ensure that a range of voices and issues are discussed.
At the end of this session, participants will:
Understand a variety of issues related to better understanding and serving the needs of children and youth with autism spectrum disorders.
Roundtable Session
Friday, April 13, 8:00-10:00 a.m.
CEC Roundtable Discussion on Accessing the General Education Curriculum: A Legal, Pedagogical, and Empirical Discussion of What It Means
Leader: Douglas Fuchs, Vanderbilt University, Nashville, Tenn.
This roundtable discussion among leaders representing state-, district-, and building-level educators will focus on what “accessing the educational curriculum” means from the perspectives of the law, federal and state regulations, and research. Conventional practice reflects the misunderstanding that access prohibits teaching below-grade-level content and requires students with disabilities to be in the classroom for all instruction.
However, requiring students without prerequisite skills to participate in grade-level instruction violates notions of meaningful access in two ways: by subjecting children to inappropriate instruction and by depriving them of more appropriate instruction and an opportunity to learn. What is needed is a national dialogue about meaningful access; a thoughtful conversation driven by concern for students with serious learning problems and not shaped by ideological commitment to inflexible interpretations of access, which shrink or eliminate opportunities for students to obtain the education they require and deserve.
This roundtable will discuss these concerns as well as possible solutions. Attendees will have an opportunity to ask questions or comment.
At the end of this session, participants will:
Understand what “accessing the educational curriculum” means from the perspectives of the law, federal and state regulations, and research. Implications will be drawn for the nature of service delivery for our most difficult-to-teach students.
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