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AUCD - Poster Symposium 1B: Education: K-12

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Monday, November 18, 2019 10:15 AM - 11:30 AM

Location: Congressional B

Session Description

All posters for the AUCD Conference will be presented throughout Monday and Tuesday 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 available electronically in the conference app and linked below.


An Interdisciplinary Training Model for Educators: Inclusive Strategies for Students with Sensory Needs
Lisa Jade, School Psychology, , The Maine LEND Program

This poster provides summary of the training program and resource guid created and implemented by Maine LEND trainees at an elementary school on the Passamaquoddy reservation in Maine, the experiences of LEND trainees as they collaborated to build this program, and program evaluation results.

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Examining the Experiences of General Education Teachers Including Students with Autism Spectrum Disorders
Danielle Christy, MA, LEP # 3165, Licensed Educational Psychologist

We conducted focus groups with General education teachers who include students w/ASD to better understand their experiences and use of evidence based practices.​ As previous research has demonstrated, teacher attitudes, knowledge, and resources affect outcomes for inclusion. After reviewing themes identified through our focus groups, we concluded that Classroom Pivotal Response Training and Universal Design for Learning hold great promise as tools for training general education teachers.

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Stethoscopes and NO. 2 Pencils: A School Success Clinic Model
Michelle Curtin, DO FAAP, Dr., Riley Child Development Center - Indiana University, LEND

The proposed poster will outline the development and preliminary information on impact of a novel clinic model initiated to address the complex medical-educational needs of children across the state of Indiana. Team include developmental-behavioral pediatrician, child psychologist, and special education teacher; community partners include IN Department of Education and educational advocacy group IN*Source. Future steps include outpatient school program track development and a triage tool for medical teams.

Utilizing Transition Students for the NCI and NCI-AD Surveys: Gaining Valuable Skills for College and Employment
Rachel Ray, M.A., Assistant Professor, Munroe-Meyer Institute of Genetics & Rehabilitation, UCEDD/LEND

The NE UCEDD partnered with the Westside Community School District's transition program to design a work-based training program for transition students to support the Nebraska NCI and NCI-AD survey project. Students participated in trainings and worked in an integrated setting on a college campus preparing mailings and entering data.

A needs assessment of how certified health teachers in CT include students who receive special education services in their classes
Tara Lutz, PhD, MPH, CHES, Training Director, A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND

Data from the Connecticut State Department of Education (CSDE) indicate that for 2017-2018, 14% of students in grades K-12 received special education services. This study will gather data from Connecticut certified health teachers from the 2018-2019 to better understand if and how students who receive special education services are included in health, the strategies used, and the training teachers have received to include them and to adapt curriculum.

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Universal Design for Learning: Intersections between Inclusive Education and Neurodiversity
Susan Zimmermann, PhD, , Institute on Disability, UCEDD

This poster provides an overview of the historical and political contexts of Universal Design for Learning (UDL) and illustrates how this educational framework relates to the concepts of neurodiversity and inclusive education.

Out-of-School Time: Possibilities for Inclusion
Shannon Haley-Mize, Ph.D., Associate Professor of Education, Elizabethtown College

This poster reviews current rates of participation by students with disabilities in out-of-school (OST) time opportunities and outlines necessary steps to changing the low rates of inclusion. In addition, the benefits of increasing rates of participation with improved access are presented.

Inclusive PeaceJam at Elizabethtown College
Shannon Haley-Mize, Ph.D., Associate Professor of Education, Elizabethtown College

This poster presents an overview of the Inclusive PeaceJam after school program at Elizabethtown College. The components of the program are outlined. Qualitative data on the impact of an inclusive after school program, study of peace making and conflict resolution skills, and design of a unique service project on middle school participants is examined.

Strengthening Educator Self-Efficacy through an Autism ECHO Tele-Mentoring Model
Valerie Smith, MS Human Development, Program Manager, Strong Center for Developmental Disabilities, UCEDD/LEND

This presentation describes a tele-mentoring program utilizing the Project ECHO model aimed to increase capacity for supporting students with ASD in resource-scarce educational contexts. Project structure and measures of perceived efficacy will be shared.

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Language skills in Bilingual English-Spanish Children with Language Impairment
Maria Valicenti-McDermott, MD MS, , Rose F. Kennedy Center, UCEDD/LEND

This study assessed language skills and co-morbid factors in children with language impairment, evaluated in an urban, ethnically diverse UCEDD center. Bilingual English Spanish children had few differences with monolingual English children, but overall skills were not worse. Children with language impairment with accompanying learning disabilities in reading presented poorer language skills. More research in this area is needed.

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School Kits for Students with Developmental Disabilities
Debora Downey, PhD, Speech-Language Pathologist, Center for Disabilities and Development, UCEDD/LEND

A toolkit was created in collaboration with LEND healthcare students from a variety of disciplines to provide information and tips relating to student with disabilities health and educational needs. The toolkit serves a single resource for parents and educators outlining information: about common characteristics of a variety of given disorders, materials for supporting students in the classroom, and resources to help parents assist students during transition into the classroom.

Alternative schooling options for students with disabilities - homeschooling, flexi-schooling and virtual schooling
Hamida Jinnah, PhD, Associate Research Faculty, Institute on Human Development and Disability, UCEDD

Qualitative study to understand the experiences of families who use alternative forms of schooling including homeschooling, flexi-schooling (instruction at home and school) and online public schools (virtual schools) which are increasingly becoming the school of choice for youth with disabilities, especially low incidence disabilities and those on the spectrum.

Impacts of Suspension Bans and Reduction
C. Nadine Forrester, M.Ed., , Kennedy Krieger Institute, UCEDD/LEND

There are currently no federal laws specifically limiting school suspensions or expulsions, with the exception of protections that are established for students with disabilities under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and civil rights laws guarding against discrimination. This research explores the impacts of a recent influx in states and school districts instituting suspension bans- particularly for younger students.

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