Concurrent Session - Round 6
Thursday, July 27, 2006
9 : 00 - 10 : 30 am
Early Social Interaction: Parent Implemented Intervention in Everyday Activities for Young Children with Autism Spectrum Disorders
Juliann Woods
Critical Information for Parents of Young
Children with Social Communication Delays
(PDF: 444kb)
Do the Math! Early Social Interaction. Who
(PDF: 175kb)
Early Social Interaction: Parent Implemented
Intervention in Everyday Activities for Young Children with ASD
(PPT: 267kb)
Using everyday routines and activities as natural learning contexts is logically appealing for many families with young children but is the approach sufficiently intense and systematic for instruction with young children identified with autism spectrum disorders? Learn strategies for supporting parents to embed social, communication and play goals throughout the day in a variety of functional and meaningful activities and routines.
Friendships in the Inclusive Early Childhood Classroom: What do they look like and how can we support them?
Virginia Buysse, Barbara Goldman
Mounting evidence suggests that getting along with peers and forming friendships during the early childhood period is associated with enhanced development and improved adjustment-- important precursors to early school success. But many parents and professionals are unfamiliar with what early, or emergent friendships look like among the very young and among children with disabilities. In addition, they may be unfamiliar with what is known about specific adult involvement strategies that may be used to promote children's friendships and social competence with peers. This multi-media presentation focuses specifically on identification of emergent and established early friendships, signs of friendship "potential" that are ripe for nurturing into real friendships and strategies that promote the development of friendships between children with and without disabilities in inclusive early childhood settings.
The Consultant's Suitcase
Brenda Dennis, Pat Wesley
The Consultant's Suitcase
(PDF: 542kb)
Would you like to make the most of your consultation visits? This session will explore the attitudes, knowledge and skills that an effective consultant brings to the consultation process. Content will be explored primarily through small group activities and discussions.
The Right Stuff: Methods and Materials for Preparing Personnel to Support Inclusion [Repeated]
Camille Catlett
(DOC: 644kb) Come discover activities, videotapes, books, Web sites and other resources for preparing personnel to support the learning of all young children in inclusive and natural environments. You'll discover applications that range from the awareness level to the attitudinal level, and resources for use in teaching, training, staff development, supervision, self-assessment and policy development. Handouts will include diverse examples that can be helpful in many institutions, states and applications.
Using Assistive Technology and Adaptations to Promote Participation for Children with Disabilities
Suzanne Milbourne
In this session participants will learn about different types of assistive technology and environmental adaptations, be able to identify low tech and high tech options, review and recognize considerations for assistive technology and adaptations and receive worksheets that can be used to determine appropriate adaptations and assistive technology for individual children.
Working with State Pre-K Programs to Develop More Community-based Opportunities in New Jersey and Kentucky
Pam Brillante, Paula Goff, Beth Rous
Working with State Pre-K Programs
(PDF: 284kb)
Working with State Pre-K Programs to Develop More
Community-based Inclusion
(PPT: 304kb)
Working with State Pre-K Programs to Develop More
Community-based Opportunities in New Jersey
(PPT: 133kb)
The New Jersey Abbott preschool program has served three and four year children in poverty since 1999. To ensure that districts are meeting the New Jersey Preschool Standards of Quality, the Self-Assessment Validation System for Abbott Preschool Programs (SAVS) was implemented. It focuses on program improvement including issues surrounding the successful inclusion of young children with disabilities. Kentucky's state-funded preschool program has been in place since 1990 and has a long history of inclusive services, specifically related to blended public school and Head Start partnerships. In this session, successful strategies used by these states to support the inclusion of young children with disabilities will be shared and discussed.