Updated on 3/8/2011 9:06:58 AM.
Source: Vanderbilt Kennedy Center
The 2011 Division of College & Career Readiness Annual Special Education Conference took place on February 23-25 in Nashville, Tennessee, at the Gaylord Opryland Resort & Convention Center. Vanderbilt Kennedy Center faculty, staff, and students delivered presentations and led breakout sessions at the conference and also during the pre-conference Third Annual Transition Summit.
For more detailed information on Vanderbilt Kennedy Center representation at the conference, see the list below. Vanderbilt Kennedy Center affiliated presenters are denoted by an asterisk (*).
Lynn Fuchs, Ph.D.*, Nicholas Hobbs Professor of Special Education and Human Development, Vanderbilt University
The Power and Limitations of Math RTI
With more rigorous standards in place and the Report Card out, now is a good time to focus on math. Fuchs spoke to both the power and the limitation of RTI Math and discussed its implications for the identification of learning disabilities.
James Fox, Professor & Director and Leia Blevins, Associate Director, East TN State University Positive Behavior Support Initiative; Tara C. Moore, Director, University of Tennessee Knoxville Connections for Education OUTReach,; Amy Gwilt, Senior Coordinator and Richard Bumbalough, Coordinator, Tennessee Tech University Positive Behavior Support & Inclusion; Kathleen Lynne Lane*, Primary Investigator and Wendy Oakes, Project Director, Vanderbilt University Project Support & Include; Zaf Khan, Assistant Professor, Middle Tennessee State University PBSI & Inclusion Project; Paula Brownyard, Instructor of Education & School Head, Lambuth University; and Sara Bicard, Principal Investigator, University of Memphis The West Tennessee RISE Project
This presentation provided information about how Tennessee schools can access and partner with Tennessee’s Positive Behavior Support Initiative Projects located in each area of the state. Presenters gave an overview of their projects and services and led a discussion of recent advances in how to integrate instruction and behavior intervention in a three tiered approach to improve student behavior, academic achievement and inclusion of students with disabilities in the general curriculum.
Megan Hart*, Education & Training Coordinator, and Alexander Santana*, Multicultural Program Coordinator, Tennessee Disability Pathfinder
Tennessee Disability Pathfinder is a statewide project of the Vanderbilt Kennedy Center and the Tennessee Council on Developmental Disabilities that includes: information and referral services provided through a bilingual phone helpline, a Multicultural Outreach Program, a community training program, and an internet community of local, state, and national resources. Information provided included practical tips on accessing disability resources for multicultural students and those experiencing transitions in education.
Carolyn Hughes*, Professor of Special Education, Vanderbilt University; Nicolette Brigham*,Director of Outreach, TRIAD; and Joseph Cosgriff, Rebekah Bernstein, Michaela Boykin, Kathryn Germer, Lauren Kaplan, and Caitlin Reilly, Graduate Assistants
Presenters described their innovative program for teaching social interaction skills to high-functioning high school students with autism and their general education peers. Social skills instructors are high school students with high-incidence disabilities. Conversational partners are members of the high school’s football and softball teams. The students with autism use communication cards to introduce conversational topics to their peers. Presenters described program strategies and results followed by an interactive discussion that allowed audience members to share their input and experiences with similar programs.
Kathleen Lynne Lane*, Associate Professor of Special Education; Wendy P. Oakes, Research Associate; Abbie Jenkins and Alison Harlan, Project Coordinator, Students, Vanderbilt University
Presenters provided an overview of comprehensive, integrated three-tiered models of prevention. They provided three illustrations of how to use school-wide data collected as part of regular school practices to identify and support students who are nonresponsive to primary (Tier 1) prevention efforts.
Liz Fussell, Program Director, and Crystal Godwin, Self-Determination Trainer, University of Tennessee, Knoxville; Tammy Day*, Next Steps at Vanderbilt; Rachel Pearson*, Next Steps at Vanderbilt student
Expectations of students and educators have increased. Tools for success are inevitable for students to be empowered to plan and implement goals that will prepare them to enter postsecondary education or the workforce after high school. It is never too early to start planning. Let’s equip students with decision making and problem solving skills, community connections and networks, career development, and skills training.
Jan Rosemergy can answer your media-related questions or help connect you to one of our science or disability professionals.
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