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: A New Generation of School Reform: What Does It Mean for Special Education?

Strand Overview: What are special educators to do in the face of new school reforms like the Common Core State Standards with their increased rigor, and new accountability systems that may leave students with disabilities behind? The past few years have brought a host of educational reforms, with an emphasis on defining what students need to know to be ready for college and career. A host of organizations and content specialists worked together to develop the Common Core State Standards in English Language Arts and Mathematics that have now been adopted by most states. The No Child Left Behind accountability system is fading away in many states as they receive new flexibilities. But, what do those flexibilities mean for students with disabilities in reward, focus, priority, and other schools? Are they lost in this new net of targets and expectations? What demands does this new generation of school reforms place on leaders and educators? This strand will explore the new content standards and the assessments under development to measure them, the role of leaders in this new generation of reform, the critical role of collaboration, and educator effectiveness evaluation for special educators.

At the end of this strand, participants will be able to:

  1. Identify and describe new school reforms that may have an effect on students with disabilities and special educators.
  2. Generate strategies for school leaders to ensure that students with disabilities succeed under school reform efforts.
  3. Understand the challenges that surround requirements for educator effectiveness evaluations and collaboration.
  4. Develop an action plan for ensuring that students with disabilities are not forgotten nor left behind in the new generation of school reform.

Leader(s): Martha Thurlow, Sheryl Lazarus, and Laurene Christensen, National Center on Educational Outcomes, University of Minnesota, Minneapolis

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STRAND B: Addressing Social, Emotional, Behavioral, and Academic Challenges Among Adolescents With Disabilities

Strand Overview: Although there is extensive research conducted with elementary-age students with disabilities, similar research with adolescents is limited. Research that has been conducted to date among adolescents with disabilities, especially those with significant emotional and behavioral disorders, has indicated a complex and difficult challenge. Given the poor outcomes among this age group, such as high rates of dropout and academic performance difficulties, the development of evidence-based intervention approaches is imperative. The sessions in this strand will describe intervention strategies and approaches for adolescents with disabilities.

At the end of this strand, participants will be able to:

  1. Describe an assessment-based approach for providing tiered and individualized intervention.
  2. Identify appropriate student accommodations based on assessment data.
  3. Understand how to identify feasible evidence-based interventions for mental health problems.

  4. Identify the characteristics of effective reading programs for adolescents with reading disabilities.

Leader(s): Lee Kern, Lehigh University, Bethlehem, PA and Tim Lewis, University of Missouri, Columbia

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STRAND C: Working Together to Build Success in Mathematics for Students With Disabilities

Strand Overview: The field of special education has had a long tradition of research and practical strategies for teaching reading to students with disabilities. This is not the same for the teaching of mathematics. This strand reports some of the work from a formal collaboration between the Council for Exceptional Children and the National Council of Teachers of Mathematics on interventions and assessments that are successful in teaching mathematical concepts to students who struggle. Using current research projects and classroom-tested practices the presenters will lead conversations around the topic of developing mathematics concepts.

At the end of this strand, participants will be able to:

  1. Identify research-based strategies for teaching mathematics to students with disabilities.
  2. Describe techniques for co-teaching environments where teachers of mathematics (K-12) and special education teachers team together for effective instruction.
  3. Understand the ways to develop mathematics concepts rather than just procedural knowledge in a problem-solving environment.

Leader(s): Amy Lingo and Karen Karp, University of Louisville, Kentucky

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STRAND D: Evidence-Based Practices Supported by the National Center for Special Education Research

Strand Overview: This strand will present research-based educational practices that have been shown to be effective for preschoolers and children at risk for or with disabilities. The presenters are researchers funded by the National Center for Special Education Research, Institute of Education Sciences, to test the efficacy of their interventions. The student participants are diverse and include those at risk for developing reading disabilities, those with autism, and those with moderate to severe intellectual disabilities. The interventions address reading achievement, communication skills, social skills, and response to intervention. The content presented in the sessions is based on rigorous tests of intervention efficacy and will include practical tips on how practitioners can incorporate the practices in their classrooms.

At the end of this strand, participants will be able to:

  1. List four interventions that have evidence of efficacy.
  2. Describe one evidence-based practice to improve reading achievement.
  3. Describe one evidence-based practice to improve social skills.

  4. Describe one evidence-based practice to improve communication skills.

Leader(s): Deborah Speece and Jacquelyn Buckley, National Center for Special Education Research, U.S. Department of Education, Washington, DC

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STRAND E: Investigating the Three Pillars of Co-Teaching: Co-Planning, Co-Instructing and Co-Assessing

Strand Overview: Co-teaching has been defined as requiring “co-planning, co-instructing, and co-assessing” (Murawski, 2003, p.10). As states become more inclusive of students with special needs, co-teaching is frequently offered as a service delivery option. However, research remains critical regarding whether or not co-teaching is truly being provided with fidelity (Murawski & Swanson, 2001; Scruggs, Mastropieri & McDuffie, 2007; Weiss & Lloyd, 2002; Zigmond & Magiera, 2001). In this strand, experts and practitioners will provide insight into each of the three components of co-teaching, while also sharing the status of co-teaching across the states. Murawski and Hines will share the research on co-planning, in addition to presenting concrete strategies for improving the efficiency and effectiveness of co-planning time. Practitioners representing states across the nation will communicate how co-teaching is being implemented in their state, while sharing some of the more successful co-instruction they have personally seen or conducted in the classroom. Finally, Conderman and Hedin will clarify the research on co-assessing and how co-teachers can be more active in ensuring successful, differentiated assessments for students with special needs.

At the end of this strand, participants will be able to:

  1. At the end of this strand, participants will be able to identify at least 2-3 specific techniques for improving their co-planning with another individual.
  2. At the end of this strand, participants will be able to determine at least 2-3 specific methods of conducting purposeful co-assessment with another individual.
  3. At the end of this strand, participants will be able to name characteristics necessary for support of co-teaching as a service delivery option at the classroom, district, and state levels.

Leader(s): Wendy W. Murawski, California State University, Northridge

View all sessions of Strand E


STRAND F: Supporting Students With Learning Disabilities in the STEMs: Science, Technology, Engineering, and Mathematics

Strand Overview: Increasing the number of U.S. students entering into education programs and careers related to the STEMs is a national priority. Students with learning disabilities should also be included in these efforts.  A solid understanding of mathematics and science is a likely minimum requirement for many current and future professions. Clearly, many students with learning disabilities significantly lag behind their peers in both mathematics and science; thereby, requiring significant supports to become successful. Leaders in the field of learning disabilities will identify, describe, and discuss the importance of providing effective instructional supports to successfully advance engagement in the STEMs by students with learning disabilities.

At the end of this strand, participants will be able to:

  1. Recognize the importance of encouraging and supporting students with learning disabilities to enter the STEMs.
  2. Describe components of effective science instructional supports for students with learning disabilities at the secondary level.
  3. Discuss the pros, cons, and scaffolds needed for students with learning disabilities to be successful in an inquiry-based science classroom.
  4. Describe components of effective algebra instructional supports for students with learning disabilities at the secondary level.
  5. Describe components of effective instructional supports in engineering and technology for students with learning disabilities at the secondary level.

Leader(s): Paul Riccomini, Penn State University, University Park

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STRAND G: New Directions for Intervention Research

Strand Overview: This strand will focus on several new directions in intervention research. The first session will address mediators and moderators in intervention research. A methodologist will introduce the session and presenters will then provide an overview of recently completed research on a first- grade reading comprehension study to illustrate the importance of moderators, and discuss research on math instruction to show the value of understanding mediators and moderators. The second session will address scaling up evidence-based academic programs. The presenters will report on an IES Goal 4 study, discuss a study that compared effects of a treatment program run by academics versus school district staff, and describe how to identify a treatment’s active ingredient and why that’s important. The third session in the strand will address the importance of intensive intervention: definitions and illustrations. This session will define the term “intensive,” compare it to conventional interventions, and explain how/why they are critically important for children and youth unresponsive to Tiers 1 and 2 of RTI frameworks.

At the end of this strand, participants will be able to:

  1. Understand the value of several new directions in intervention research.
  2. Understand what mediators and moderators are and why they are important to better understand intervention effects.
  3. Have greater insight about how to better scale up evidence-based practices.
  4. Understand the differences between intensive interventions and conventional interventions.

Leader(s): Douglas Fuchs and Lynn Fuchs, Vanderbilt University, Nashville, TN

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STRAND H: Early Childhood Inclusion: Supports That Make It Work

Strand Overview: This strand examines the professional development, teacher preparation, and administrative supports that are needed to implement and sustain high quality inclusive programs and policies for young children. Inclusive early childhood programs have been implemented for many years; however, the number of young children with disabilities who receive their special education services in inclusive settings has plateaued. At the same time, attention to and creation of early learning initiatives and innovations has increased. In this series of sessions, speakers will share effective methods for preparing current and future teachers for their real roles in inclusion, explore opportunities and challenges for inclusion in the 21st century early learning landscape, and reflect on the service delivery models that better match the current era. This strand will consider the range of public programs that serve young children in the United States (i.e., 619 and Part C programs, Head Start, and state Pre-K), and the diverse needs of the children and families served in those programs.

At the end of this strand, participants will be able to:

  1. Plan an effective model for preservice and inservice professional development focused on successful inclusion strategies for young children with disabilities.
  2. Understand the implications of early childhood inclusion research on selecting from and implementing effective service delivery approaches.
  3. Identify effective strategies to enhance learning opportunities in inclusive settings for young children birth to 5 years.

Leader(s): Susan Sandall, University of Washington, Seattle and Harriet Able, University of North Carolina, Chapel Hill

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STRAND I: What Educators Can Do to Help Military Children With Special Education Needs

Strand Overview: Educators often say “no” when asked if they have military children in their schools. The reality is that almost every district in the nation has children who are connected to the military, but they are often anonymous and silent about their parents’ service. 

The White House is leading a nationwide effort to support service men and women and their families. Secretary of Defense Leon Panetta recently stated, “Educating military children is not only important to their future…it’s also critically important to the future of our military and…our nation.” Military children with special education needs have unique challenges that affect not only the health and well-being of the family, but also the readiness and retention of the force that defends our nation. Educators can help ameliorate these challenges by becoming aware of and sensitive to those challenges.

The Military Family Strand presenters and panel members include high ranking senior military commanders, family members, military-connected service providers, and advocates who will raise awareness of the challenges faced by military families of children with special education needs and present time-tested strategies by which educators can better serve the needs of these children and their families.

At the end of this strand, participants will be able to:

  1. Have increased awareness of the presence of military-connected children with special education needs in school districts across the nation and the unique challenges these children face.
  2. Understand the critical role educators play in supporting military families who have children with special needs.
  3. Have an increased understanding about what educators can do to support military children with special needs in their school district.

  4. Develop action steps for advancing collaborative partnerships within the local community that strengthen support of military-connected children with special education needs.

Strand Leader(s): Rud Turnbull, Ann Turnbull, and Martha Blue-Banning, Beach Center on Disability, University of Kansas, Lawrence; and Antoinette Hill, Beach Center on Disability, San Antonio, TX

View all sessions of Strand I


STRAND J: Integrating Programs and Services for ELLs With or at Risk for Disabilities: Building Capacity for Transformative Practice

Strand Overview: English language learners (ELLs) are a heterogeneous community; their academic performance is affected by both the inability of schools to meet their language and literacy development needs, and a critical shortage of qualified educators to serve them. Consequently, ELLs are under- and overidentified as having learning disabilities because educators struggle to accurately distinguish language differences from disabilities. Exceptional ELLs are equally at risk of being underserved because special educators are inadequately prepared to meet their disability-related educational needs in the context of culture and language. This strand highlights the need for a systems perspective and transformative practices to create equitable educational opportunities for ELLs. To that end, schools must address the sociopolitical, cultural, and linguistic contexts that impact the quality of education ELLs receive. Sessions highlight the diversity among ELLs, and call attention to the complex interrelationships among ELLs, families, schools, classrooms, and educators. Critical RTI components are also addressed, including core literacy instruction and interventions for struggling readers. Strategies for empowering families in the educational process are shared, and teacher educators and program graduates describe a model to foster collaboration between bilingual and special education teachers. Finally, recommendations for designing research and implications for evidence-based practice for ELLs are discussed.

At the end of this strand, participants will be able to:

  1. Discuss the importance of considering interrelationships between culture, language and [dis]ability, and implications for identification, instruction, family participation, and personnel preparation for serving ELLs.
  2. Identify systems-level factors that must be addressed in the design and implementation of programs in general and special education.
  3. Identify essential knowledge and skills required of general and special education teachers who serve ELLs who are struggling or who have disabilities.
  4. Describe quality indicators for research involving ELLs in order to determine the generalizability of findings for practice in school settings.

Leader(s): Shernaz B. García and Alba A. Ortiz, University of Texas, Austin

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STRAND K: Classroom Management: Practical Interventions for Teachers and Administrators to Improve Students' Performance

Strand Overview: Effective classroom management is the foundation for establishing positive learning environments and teacher-student relationships. This strand will focus on specific examples of evidence-based interventions that have been proven to work in hundreds of schools. Discussion topics include (1) classroom management examples for individual classrooms and within a Schoolwide Positive Behavior Support model and procedures for supporting children with chronic problems in early childhood education classrooms; (2) a group contingency program designed to increase on task and reduce disruptive behaviors by teaching appropriate behaviors and using a token system; (3) self-management and help card interventions for students with more challenging behaviors; (4) cognitive-behavioral interventions to teach students strategies for improving their self-regulatory processes and social-emotional functioning; (5) schoolwide approach to helping teachers organize classrooms to reduce discipline problems and prompt responsible behavior from students. The importance of high quality staff development, examples of professional development, and supportive coaching in the classroom will be described from CHAMPS: A Proactive and Positive Approach to Classroom Management program.

At the end of this strand, participants will be able to:

  1. Understand a variety of strategies for improving classroom management including the use of organizational tools and group contingencies.
  2. Use strategies for managing behaviors of students with challenging behaviors including use of lessons and curricula for teaching students appropriate behaviors, self-management, and self-regulation.
  3. Identify elements of tiered, positive behavior support models that will support classroom management and provide administrative support (professional development and coaching).

Leader(s): Debra Kamps and Howard Wills, University of Kansas, Lawrence

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STRAND L: The Office of Special Education Research to Practice Strand: 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 and early intervention highlighting the transfer of the best we know into classrooms, natural environments, 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 and include current evidence, next steps in practice, and resources for follow-up.  Sessions are designed for practitioners, school and district leaders, early intervention providers 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:

  1. Describe the current status of online learning for students with disabilities, teacher evaluation and effectiveness, and how to improve parent relations. 
  2. Access resources, tools, information, and training modules developed by IDEA-funded projects. 

Leader(s): Larry Wexler and Renee Bradley, Office of Special Education Programs, U.S. Department of Education, Washington, DC

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STRAND M: Bullying and Abuse: Prevention Strategies for the Home, School, and Community

Strand Overview: Students with disabilities are two to three times more likely to experience maltreatment (bullying and/or abuse) than their nondisabled peers. The maltreatment experience not only deceases students’ ability to learn, but it also increases the likelihood that they will experience significant physical and mental health problems, engage in self-injurious behaviors, demonstrate inappropriate behaviors, engage in risky sexual activities, and use drugs and alcohol. Although educational professionals are aware of their roles as mandatory reports, they are poorly informed regarding how to prevent, recognize, and report suspected instances of child maltreatment. This strand provides participants with strategies and resources that can be used with parents, colleagues, and students to inform them of the increased risk for maltreatment, why the risk occurs, realistic prevent strategies, and how to recognize and report maltreatment.

Strand sessions will be presented by parents, faculty, researchers, and community leaders who work with a wide range of culturally diverse students with disabilities in rural, suburban, and urban contexts. Strand participants will be invited to join in a collaborative effort to enhance CEC policies, standards, webinars, and advocacy concerning the prevention of maltreatment experienced by children with disabilities.

At the end of this strand, participants will be able to:

  1. Identify four maltreatment risk factors experienced by children with disabilities.
  2. Identify four strategies that parents, colleagues, and community leaders can use to prevent maltreatment as experienced by children with disabilities.
  3. Identify four web resources that can be used to gather and share additional information concerning the prevention, recognition, and reporting of maltreatment as experienced by children with disabilities.

Leader(s): Harold A. Johnson, Michigan State University, East Lansing

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STRAND N: International Special Needs Education

Strand Overview: Children and youth with special needs are included in schools and communities to varying degrees around the world. The range of services include many examples of exemplary programs and support structures to instances where children with disabilities are prevented from attending school and even hidden from view.

This strand will explore current policy and advocacy measures intended to promote inclusion for all children across the globe and how these measures will affect the quality of life for individuals with disabilities. A session will examine current United Nations efforts for countries to adopt the Convention on the Rights of Persons with Disabilities (CRPD) and specific articles within the document which address equal rights for a diverse population.  Further investigation will consider how the adoption of the CRPD may affect  the social and cultural issues shaping current educational systems and how it might interact with and affect issues identified in other articles (e.g. employment, families, health, and  the provision of services in general education settings and personnel preparation).

In addition, examples of effective programs in various regions around the world will offer positive outcomes from programs which exemplify highly effective practices.  Finally, an open discussion on the definition of inclusion across cultures will conclude the strand to increase global understanding.

At the end of this strand, participants will be able to:

  1. Recognize the value of the CRPD in focusing on the rights of individuals with disabilities around the world.
  2. Gain perspective on the range of special education services available in various countries.
  3. Identify the characteristics of effective special education programs in various countries and regions around the world.

  4.  Compare definitions of inclusion across cultures.

Strand Leader(s): Susan O’Rourke, Carlow University, Pittsburgh, PA; Humberto Rodriguez, Hidalgo Y Porfirio Diaz, Monterey, Mexico; Alice Farling, Estero, FL; and Tom Gumpel, The Hebrew University of Jerusalem, Israel

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STRAND O: Special Education Leadership: An Evolving Role

Strand Overview: The strand specifically addresses the type of problems, challenges, and issues that special education administrators of all levels frequently face on a day-to-day basis as they lead and administer special education programs and serve students with disabilities and their families. Given the ubiquitous struggles officials frequently encounter in leading and supervising special education, the content and focus of the strand is intended to serve as a resource for both practicing and future leaders in special education. It is purposely designed to be practical, authentic, and not overly theoretical. The presenters will “cut to the chase” and readily give the gist of pertinent issues that relate to special education. Each session opens with a vignette that reflects a typical issue that a special education administrator is likely to encounter. The session leaders will present the issue in a comprehensive manner, while relating the solutions grounded in the Star Model, in order to provide attendees the background knowledge relative to the specific issue in question. A resolution or suggested approach is provided for the issue addressed in the vignette. Some sessions will address issues in higher education administration. In addition to addressing legal, practical, and logistical issues, the strand also includes issues of sensitivity, fairness, and empathy, as well as parental perceptions.

At the end of this strand, participants will be able to:

  1. Understand the type of problems, challenges, and issues that special education administrators of all levels face on a daily basis.
  2. Identify applicable solutions grounded in the Star Model.
  3. Understand the best methods, as well as the traditional strategies, implemented in classrooms, colleges, and universities today.
  4. Describe evidence-based methodologies and strategies for effective special education leadership practices.

Leader(s): Gloria D. Campbell-Whatley, University of North Carolina, Charlotte and Theodore Pikes, North Carolina Central University, Durham

View all sessions of Strand O