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AUCD - Poster Symposium 7: K-12 Education

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Monday, November 12, 2018 3:30 PM - 4:45 PM

Location: Congressional A

Session Description

All posters for the AUCD Conference will be presented throughout Monday and Tuesday (this is new in 2018) in a series of Poster Symposia that run at the same time as concurrent sessions. During these 75 minute poster symposia, 12-15 posters on a similar theme will be grouped together in a room. Posters will be displayed on large boards and have a table underneath for accompanying materials. The session will be introduced by a moderator, poster authors will be asked to provide a very brief introduction of their poster, and then attendees will be free to move about the room to speak with poster presenters directly for the remainder of the session. Attendees are also welcome to move between symposia rooms and view posters on other topics. Conference posters submitted ahead of time are also avilable electronically in the conference app and linked below.

 


 

 




Presenters

An Exploratory Study to Identify How the Children's Services Act Meets the Needs of Children in Special Education
Sean Campbell, MS, Mr., Partnership for People with Disabilities, UCEDD/LEND
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What started as an exploratory research project became an unveiling of policies and regulations that may preclude children from receiving an appropriate, public education. Specifically, the Children's Services Act and Virginia's Standards of Accreditation, do not mandate the adherence to Virginia's Standards of Quality. These standards outline the need for having access to certified teachers, school nurses, school counselors, libraries, and recess.

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Does Pre-Service General Education Coursework Prepare New Teachers?
Gwen Mitchell, Director, CYSC, Center on Disabilities and Human Development, UCEDD
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This LEND research project highlights knowledge deficits in pre service teacher preparation curriculum across eight northwest universities in preparation for working with children who are on the autism spectrum. We will present our original research and show a short video (5 minutes) highlighting both knowledge and lack of knowledge of the university students we surveyed.

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Include Me: Research supportive for the Impact of Teacher Mentoring on Inclusive Instructional Practices for Students with Severe Disabilities
Steven Bagnato, Ed.D., Dr., UCLID Center, LEND
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INCLUDE ME: (IM) is an evidence-based teacher inclusion mentoring approach focusing on students with severe disabilities. IM has been field-validated over 8 years in over 200 Pennsylvania school districts as an innovative collaboration between PA government and The Arc of PA. Our succinct presentation promotes the success of IM via focused teacher, student, mentor, and school outcome graphic data and a short video clip.

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Joining Schools and Communities to Promote Academic Skills, Wellness and Mentorship for Children Over the Summer Months
Megan Schwarze, M.S., CAS, School Psychologist, Center for Disability Resources, UCEDD/LEND
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A look at how to combine the efforts of school personnel and community agencies in promoting the success of children through fostering positive mentoring relationships, providing academic activities and promoting mind-body wellness for children living in a low income apartment complex.

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Educational Videos About Restraint and Seclusion
Jodie Hall, BS, Mrs, The University of Maine, Center for Community Inclusion, UCEDD
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The Coalition Against Restraint and Seclusion (C.A.R.S.) is a group of stakeholders whose mission is to prevent the overuse of restraint and seclusion within the educational setting. As part of my training with the New Hampshire-Maine LEND Program, I worked with C.A.R.S. to update their resources and parent education materials. The outcome is a series of short informational videos which may be accessed via the internet.

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Missed Opportunities: State Education Plans and Students with Disabilities
Lindsay Jones, Esq, Vice President, Chief Policy & Advocacy Officer, National Center for Learning Disabilities
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The National Center for Learning Disabilities analyzed all state plans required under the Every Student Succeeds Act, and found many states are missing important opportunities to address the needs of students with disabilities. This presentation discusses how states led and lagged in their plans to educate students with disabilities and concludes with actions for policymakers and advocates to take to ensure all students are getting a high-quality, equitable education.

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Designing Tier III Systems: Data, Practices, and Outcomes
Jodie Soracco, M. Ed, BCBA, Nevada PBIS State Coordinator, Nevada Center for Excellence in Disabilities, UCEDD/LEND
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It is commonly known that Tier III interventions are designed to reduce the frequency, intensity, and/or complexity of problem behaviors through the use of function-based support plans. However, Tier III systems are commonly overlooked. This session will discuss the importance of establishing Tier III behavioral systems through discussion and examples of data, practices, and outcomes that will assist in establishing sustainable and effective Tier III supports.


Student and Teacher Perceptions of a Website for Choosing High School Classes
Cathy Haarstad, Master's Degree, Research Associate, North Dakota Center for Persons with Disabilities, UCEDD
Cathy Haarstad, MS, Minot, ND, United States, ND - North Dakota Center for Persons with Disabilities, UCEDD;
Dr. Evan Borisinkoff, PHD, Minot, ND, United States, ND - North Dakota Center for Persons with Disabilities, UCEDD;
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This poster presentation will summarize the results of a pilot study testing the impact of engaging students with I/DD in using an online website to choose classess. The content reading level was structured to reduce cognitive demand using simplified language and photos. Opportunities to access the site will be available during the poster presentation.

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Classes and Activities in Which High School Students with Severe Disabilities are Included
Julia Snider, PhD Student, , Institute on Disability & Human Development, UCEDD/LEND
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This poster presentation focuses on findings from an ongoing study that surveys special educators on opportunities available to students with severe disabilities to participate and engage peers without disabilities. Findings serve as the basis for discussion of expanding inclusive opportunities for students with severe disabilities.


Autistic Perspectives on the High School Experience
Josephine Cuda, M.Ed., , Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND
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Autistic adolescent and young adult voices are ones that are underrepresented in literature, and yet, are the direct recipients of available secondary school supports. The analysis of semi-structured interviews conducted with current and recent high school graduates with ASD reveal themes concerning how peers, family, educators, and other service providers could have better supported their high school experience, as well as what they wish others knew about their ASD diagnosis.


Working Together to Build RENEW as an Evidence-Based Practice for High School Students with Emotional and Behavioral Challenges
Jesse Suter, PhD, Executive Director, Center on Disability & Community Inclusion, UCEDD
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Students with emotional and behavioral challenges succeed when they have teams working together to help them achieve their goals. So, it should be no surprise that the success of a research study about these students also takes a team. This presentation shares how two UCEDDs formed a team of researchers, trainers, and schools to evaluate the effectiveness of RENEW, a school-to-career transition planning process for high school students.

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