We would like to highlight all the wonderful breakout sessions available to participants at the Ohio Early Childhood Special Education Conference on June 3, 2016 at the Ohio Union located at The Ohio State University in Columbus. Because of the Ohio DEC’s partnership with the Ohio Department of Education and State Support Team, we have advocated for the use and alignment to the DEC Recommended Practices (RP) at this conference. Below you will find the list that includes the single all day session as well as the morning session speakers, titles, approvals and their alignments to DEC (2014) Recommended Practices (Available here: Free Download).
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| Image Credit: Division for Early Childhood (2015) |
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Speaker: Jim Flynn
Title: FLIP IT (Feelings, Limits, Inquiries, and Prompts) (ALL DAY SESSION)
Approvals: Ohio Approved
DEC RP Alignment
Environment (p. 8)
E1. Provide services and supports in natural and inclusive environments during daily routines and activities to promote the child’s access to and participation in learning experiences.
E3. Work with the family and other adults to modify and adapt the physical, social, and temporal environments to promote each child’s access to and participation in learning experiences.
Interactions (p. 13)
INT1. Practitioners promote the child’s social-emotional development by observing, interpreting, and responding contingently to the range of the child’s emotional expressions.
INT2. Practitioners promote the child’s social development by encouraging the child to initiate or sustain positive interactions with other children and adults during routines and activities through modeling, teaching, feedback, or other types of guided support.
INT5. Practitioners promote the child’s problem-solving behavior by observing, interpreting, and scaffolding in response to the child’s growing level of autonomy and self-regulation.
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Speakers: Jennifer Ottley & Alleiah Keeley
Approvals: Ohio Approved and Ohio Department of
Developmental Disabilities (DODD)
DEC RP Alignment
A9. Practitioners implement systematic ongoing assessment to identify learning targets, plan activities, and monitor the child’s progress to revise instruction as needed (p. 7).
E1. Practitioners provide services and supports in natural and inclusive environments during daily routines and activities to promote the child’s access to and participation in learning experiences.
E2. Practitioners consider Universal Design for Learning principles to create accessible environments.
E3. Practitioners work with the family and other adults to modify and adapt the physical, social, and temporal environments to promote each child’s access to and participation in learning experiences.
E4. Practitioners work with families and other adults to identify each child’s needs for assistive technology to promote access to and participation in learning experiences.
E5. Practitioners work with families and other adults to acquire or create appropriate assistive technology to promote each child’s access to and participation in learning experiences.
Family (p. 9)
F5. Practitioners support family functioning, promote family confidence and competence, and strengthen family-child relationships by acting in ways that recognize and build on family strengths and capacities.
F6. Practitioners engage the family in opportunities that support and strengthen parenting knowledge and skills and parenting competence and confidence in ways that are flexible, individualized, and tailored to the family’s preferences.
Instruction (p. 11-12)
INS6. Practitioners use systematic instructional strategies with fidelity to teach skills and to promote child engagement and learning.
INS7. Practitioners use explicit feedback and consequences to increase child engagement, play, and skills.
INS9. Practitioners use functional assessment and related prevention, promotion, and intervention strategies across environments to prevent and address challenging behavior.
INS13. Practitioners use coaching or consultation strategies with primary caregivers or other adults to facilitate positive adult child interactions and instruction intentionally designed to promote child learning and development.
Interaction (p. 13)
INT2. Practitioners promote the child’s social development by encouraging the child to initiate or
sustain positive interactions with other children and adults during routines and activities through
modeling, teaching, feedback, or other types of guided support.
Teaming and Collaboration (p. 14)
TC1. Practitioners representing multiple disciplines and families work together as a
team to plan and implement supports and services to meet the unique needs of
each child and family.
TC3. Practitioners use communication and group facilitation strategies to enhance
team functioning and interpersonal relationships with and among team
members.
TC4. Team members assist each other to discover and access community-based
services and other informal and formal resources to meet family-identified child
or family needs.
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Speakers: Lynn McCasland and Kelly Pack
Title: ______________________________
Speakers: Lynn McCasland and Kelly Pack
DEC RP Alignment
Leadership (p. 5-6)
L6. Leaders establish partnerships across levels (state to
local) and with their counterparts in other systems and agencies to create
coordinated and inclusive systems of services and supports.
L13. Leaders promote efficient and coordinated service
delivery for children and families by creating the conditions for practitioners
from multiple disciplines and the family to work together as a team.
______________________________
______________________________
Speaker: Rob Corso
The
Role of Leadership in Promoting Social Emotional Competence & Addressing
Challenging Behaviors
Approvals: Ohio Approved
DEC RP Alignment
Instruction (p. 11)
INS9. Practitioners use functional assessment and related prevention, promotion, and
intervention strategies across environments to prevent and address challenging
behavior.
Interaction (p. 13)
INT1. Practitioners promote the child’s social-emotional development by observing,
interpreting, and responding contingently to the range of the child’s emotional
expressions.
INT2. Practitioners promote the child’s social development by encouraging the child to initiate or sustain positive interactions with other children and adults during routines and activities through modeling, teaching, feedback, or other types of guided support.
INT5. Practitioners promote the child’s problem-solving behavior by observing,
interpreting, and scaffolding in response to the child’s growing level of
autonomy and self-regulation.
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| Image Credit: DEC (2015) |
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Speaker: Marla
Himmegar (Devereaux)
Building
Your Bounce: Caring for Those who Care for Children
Approvals: Ohio Approved and DODD
DEC RP Alignment
E1. Practitioners provide services and supports in natural and inclusive environments during daily routines and activities to promote the child’s access to and participation in learning experiences.
E2. Practitioners consider Universal Design for Learning principles to create accessible environments.
E3. Practitioners work with the family and other adults to modify and adapt the physical, social, and temporal environments to promote each child’s access to and participation in learning experiences.
Interaction (p. 13)
INT1. Practitioners promote the child’s social-emotional development by observing, interpreting, and responding contingently to the range of the child’s emotional expressions.
INT2. Practitioners promote the child’s social development by encouraging the child to initiate or sustain positive interactions with other children and adults during routines and activities through modeling, teaching, feedback, or other types of guided support.
INT5. Practitioners promote the child’s problem-solving behavior by observing, interpreting, and scaffolding in response to the child’s growing level of autonomy and self-regulation.
______________________________
______________________________
Speaker: Lynnette
White
the Big Idea?
Approvals: Ohio Approved
DEC RP Alignment
Leadership (p. 5-6)
L6. Leaders establish partnerships across levels (state to local) and with their counterparts in other systems and agencies to create coordinated and inclusive systems of services and supports.
L13. Leaders promote efficient and coordinated service delivery for children and families by creating the conditions for practitioners from multiple disciplines and the family to work together as a team.
Environment (p. 8)
E1. Practitioners provide services and supports in natural and inclusive environments during daily routines and activities to promote the child’s access to and participation in learning experiences.
E2. Practitioners consider Universal Design for Learning principles to create accessible environments.
E3. Practitioners work with the family and other adults to modify and adapt the physical, social, and temporal environments to promote each child’s access to and participation in learning experiences.
Interaction (p. 13)
INT1. Practitioners promote the child’s social-emotional development by observing, interpreting, and responding contingently to the range of the child’s emotional expressions.
INT2. Practitioners promote the child’s social development by encouraging the child to initiate or sustain positive interactions with other children and adults during routines and activities through modeling, teaching, feedback, or other types of guided support.
INT5. Practitioners promote the child’s problem-solving behavior by observing, interpreting, and scaffolding in response to the child’s growing level of autonomy and self-regulation.
______________________________
______________________________
Speakers: Judee Mulhollen
Attachment
and Relationships with Intentional Interactions
Approvals: Ohio Approved and DODD
Environment (p. 8)
E1. Practitioners provide services and supports in natural and inclusive environments during daily routines and activities to promote the child’s access to and participation in learning experiences.
E2. Practitioners consider Universal Design for Learning principles to create accessible environments.
E3. Practitioners work with the family and other adults to modify and adapt the physical, social, and temporal environments to promote each child’s access to and participation in learning experiences.
Interaction (p. 13)
INT1. Practitioners promote the child’s social-emotional development by observing, interpreting, and responding contingently to the range of the child’s emotional expressions.
INT2. Practitioners promote the child’s social development by encouraging the child to initiate or sustain positive interactions with other children and adults during routines and activities through modeling, teaching, feedback, or other types of guided support.
INT3. Practitioners promote the child’s communication development by observing, interpreting, responding contingently, and providing natural consequences for the child's verbal and non-verbal communication and by using language to label and expand on the child’s requests, needs, preferences, or interests.
INT4. Practitioners promote the child’s cognitive development by observing, interpreting, and responding intentionally to the child's exploration, play, and social activity by joining in and expanding on the child's focus, actions, and intent.
INT5. Practitioners promote the child’s problem-solving behavior by observing, interpreting, and scaffolding in response to the child’s growing level of autonomy and self-regulation.
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A
{R}evolutionary Approach to Inclusion in an Age of Accountability
Approvals: Ohio Approved
Instruction (p. 11)
INS1. Practitioners, with the family, identify each child's strengths, preferences, and interests to engage the child in active learning.
INS2. Practitioners, with the family, identify skills to target for instruction that help a child become adaptive, competent, socially connected, and engaged and that promote learning in natural and inclusive environments.
INS4. Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines.
INS5. Practitioners embed instruction within and across routines, activities, and environments to provide contextually relevant learning opportunities.
INS6. Practitioners use systematic instructional strategies with fidelity to teach skills and to promote child engagement and learning.
INS7. Practitioners use explicit feedback and consequences to increase child engagement, play, and skills.
Interaction (p. 13)
INT1. Practitioners promote the child’s social-emotional development by observing, interpreting, and responding contingently to the range of the child’s emotional expressions.
INT2. Practitioners promote the child’s social development by encouraging the child to initiate or sustain positive interactions with other children and adults during routines and activities through modeling, teaching, feedback, or other types of guided support.
INT3. Practitioners promote the child’s communication development by observing, interpreting, responding contingently, and providing natural consequences for the child's verbal and non-verbal communication and by using language to label and expand on the child’s requests, needs, preferences, or interests.
INT4. Practitioners promote the child’s cognitive development by observing, interpreting, and responding intentionally to the child's exploration, play, and social activity by joining in and expanding on the child's focus, actions, and intent.
INT5. Practitioners promote the child’s problem-solving behavior by observing, interpreting, and scaffolding in response to the child’s growing level of autonomy and self-regulation.
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______________________________
______________________________
Speaker:
Title:
Realizing the Promise of Inclusion through Effective Collaboration |
| Image Credit: DEC (2015) |
DEC RP Alignment
E1. Practitioners provide services and supports in natural and inclusive environments during daily routines and activities to promote the child’s access to and participation in learning experiences.
E2. Practitioners consider Universal Design for Learning principles to create accessible environments.
E3. Practitioners work with the family and other adults to modify and adapt the physical, social, and temporal environments to promote each child’s access to and participation in learning experiences.
E4. Practitioners work with families and other adults to identify each child’s needs for assistive technology to promote access to and participation in learning experiences.
E5. Practitioners work with families and other adults to acquire or create appropriate assistive technology to promote each child’s access to and participation in learning experiences.
Instruction (p. 11)
INS1. Practitioners, with the family, identify each child's strengths, preferences, and interests to engage the child in active learning.
INS2. Practitioners, with the family, identify skills to target for instruction that help a child become adaptive, competent, socially connected, and engaged and that promote learning in natural and inclusive environments.
INS4. Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines.
INS5. Practitioners embed instruction within and across routines, activities, and environments to provide contextually relevant learning opportunities.
INS6. Practitioners use systematic instructional strategies with fidelity to teach skills and to promote child engagement and learning.
INS7. Practitioners use explicit feedback and consequences to increase child engagement, play, and skills.
INS9. Practitioners use functional assessment and related prevention, promotion, and
intervention strategies across environments to prevent and address challenging
behavior.
Teaming and Collaboration (p. 14)
TC2. Practitioners and families work together as a team to systematically and regularly
exchange expertise, knowledge, and information to build team capacity and
jointly solve problems, plan, and implement interventions.
TC4. Team members assist each other to discover and access community-based
services and other informal and formal resources to meet family-identified child
or family needs.
Stay tuned for more conference alignments to the DEC Recommended Practices this week!
Division for Early Childhood. (2014). DEC recommended
practices in early intervention/early childhood special education 2014.
Retrieved from http://www.dec-sped.org/recommendedpractices
