JUNE 24 & 25files.ctctcdn.com/1f71d02b001/59934dc7-74a9-47c1-9f38-f... · 2015. 6. 17. ·...

NJCIE’S 13th Annual Summer Inclusion Conference

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Sowing Seeds

for of Inclusive Education

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JUNE 24 & 25

Presenting the must-attend event for every New Jersey parent, general & special education teacher, professional & administrator who desires up-to-date information and hands-on strategies to make inclusive best practices work for ALL students CULTIVATING GROWTH: Sowing Seeds of Inclusive Education for ALL is THE ONLY comprehensive New Jersey conference focused solely on inclusive education with practical experience in how to make multi-ability classrooms work for ALL.

National Presenters: Dr. Julie Causton Dr. Patrick Schwarz Betsy Smith

Among Our NJ Presenters: Tracy Amerman, Daniel Baker, Paul Barbato Rhonda Bondie, Justin Cahna, Perkie Cannon, Diane Giannola, Elizabeth Erwin, Priya Lalvani, Sue Goldman, Michelle Lockwood, Ruth Lowenkron, Christopher Shamburg, David Smith, Karen Umstead, Jamie Zibulsky

MEd in Inclusive Education

The 36-credit MEd in Inclusive Education is designed for

candidates who are certified in Early Childhood (P-3) or Elementary

Education (K-5) and want to obtain both the Teacher of Students

with Disabilities (TSD) certification AND a master’s degree in

Inclusive Education. Candidates select one of the following three

degree concentrations, based upon their initial certification:

• Early Childhood (P-3)/TSD concentration

• Early Childhood (P-3)/TSD, Autism concentration in collaboration

with Montclair State’s Center for Autism and Early Childhood

Mental Health

• Elementary Education (K-5)/TSD concentration

Upon completion of the program, our graduates are well-

prepared to work with students with disabilities and their families

as early childhood or elementary teachers, inclusion facilitators,

home-based early intervention specialists and educational

consultants.

For more information: Please call 973-655-5407

or email [email protected]

Center for Autism and Early Childhood Mental Health

Models of Autism Intervention (DMAI) preparing educators,

early interventionists, preschool staff, mental health

practitioners, OTs, PTs, SLPs and allied health professionals to

work with children with autism and their families in schools and

other settings.

Health (IECMH) offering professionals in the areas of early

intervention, infant and early childhood programs, education,

psychology, counseling, social work, pediatrics, nursing and

physical, social, emotional and cognitive development of the

• Consultation Services for Schools and Early Childhood Settings

supporting inclusion and infant and early childhood mental health.

For more information: Please call 973-655-6685 or email

[email protected]

1 Normal Avenue | Montclair, NJ 07043 | 973-655-4000 | montclair.edu

Programs in Inclusive Education

COLLEGE OF EDUCATION AND HUMAN SERVICES

cultivating

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ALL

to New Jersey’s 13th Annual Summer Inclusion Conference, Presented by the New Jersey Coali�on for Inclusive Educa�on (NJCIE)

At a �me of renewed a�en�on & commitment to inclusive educa�on in New Jersey, NJCIE’s Summer Inclusion Conference provides the skills, informa�on & applicable strategies for success. Conference presenters are teachers, administrators, higher educa�on faculty, parents & consultants with hands-on inclusion-based educa�on experience who are interested in sharing ideas on school performance, improving instruc�on, & modifying curriculum to help shed light on prac�ces to grow high quali-ty educa�on for ALL students.

A word about our organiza�on: NJCIE, a nonprofit organiza�on, began as a grass-roots effort of parents and professionals in the early 1990s to advocate for the inclu-sion of children with disabili�es alongside their nondisabled peers in neighborhood schools and classrooms across the state.

This conference is an effort to support meaningful inclusion and our desire to cul�-vate the growth of ALL; educators who feel competent and comfortable, parents who feel respected as collaborators and administrators to assist their staff in learning skills to support mul�-ability classrooms.

Today, NJCIE’s ac�vi�es are tailored to use mul�ple avenues to change percep�ons and prac�ces around inclusion. We bring people from different roles and organiza-�ons together to develop resources and plan change. NJCIE provides on-site training, on-going consulta�on and technical assistance to schools in inclusive prac�ces. We also support parents by providing informa�on, consulta�on and mentoring. For more informa�on on NJCIE’s resources, training, ac�vi�es and ways to become involved, visit h�p://njcie.org or call 732-613-0400.

Crea�ng bright futures for children with disabili�es through inclusive educa�on

Welcome

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8:00—8:40 Check-In & Breakfast

8:40—9:20 Welcome & Keynote

9:20—10:50 Plenary Session

11:00—12:30 A.M. Workshops

12:30—1:20 Lunch

1:30—3:00 P.M. Workshops

program:

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Welcome from NJCIE

Program, Contents, Recogni�on Conference Partners & Supporters

Wed. Keynote & Plenary Session

Wed. Workshops

Thurs. Keynote & Plenary Session

Thurs. Workshops

contents:

NJCIE’s Inclusion Matters! 2015 Poster Contest Exhibit: Pick up your FREE 16” x 20” poster

Conference Vendors: Displaying the newest resources & innovative products available

visit:

recognition:

CONFERENCE PRESENTED & COORDINATED BY:

New Jersey Coali�on for Inclusive Educa�on (NJCIE)

UNIVERSITY PARTNER: Montclair State University, Center for Au�sm and Early Childhood Mental Health and the College of Educa�on and Human Services, Department of Early Childhood, Elementary and Literacy Graduate Programs in Inclusive Educa�on

DISTRICT PARTNERS: Irvington Public Schools and Roselle Public Schools

CONFERENCE CO-SPONSORS: New Jersey Educa�on Associa�on (NJEA); New Jersey Department of Educa�on–Office of Special Educa�on Programs (NJDOE-OSEP); John J. & Rose Cali Family Founda�on, Inc.

CONTRIBUTING SPONSORS: Advancing Opportuni�es; North Jersey Special Educa�on Administrators Associa�on, (NJSEAA); and Statewide Parent Advocacy Network (SPAN)

SUPPORTING SPONSORS: Arc of New Jersey; New Jersey Associa�on of School Psychologists (NJASP); and New Jersey Associa�on of Speech Language Specialists (NJASLS)

Tracy Amerman Daniel Baker Paul Barbato Barry Barbarasch Beth Barbarasch Rhonda Bondie Fred Buglione Julian Canha Jus�n Canha Perkie Cannon Corinne Catalano Linda Carmona-Bell Diane Casale-Giannola Julie Causton MaryAnn Compare�o Tammy Cordwell Noah Coston Elizabeth Erwin

Sue Goldman Bernade�e Gismonde Fagie Greenberg Barbara Gruber Jill Haas Elizabeth Halloran-

Tornquist Toby Karten Millicent Kellner Priya Lalvani Brian Latwis Bradford Lerman John Les�no Erin Leuthold Heather Lilly Michelle Lockwood Ruth Lowenkron Dawn Monaco

Diana Neri Udoka Nwigwe David Reisenfeld Chris�e Robinson Connie Salimbeno Patrick Schwarz Chris Shamburg Susana Silva Betsy Smith David Smith Todd Smith Virginia S�llson Fred Tchang Karen Umstead Jeane�e VanHouten Jaime Zibulsky Diamond Zucche�

KEYNOTE, PLENARY & WORKSHOP PRESENTERS:

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Wednesday Keynote

The One to Watch: An Inspira�onal Story of Success Decades ago, Betsy Smith, a young girl with Down syndrome, was one of the first chil-dren in New Jersey to be included in general educa�on. It was an educa�onal journey which would bloom with results unpredicted by most. Propelled by a strong support system and faith, Ms. Smith has achieved a long list of accomplishments. Betsy and her brother Todd, a NJ teacher who welcomes and supports students with disabili�es in his classrooms, will share the importance of promise and the significance a general educa-�on se�ng affords to ALL. PPresenters: Betsy Smith, Na�onal Presenter and Todd Smith, 6th Grade Science Teacher, Renaissance Middle School, Montclair Outcomes: As a result of this presenta�on, a�endees will be able to: 1) build insight on steps that promote excellence through inclusive educa�on 2) describe the benefits and rewards of inclusive educa�on 3) recognize that the presump�on of competence supports real growth

Wednesday Plenary Session

Crea�ng & Maintaining Inclusive Schools for ALL

This interac�ve session is a must for any teacher, administrator, parent or CSE director who is working to create more inclusive schools, or wishes to do so. Filled with useful ideas and strategies, this workshop will cover HOW to create inclusive schools from the district to the classroom level, to the student level. This presenter has worked to reform dozens of schools across the country to become more inclusive, and these inclusive efforts have yielded drama�c achievement results for students with and without disa-bili�es. All of these results will be shared and much more. Let’s come together to make our inclusive dreams a reality. Na�onal Presenter: Dr. Julie Causton, Associate Professor, Inclusive and Special Educa-�on Program in the Department of Teaching and Leadership, Syracuse University Outcomes: As a result of this presenta�on, a�endees will be able to: 1) iden�fy components of inclusive classrooms 2) share research on inclusive schooling with others 3) iden�fy ways to make their schools and classrooms more inclusive

______ Wednesday Morning Session:

A Balanced Literacy Approach & Using the Common Core Standards (Grades 3-5) Research has shown that balanced literacy instruc�on is most effec�ve in teaching literacy skills to all children. In this work-shop the presenter will demonstrate prov-en strategies that can be easily imple-mented in an inclusive classroom. Ac�vi-�es focus on differen�a�ng instruc�on to provide maximum access to the Common Core and general educa�on curriculum for all children. Presenter: David Smith, M.Ed., Teacher, Cherry Hill Public Schools Outcomes: As a result of this presenta�on, a�endees will be able to: 1) create lessons and ac�vi�es to reach

an array of diverse learners 2) explain the importance of a balanced

literacy program in an inclusive class-room

3) explore the Common Core Standards to incorporate them in daily prac�ce for students with mild disabili�es

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Presenters: Barry Barbarasch, Ed.D., NCSP, School Psychologist, Adjunct Professor in the School of Psychology Programs of Rowan University and Philadelphia College of Osteopathic Medicine; Beth Bar-barasch, PsyD., NCSP, School Psychologist, Piscataway Public Schools; John Les�no, MA., LPC, School Psychologist, Edgewater Park Public Schools, Adjunct Professor in the School of Psychology Program, Phila-delphia College of Osteopathic Medicine Outcomes: As a result of this presenta�on, a�endees will be able to: 1) acquire an understanding of the fac-

tors to consider when developing an inclusion program

2) learn the steps necessary to imple-ment an inclusion program

3) describe the roles school psycholo-gists and other support staff can play in implementing and supporting inclu-sion programs

4) name specific evidence based inter-ven�ons that have been found to be effec�ve in inclusion programs


Au�sm: Teaching Core Subject Areas & Integra�ng Social & Behavior Supports After a brief overview of autism, this workshop session will present partici-pants with the opportunity to learn strengths and weaknesses in specific academic areas such as reading, writing, and math and techniques to address these common problems. Ways to inte-grate behavioral and socials supports will also be discussed. Presenter: Karen Umstead, M.Ed., Board Cer�fied Behavior Analyst, Director, Beau-�ful Minds of Princeton Outcomes: As a result of this presenta�on, a�endees will be able to: 1) iden�fy and develop an understand-

ing of the common issues in academic areas related to students with au�sm spectrum disorders (e.g. abstract reasoning, independent wri�ng)

2) label and discuss teaching strategies and modifica�ons that can be specifi-cally used in reading and wri�ng

3) label and discuss teaching strategies and modifica�ons that can be specifi-cally used in math, science and social studies


Best Prac�ces in Developing & Implemen�ng Inclusion Programs in Public Schools This workshop session will describe fac-tors to be considered when developing an inclusion program, and the dynamics as they relate to students, teachers, parents, administrators and school climate. The role of school psychologists and other support personnel will be defined and discussed. We will examine the necessary components for developing successful inclusive educa�on programs including teacher prepara�on, collabora�on and co-teaching, universal design for learning (UDL), assis�ve technology (AT), and differen�ated instruc�on. Tips for school personnel, the role of parents in the de-velopment of inclusive educa�on pro-grams, as well as the need to understand key laws regarding students with disabili-�es will be reviewed. The workshop shall close with a discussion on the benefits and challenges of implemen�ng an inclusive educa�on program and how best to make it work for all.

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students they support 2) compare the many aspects of coach-

ing to the roles and responsibili�es of paraprofessionals

3) apply tenets of effec�ve coaching that paraprofessionals can employ with students they support


“Play...Don’t Stay Away”: Teaching Cri�cal Thinking about Disability In/Exclusion & Social Change This workshop aims to help educators learn how to develop cri�cal inquiry groups in which students explore the na-ture of ableism, in/exclusion and commu-nity belongingness. Through self-directed and guided learning ac�vi�es in elemen-tary or middle school classrooms, students in these inquiry groups examine the his-torical roots of disability discrimina�on and understand their own role in crea�ng inclusive schools and socie�es. PPresenter: Priya Lalvani, Ph.D., Assistant Professor in Inclusive Educa�on, Montclair State University Outcomes: As a result of this presenta�on, a�endees will be able to: 1) understand the importance of teach-

ing about the historical and current contexts of disability discrimina�on or ableism in their classrooms

2) learn strategies to guide students in analy�c thinking about the nature of in/exclusion, and community mem-bership, and about their own role as agents of social change

3) learn strategies for increasing social integra�on between students with and without disabili�es in schools and for the establishment of sup-por�ve peer networks


Collabora�ve Efforts: Differen�a�ng Instruc�on to Simultaneously Support Recep�ve Language & Reading Comprehen-sion of a Child Diagnosed with ASD Many young children diagnosed with Au-�sm Spectrum Disorder (ASD) present with recep�ve language as well as reading comprehension challenges. Rather than work on these in isola�on, teachers and speech and language therapists can col-laborate to support each other and the child. We will discuss how this requires administra�ve support, planning �me and flexibility by examining a case study. We will review how Universal Design for Learning (UDL) can guide collabora�on and strategy development. Presenters: Corinne Catalano, M.A., School Psychologist and Assistant Director for Consulta�on Services, Montclair State University Center for Au�sm and Early Childhood Mental Health and Connie Sal-imbeno, M.A., LDTC, Director Special Ser-vices, West Orange Public Schools Outcomes: As a result of this presenta�on, a�endees will be able to: 1) understand ways to facilitate team

collabora�on 2) apply the principles of UDL when

planning to differen�ate instruc�on 3) create strategies to support recep�ve

language and reading comprehen-sion for children with ASD and devel-opmental delays


Meet & Greet with Dr. Julie Causton - Designed for Parents, Educators Welcome Get inspired, feel empowered; an oppor-tunity for parents of students with disabili-ties to explore with Dr. Causton imaginative, innovative, and collaborative approaches to the challenges faced when including their child in a general education classroom. National Presenter: Dr. Julie Causton, Asso-ciate Professor, Inclusive and Special Educa-tion Program in the Department of Teach-ing and Leadership, Syracuse University


Paraprofessionals as Coaches: 10 Secrets to Fostering Student Independence, Advocacy, & High Performance This workshop will focus on the important role of the paraprofessional in suppor�ng students in maximizing their independ-ence, advocacy, and academic and social performance. This session is for school personnel and parents who work closely with students who u�lize a paraprofes-sional for support. Presenters: Tracy Amerman, Ed.D., Chris-topher Shamburg, Ed.D., Professors, New Jersey City University Outcomes: As a result of this presenta�on, a�endees will be able to: 1) iden�fy post-secondary goals for

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Suppor�ng Wri�ng & Reading with Google Chrome This workshop will explore apps and ex-tensions available in Google Chrome that will support students who struggle with reading and / or wri�ng. Select Chrome extensions and apps that support cri�cal reading skills, including gathering evi-dence and note-taking, will be demon-strated. Presenters: Fred Tchang, ATP, and RESNA cer�fied Assis�ve Technology Prac��oner, AT Specialist & Director of Assis�ve Tech-nology Services and Tammy Cordwell, M.S., Assis�ve Technology Specialist, Ad-vancing Opportuni�es Outcomes: As a result of this presenta�on, a�endees will be able to: 1) use technology to support all stu-

dents to succeed in literacy including fluency, comprehension and study skills

2) develop a basic understanding of UDL and apps that support this concept in Google Chrome

3) iden�fy tools that support wri�ng, including word predic�on and note-taking tools

______ Wednesday A�ernoon Session:

Children with Disabili�es WILL be Included in New Jersey! This session will highlight the settlement in Disability Rights New Jersey v. New Jersey Department of Education, (NJDOE), outlin-ing the settlement provisions and advising how parents and other advocates can bene-fit from the settlement and what they can do to support inclusion advocacy in their districts and statewide. The session will also introduce the Inclusion Campaign, including


School Climate & Its Effect on Inclusive Se�ngs School climate has a profound impact on teachers and students. Positive school climates have been associated with high academic achievement, caring relation-ships, parental involvement, and a sense of belonging and positive behaviors. These many variables that define a positive school climate are what educational leaders strive to achieve. However, there is gap between school climate research and policy and practice. Many schools recognize the steps needed to accomplish a positive school climate, but fail to put them into prac-tice. The overall goal for all schools is to promote a healthy school environment in which everyone feels safe, is conducive to learning, and where everyone can achieve success. In this workshop we will examine the importance of supporting a strong inclusive setting, and its contribution to a healthy school climate. Variables that con-stitute a positive school climate and the strategies for their successful implementa-tion will be reviewed. Presenter: Udoka Nwigwe, M.A. Educa-�onal Psychology, B.S. Psychology, Posi-�ve Behavior Support Specialist, NJCIE Outcomes: As a result of this presenta�on, a�endees will be able to: 1) understand the importance of a

healthy school environment 2) understand how everyone within the

school se�ng can contribute to a healthy school environment

3) define steps needed to achieve a healthy school environment

4) understand how a strong inclusive environment relates and contributes to a healthy school environment


Supporting Students with Disabili-ties & Behavior Challenges through the Behavior Educa�on Program: Check In-Check Out The Behavior Educa�on Program, Check In, Check Out (CICO), is a �ered interven-�on approach. This workshop will discuss the founda�ons of posi�ve behavior sup-ports and func�on-based problem solving in the development of CICO. Workshop par�cipants will learn the essen�al com-ponents of CICO including using an indi-vidual or systems approach, teacher feed-back, parental involvement and the use of data to monitor progress. Presenter: Perkie Cannon, M.Ed., M.A.T., County Supervisor of Child Study for NJDOE Outcomes: As a result of this presenta�on, a�endees will be able to: 1) understand the applica�on of func-

�on-based problem solving process in developing posi�ve behavior sup-ports including CICO

2) iden�fy students who may be appro-priate for this interven�on

3) identify the key components for es-tablishing, implementing and progress monitoring of Check In, Check Out (i.e. The Behavior Education Program)

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istra�on and other school personnel. Prac�cal strategies to create an encourag-ing and op�mis�c learning environment will be explored. PPresenters: Jill Haas, M.A. School Counsel-ing, B.A. Dual Cer�fica�on Elementary/Special Educa�on, Fagie Greenberg, M.A. Special Educa�on, B.A. History, Special Educa�on, and Susana Silva, M.A. Educa-�on, B.A. Special Educa�on, Inclusive Edu-ca�on Teachers, Grades 1- 4, Roselle Pub-lic Schools Outcomes: As a result of this presenta�on, a�endees will be able to: 1) employ posi�ve language within the

classroom to empower students to believe in themselves and succeed

2) explain how to create a posi�ve learning environment within the classroom by breaking down instruc-�on to ensure that the needs of all students are addressed

3) discuss how to apply posi�ve based language strategies to foster posi�ve rapports with all members of the learning community (i.e. parents, CST members, administra�on, and other school personnel)

4) design a Posi�ve Based Language Strategies plan

the campaign’s website and video. Presenter: Ruth Lowenkron, Esq., Senior Staff Attorney, Disability Rights New Jersey Outcomes: As a result of this presenta�on, a�endees will be able to: 1) understand the terms of the se�le-

ment in Disability Rights NJ v. NJDOE 2) enable their children to directly ben-

efit from the se�lement provisions in Disability Rights NJ v. NJDOE

3) take an ac�ve role in the statewide advocacy to ensure that all children with disabili�es are included in gen-eral educa�on


Connec�ng the Common Core to Your Inclusive Classroom Today’s Common Core State Standards (CCSS) are intended to provide all stu-dents with the knowledge and skills to achieve successful postsecondary out-comes. This interactive workshop of-fers educators, related staff, and fami-lies the inclusion strategies to assist, challenge, and enrich learners with diverse abilities. Collaboratively, we will evaluate and connect to student strengths and levels, while honoring the rigor of the ELA and Mathematics con-tent standards.

Presenter: Toby J. Karten, M.S., Adjunct Professor, Monmouth University, Author, Inclusion Specialist and two �me recipient of the NJ Department of Educa�on’s “Teacher of the Year” Award Outcomes: As a result of this presenta�on, a�endees will be able to: 1) analyze how to connect the anchor,

prac�ce, and grade-level CCSS stand-ards with the inclusion strategies to achieve individual students and whole class successes

2) collabora�vely explore baseline, advancing, and more challenging assignments for students with and without IEPs

3) differen�ate the planning and lessons with individual learner profiles and UDL approaches that support and enrich learners

4) evaluate real-life collabora�ve CCSS applica�ons with staff, students, and families that prepare learners to achieve successful post-secondary outcomes


Empowering Language Based Learn-ing - Instructional Strategies to Assist Student Learning in the Classroom This workshop will focus on the use of empowering language based learning to foster self-assured and empowered stu-dents who believe in their ability to suc-ceed. We will discuss the importance of crea�ng a posi�ve learning environment while differen�a�ng instruc�on to ensure the needs of all learners are met. A key factor to the success of student learning in the classroom is the rapport between all members of the learning community in-cluding parents, CST members, admin-

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School Transforma�on - Improving Student Outcomes This presenta�on will provide a case study on how an urban high school with a 60% Title One rate, 47% gradua�on rate, and high number of students in self-contained classes transformed to boas�ng an 87% gradua�on rate and becoming an all-inclusive, all of the �me, se�ng. This round table discussion will feature three members of the team and will include a review of the scheduling, programming, and instruc�onal choices that were made along the way. Presenters: Noah Coston, M.S., History Teacher, Kalamazoo, Michigan, former

Special Educator, New York City; Fred Buglione, M.A., M.Ed., President and CEO, NJCIE; and David Reisenfeld, M.Ed., AP/Instruc�onal Leader, New York City Outcomes: As a result of this presenta�on, a�endees will be able to: 1) iden�fy key areas of change in sched-

uling and programming 2) iden�fy key student data points that

illuminate poten�al problem areas 3) iden�fy aspects of their program that

could be improved based on the informa�on presented


Homework Without Drama Homework has conven�onally been con-sidered to be an important ingredient in academic success by educators and par-ents alike. However, homework can be especially challenging and frustra�ng for students with disabili�es and their fami-lies. This presenta�on will highlight free and low cost assis�ve technology tools that can be used at home to provide sup-port and increase independence in com-ple�on of homework while reducing stress and anxiety. Presenter: Jeanne�e Van Houten, M.Ed., ATP, RESNA Cer�fied Assis�ve Technology Prac��oner, Assis�ve Technology Special-ist, Advancing Opportuni�es Outcomes: As a result of this presenta�on, a�endees will be able to: 1) evaluate tools to support students in

comple�ng homework 2) list 3 ways students can complete a

wri�en assignment using assis�ve technology

3) design homework scaffolds for stu-dents to complete their homework


Oh Behave! Class-wide Behavior Assessment & Interven�on How can you assess your classroom and decide upon a plan that works for ALL students? Without managing student’s behavior in the classroom, learning cannot take place. Several class-wide systems will be discussed and examples provided. You will leave the workshop knowing how to make your current behavior management system be�er or how to implement a new system in your class. Presenter: Karen Umstead, M.Ed., Board

Cer�fied Behavior Analyst, Director, Beau-�ful Minds of Princeton Outcomes: As a result of this presenta�on, a�endees will be able to: 1) develop an understanding/ identify

appropriate behavior expectations and target behaviors for group change

2) label and discuss various systems of classroom management (dependent, interdependent, independent) and their components

3) create a class-wide system that in-cludes strategies to prevent, teach and reinforce appropriate behavior while addressing problem behavior


Preparing Youth for an Inclusive Life The benefits of an inclusive educa�on for all students are well documented. Includ-ed among the suppor�ng evidence are the cri�cal advantages and posi�ve impact that an inclusive educa�on offers to young adults with disabili�es. This workshop session will highlight the connec�on be-tween inclusive educa�on and improved employment outcomes for youth/young adults with disabili�es. Presenter: Dawn Monaco, Statewide Par-ent Advocacy Network (SPAN) Outcomes: As a result of this presenta�on, a�endees will be able to: 1) be�er understand the implica�ons of

inclusive educa�onal se�ngs on adult opportuni�es

2) increase their knowledge of strate-gies to successfully include transi�on age youth in inclusive se�ngs

3) increase their awareness of improved employment and independent living outcomes

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What Can Tier 2 Instruc�on Look Like A�er the Dismissal Bell Rings? Innova�ve Strategies for Mo�va�ng Struggling Readers Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI) is a service delivery model designed to maximize student success through linking assessment and in-struction, and depends upon the provision of graduated tiers of increasingly intensive inter-vention supports to students. Although this model can be used to address a wide variety of academic and behavioral difficulties, dis-tricts often begin by focusing on language arts skills. It can be challenging to meet the needs of at-risk students solely during the school day, and programming focused on after-school care and parental involvement can be an avenue for boosting student per-formance and motivation. We will share information about two programs, each with the goal of increasing student interest in reading, offered to elementary school fami-lies in one local school district. Presenters: Paul Barbato, Ed.D., Director of Special Services, Dumont Public Schools and 2014 NJ Special Educa�on Administra-tor of the Year; Jamie Zibulsky, Ph.D., Assistant Professor, Director of MA Cer�fi-ca�on Program in School Psychology, Fairleigh Dickinson University Outcomes: As a result of this presenta�on, a�endees will be able to: 1) explain the importance of reading

mo�va�on for student success 2) examine current prac�ces in district

in order to evaluate strength of Tier 2 interven�ons

3) develop a plan for increasing Tier 2 offerings before & a�er the school day


Sowing Seeds for Effec�ve & Ap-propriate In-Class Collabora�vely Planned Speech-Language Services This workshop will provide speech-language specialists, teachers and administrators an opportunity for hands-on training that will enable them to expand their service delivery models to include implementation of effec-tive In-Class Collaboratively-Planned Speech-Language Services (ICCPSLS) as part of a curriculum-based partnership with general

and special education colleagues. After re-viewing the decision making process for LRE for the related service of speech-language as well as for ESLS students, appropriate use of in-class services and sample plans for therapy will be presented. Participants will break into small groups to create hands-on appropriate and effective in-class lessons based on the needs of a sampling of K through 12 students while considering the language demands of the classroom. Presenter: Sue A. Goldman, M.A., CCC-SLP Outcomes: As a result of this presenta�on, a�endees will be able to: 1) describe the con�nuum of service

delivery that must be considered when prescribing services and the background of providing services in

the least restric�ve environment (LRE) 2) explain how student's goals and ob-

jec�ves can be addressed through in-class collabora�vely planned services by iden�fying their academic, socio-emo�onal and/or voca�onal needs

3) create in-class, collabora�vely-planned lessons at various grade levels using curricular materials involving reading, pragma�cs, interpre�ng the language of the classroom; based not only on design but also around incidental learning


To Teach Them All Together! Inclusive Schooling through Consulta�on or Co-Teaching Some�mes it is working with other adults, (not the students), that makes inclusion a bit challenging. In this session we will focus on everything you need to know to improve your collabora�ve rela�on-ships. And most importantly, we will eval-uate how to make your planning for differen�a�on more efficient to more successfully meet the needs of all of your students— together!! Na�onal Presenter: Dr. Julie Causton, Asso-ciate Professor, Inclusive and Special Educa-�on Program in the Department of Teach-ing and Leadership, Syracuse University Outcomes: As a result of this presenta�on, a�endees will be able to: 1) promote and develop posi�ve rela-

�onships with other teachers 2) iden�fy student need areas 3) collaborate with suppor�ng staff to

plan and differen�ate instruc�on

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NEW JERSEY

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13th Annual Summer


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Thursday Keynote

My Brother & Me: Transi�on, Independence & the Journey to a More

Inclusive World Jus�n Canha is a 25 year old with au�sm who recently moved out from his parents’ place and into an apartment with his brother, Julian. This session will explore Jus�n’s path to independence through his rela�onships with his brother, parents and the community. Presenters: Julian Canha & Jus�n Canha, NNa�onally Recognized Ar�st Outcomes: As a result of this presenta�on, a�endees will be able to: 1) an�cipate obstacles that face young adults with disabili�es and determine ways to

poten�ally approach these problems 2) iden�fy how inclusive frameworks can enable young adults with disabili�es to

flourish in the community 3) hear Jus�n’s perspec�ve about his experience

Thursday Plenary Session

From Possibility to Success: Achieving Successful

Student Outcomes With the goal of building lifelong skills, Patrick offers authen�c processes and tools that helps educators plan lessons and units while at the same �me embracing students' interests and passions, working toward students' dreams, promo�ng leadership, self-advocacy, self-determina�on, and membership in both school and the community. With an overview of each tool, a ra�onale for using them, and compelling stories of how they have helped real students in real classrooms, Patrick empowers educators to combine the science and art of teaching all learners. This mo�va�ng and empowering plenary session gives everyone hope, direc�on, and inspira�on to turn learning possibil-ity into educa�onal success! Na�onal Presenter: Dr. Patrick Schwarz, CEO, Crea�ve Culture Consul�ng, LLC., Profes-sor, Diversity in Learning and Teaching Department, Na�onal Louis University, Chicago Outcomes: As a result of this presenta�on, a�endees will be able to: 1) define what inclusion is in the school and in the community 2) describe meaningful ways to engender an inclusive outcome in school, community,

home, workplace and recrea�onal se�ngs 3) provide examples of how universal design creates learning opportuni�es in a

school se�ng

NEW JERSEY

COALITION

FOR INCLUSIVE

EDUCATION

13th Annual Summer


14

______ Thursday Morning Session:

Co-Teaching Playbooks: Save Planning Time & Involve Students Learn a new approach to planning, the Co-teaching Playbook, that offers a visual instruc�onal plan with specific roles for students and teachers. Playbooks help teachers provide specialized instruc�on during frequent types of learning ac�vi�es such as the lesson opening and closing, small group work, homework correc�on, and test review. The successes, challeng-es, and problems solved by using play-books will be shared through quotes from more than 50 teachers who used Play-books during the 2013-2015 school years. Presenter: Rhonda Bondie, Ph.D., Assis-tant Professor of Special Educa�on, Ford-ham University Outcomes: As a result of this presenta�on, a�endees will be able to: 1) describe how a visual instruc�onal

playbook can be used to support teachers, service providers, and stu-dents in inclusive se�ngs

2) create a playbook for their own se�ng 3) consider steps for adap�ng and shar-

ing this concept with colleagues


Collabora�on: The Key to Successful Inclusive Educa�on for ALL This interac�ve session will provide IEP members, especially parents of children with disabili�es, with an understanding of the mechanics and considera�ons for growing and building a func�onal and collabora�ve team that produces success-ful inclusive environments for all students. The par�cipants will leave with a full un-derstanding of how to create and sustain an effec�ve collabora�ve IEP team that will successfully support diverse learners. Presenters: Linda Carmona-Bell and Diana Neri, M.Ed., Parent Consultants, Pennsyl-vania Educa�on for All Coali�on (PEAC) Outcomes: As a result of this presenta�on, a�endees will be able to: 1) understand why an effec�ve collabo-

ra�ve team is essen�al to successful-ly suppor�ng diverse learners

2) discuss components of working effec-�vely in a collabora�ve team

3) increase personal collabora�on skills that will foster posi�ve family-school communica�on

cultivating



ALL


Cul�va�ng Seeds of S�llness as an Inclusive Teaching Prac�ce: “It’s Like Breathing in Blue Skies & Breathing Out Stormy Clouds” Mindfulness is not the des�na�on, it is the journey. This session focuses on child-tested strategies that can promote posi-�ve outcomes in a diverse classroom com-munity for all learners. Par�cipants will learn why cul�va�ng s�llness is an essen-�al prac�ce in inclusive classrooms and how strategies can be individualized to respond to all aspects of diversity (i.e., learning, economic, ability, gender iden�-ty, cultural, linguis�c, behavioral). Presenter: Elizabeth Erwin, Ed.D., Profes-sor, Graduate Program Coordinator for Inclusive Early Childhood Educa�on and Au�sm P-3/Teacher of Students with Disa-bili�es, Montclair State University Outcomes: As a result of this presenta�on, a�endees will be able to: 1) ar�culate why cul�va�ng s�llness is

an exemplary prac�ce in inclusive classrooms

2) explain how plan�ng the seeds of mindfulness can produce posi�ve learning, behavioral and emo�onal outcomes for children and the adults who care for them

3) design strategies for the whole class as well as personalized strategies for individual students

15


Effec�ve Co-Teaching & Differentiation in a Workshop Model This presenta�on will provide a general overview of the characteris�cs of an effec-�ve co-teaching model. The presenters will demonstrate how an effec�ve co-teaching partnership allows for the differ-en�a�on of instruc�on around skills and concepts. Specifically, workshop par�ci-pants will experience how the “workshop model” can be used across all content areas to meet the individual needs of all types of learners. Presenters: Heather Lilly, M.Ed., LDTC Cer�fica�on, B.A. Elementary Educa�on; and Diamond Zucche�, M.Ed., Dual Cer�-fica�on General and Special Educa�on, B.A. Psychology, Second Grade Teachers, Montgomery Township School District Outcomes: As a result of this presenta�on, a�endees will be able to: 1) understand the key components

needed to develop and maintain an effec�ve co-teaching partnership

2) understand and demonstrate how to u�lize the workshop model across content areas to differen�ate instruc-�on around skills and content

3) design a lesson using the workshop model to meet the needs of all types of learners

16


Dyslexia: Iden�fica�on & Instruc�onal Support In this presenta�on the latest New Jersey legisla�on regarding dyslexia will be shared. New educa�onal responsibili�es related to the defini�on of dyslexia, screening, interven�ons, accommoda�ons and technology will be discussed. Applica-�on for elementary and secondary educa-tors will be modeled. Presenter: Diane Casale-Giannola, Ph.D., Professor, Rider University Outcomes: As a result of this presenta�on, a�endees will be able to: 1) define dyslexia and iden�fy comorbid

condi�ons 2) iden�fy screening protocols for dys-

lexia including reading and speaking indicators for elementary and sec-ondary students

3) apply and adapt instruc�onal meth-ods to support students with dyslexia during reading & content area in-struc�on

4) provide meaningful accommoda�ons and the use of technology to improve the academic performance of stu-dents with dyslexia


Just Give Him the Whale Considering the fascina�ons, passions and interest areas of learners, powerful new ways of viewing these areas as posi�ve teaching tools that calm, mo�vate and improve learning will be illustrated. Using authen�c student examples, par�cipants will discover how to make the most of fascina�ons, passions and interest areas to help learners they support. Areas included will be learning standards-based academic content, developing social connec�ons, minimizing anxiety, boos�ng literacy learn-ing and mathema�cs skills, expanding communica�on skills and much more! Na�onal Presenter: Dr. Patrick Schwarz, CEO., Crea�ve Culture Consul�ng, LLC., Professor, Diversity in Learning and Teach-ing Department, Na�onal Louis University, Chicago Outcomes: As a result of this presenta�on, a�endees will be able to: 1) give examples of how a passion and

interest will help an individual learn in the school and the community

2) iden�fy at least one way a passion and interest can improve the life and learning status of someone they are represen�ng

3) give examples of how a passion and interest improved their own lives

NEW JERSEY

COALITION

FOR INCLUSIVE

EDUCATION

13th Annual Summer



Special Educa�on, A Service NOT a Des�na�on: Learning to Evaluate IEP’s to Meet the Individual Needs of All Students With the trends of over classifica�on, rising costs, and poten�al of li�ga�on, understanding the components of an Individual Educa�on Plan (IEP) can help shi� special educa�on back to a service, and not a des�na�on. Specifically, inves�-ga�ng the rela�onship between the teach-er and related service provider’s PLAAFP, skill based goals selected, and the method of progress monitoring u�lized. Model exemplars as well as incomplete or inap-propriate examples of each will be dissect-ed and reconstructed to build be�er road maps to linking appropriate services with the students who need them. Presenters: Chris�e Robinson, Ed.D., Di-rector of Special Services, Li�le Silver Pub-lic Schools; Brian Latwis, Ed.D., Director of Special Services, Keansburg Public Schools Outcomes: As a result of this presenta�on, a�endees will be able to: 1) evaluate each sec�on of an IEP and

determine whether each sec�on meets minimum requirements for individualized educa�onal planning using an assessment rubric

2) develop observable and measurable goals and objec�ves based on the needs of each individual student that can be monitored to show progress throughout the year

3) design present levels of academic or behavioral ability that clearly depict the strengths, weaknesses and needs of each child allowing the Child Study Team to effectively measure and track progress on chosen goals and objectives


Suppor�ng Students with Extensive Support Needs in General Education Classes: How Do We Do It? This workshop session will provide an overview of a planning process for stu-dents who need intensive and extensive supports to successfully par�cipate in general educa�on classes. These planning methods promote access to the general curriculum; and iden�fy areas across the school day to promote the use of social behavior and communica�on. Par�ci-pants will be able to iden�fy how effec�ve supports are developed and how team collabora�on is enhanced. Presenter: Barbara Gruber, Ph.D., Profes-sional Development Facilitator, Maryland Coali�on for Inclusive Educa�on (MCIE) Outcomes: As a result of this presenta�on, a�endees will be able to: 1) explain the benefits of meaningful

par�cipa�on in general educa�on for students with significant disabili�es

2) complete planning tools to iden�fy what meaningful class par�cipa�on looks like and what supports are needed to make it happen

3) describe roles for adults and peers in crea�ng suppor�ve general educa-�on classrooms


Using School Climate Approach to Cul�vate Inclusion for All Students This workshop introduces a school climate change process, based on the Rutgers/NJDOE Inclusive Schools Climate Initiative (ISCI) that participants can use as a model in their schools. Participants will learn the dimen-sions of an inclusive school climate and ex-plore a school climate approach to inclusion.

cultivating



ALL

17


Self Determina�on: From Cradle to College & Beyond This workshop will provide a presentation on the design of a post-secondary transition program developed at Camden County Col-lege, a two year community college. Discus-sion will include the impact on a student's self esteem, self-determination skills as well as the development of vocational skills. Devel-opment of the curriculum will be shared as well as pointers on how to implement similar programs and why the foundation based on self-determination and person centered plans is so important. Presenters: Bernade�e Gismonde, M.A., Coordinator, Garden State Pathways, Camden County College and, Erin Leuthold, M.S.Ed., Coordinator Disability Services, Holy Family University Outcomes: As a result of this presenta�on, a�endees will be able to: 1) describe “grit” and the importance

and impact of grit on life’s choices 2) apply the grit scale to help iden�fy

one’s mo�va�ons 3) evaluate self-determination with your

students

18 Each participant will learn to develop an inclusive school climate improvement plan. PPresenters: Bradford C. Lerman, Psy.D., Virginia S�llson, Psy.D., and Millicent H. Kellner, Ph.D., LCSW., Rutgers University Inclusive Schools Climate Ini�a�ve Outcomes: As a result of this presenta�on, a�endees will be able to: 1) iden�fy examples of school climate

factors, prac�ces, programs, and strategies associated with inclusion

2) understand the importance of support-ing a school-based, multi-disciplinary

leadership team to establish and implement a goal-driven plan to im-prove the school’s inclusive climate

3) comprehend the benefits and possi-ble sources of data for collec�ng percep�ons of school climate from the whole-school community, using the resul�ng data to develop an in-clusive school climate improvement plan

4) develop a sample school climate improvement plan focused on the inclusion of all students in their schools

______ Thursday A�ernoon Session:

A Friend Indeed: Promo�ng Social Rela�onships Social Rela�onships are essen�al for hu-man growth, support, understanding and learning. Proven techniques to promote successful rela�onships in schools, class-rooms, a�er-school se�ngs and the com-munity will be provided in this workshop. A major focus will be on collabora�on structures and areas of interest and fasci-na�on. A hands-on approach will be u�-lized that will result in realis�c applica-�ons for self-advocates represented by audience members. Par�cipants will leave this workshop with prac�cal, real-life so-cial rela�onship ac�on steps that can be immediately implemented Na�onal Presenter: Dr. Patrick Schwarz, CEO, Crea�ve Culture Consul�ng, LLC., Professor, Diversity in Learning and Teach-ing Department, Na�onal Louis University, Chicago Outcomes: As a result of this presenta�on, a�endees will be able to: 1) define the term “friend” 2) share reasons why friendships are

important 3) iden�fy innova�ve ways social rela-

�onships can be promoted

6th Annual Poster Contest Six years ago, NJCIE effectively summa-rized our declaration in two words, Inclu-sion Works! and launched an awareness campaign to spread the news. Using a poster contest as the vehicle to promote the message, students throughout New Jersey were encouraged to compete and submit original art illustrating what in-clusion looked like in their school.

NJCIE and supporting sponsor, NJPSA wish to congratulate the Grand Prize Poster Contest Winner, Helen Yang, Grade 9, from Watchung Hills. Her artwork has been professionally reproduced as a 16” x 20” poster and will be distributed throughout New Jersey to help share our message. Be sure to pick up your free copy at NJCIE’s table in the Main Ballroom.

Congratulations are also extended to the students whose work was selected as a Honora-ble Mention or Category Winner. Category I Winner: Claire Cheng / Category II Winner: Tanusha Guduri / Category III Winner: Sonya Yang / Category IV Win-ners: Sabina Adams & Saahil Joshi

A compilation of outstanding submitted entries has been gathered and now form a travel-ing exhibit which will be displayed in various locations across New Jersey. (Schedule to be announced). The premier of this Exhibit may be viewed at NJCIE’s Summer Inclu-sion Conference.

Our 7th Annual Poster Contest kicks off December 7th and coincides with Inclusive Schools Week, December 7th—11th. Keep an eye on NJCIE’s website, http://njcie.org for contest details and our annual Call for Entries.

NEW JERSEY

COALITION

FOR INCLUSIVE

EDUCATION

13th Annual Summer


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classroom. Using the Common Core as a star�ng point, we will examine the stand-ards and create ways to help students achieve their maximum poten�al with math concepts. Also, par�cipants will be given examples of how to develop SGOs while honoring IEP goals and objec�ves. Presenter: David Smith, M.Ed., Teacher, Cherry Hill Public Schools Outcomes: As a result of this presenta�on, a�endees will be able to: 1) create differen�ated strategies, les-

sons, and ac�vi�es in math 2) iden�fy areas in mathema�cs to

develop realis�c SGOs 3) discuss rela�onships among the Com-

mon Core, SGOs, and IEPs


Gaining a New Perspec�ve on Parent/IEP Team Collabora�on During this workshop parents will gain insight into how to collaborate in a posi-�ve way with their IEP team. Parents will come away with a be�er perspec�ve on how IEP teams work, what not to do when trying to solve issues and how to gain be�er control over the outcome of your mee�ng. Parents as well as educators are encouraged to a�end this workshop where both points of view may be dis-


Differentiated Instruction Made Easier using GGroup Learning, One Page PPlanning Tools, & SSelf-regulation Strategies (GGPS) This workshop explores how GGroup learn-ing, one page PPlanning tools, and SSelf-regulation strategies (GGPS) create opportu-nities for sustainable and effective differ-entiated instruction. See practical exam-ples of these evidence-based practices in action from a variety of grades and subject areas. Begin plans to support your efforts to seek and respond to academic diversity through differentiated instruction. Presenter: Rhonda Bondie, Ph.D., Assis-tant Professor of Special Educa�on, Ford-ham University Outcomes: As a result of this presenta�on, a�endees will be able to: 1) use group learning to ensure that

each member of the learning com-munity is engaged, valued, and stretched

2) use self-regula�on strategies to build daily classroom culture that values thinking and fosters self-driven learn-ing as a habit

3) plan and provide precise, efficient, and effec�ve differen�ated instruc-�on designed for students to a�ain goals in the established curriculum within the given �me constraints


Figuring It Out: Strategies for Differen�a�on in Math (Grades 2-5) This interac�ve session will help elemen-tary teachers develop and implement a variety of lessons and ac�vi�es based on students' diverse needs in an inclusive

19 ______ Thursday A�ernoon Session:

Comparing Interna�onal Views on Special Educa�on: Study Abroad Research In this presentation the results of a study abroad experience for pre-service teachers and faculty from a two week course, Spe-cial Education Abroad, will be shared. University students and faculty completed a comparative study of special education in Spain and the United States. The study results include perspectives and practice related to inclusion and special education in Spain as well as the personal and profes-sional outcomes for American participants. Photos and video help tell the story! Presenter: Diane Casale-Giannola, Ph.D., Professor, Rider University Outcomes: As a result of this presenta�on, a�endees will be able to: 1) iden�fy global special educa�on

prac�ces and perspec�ves from Spain

2) compare and contrast prac�ces for students with disabili�es from the US and Spain

3) compare the views of inclusion from educators and American families living abroad

4) discuss the meaningful experience of including a global perspec�ve in our professional work with students

will be able to: 1) discuss the benefits and importance of

fostering independence, autonomy and inclusion in students of ANY age

2) explain specific strategies that any staff member can use to support student independence

3) explore a process that they can use with their own students to develop plans to fade close adult support while promo�ng student independ-ence and inclusion


Summariza�on Strategies for Stu-dents with Learning Disabili�es in the Inclusive Secondary Classroom This workshop will present evidence-based summarization strategies that can be used successfully for students with learning disabilities in general education class-rooms. Summarization is at the heart of successful student reading comprehension and teacher instruction. Before launching into specific text-based questions, stu-dents must be able to summarize their reading. In this workshop, techniques and strategies to assist all students with the summarization process will be presented. Presenter: Noah Coston, M.S., History Teacher, Kalamazoo, Michigan, Former Special Educator, New York City Outcomes: As a result of this presenta�on, a�endees will be able to: 1) compare and contrast several differ-

ent summariza�on strategies for secondary students

2) demonstrate to students how to employ at least two new summariza-�on strategies

3) evaluate students’ summaries to check for understanding

cussed and there is an opportunity for open and posi�ve dialogue. Presenter: Mary Ann Compare�o, NJCIE Parent Support Specialist Outcomes: As a result of this presenta�on, a�endees will be able to: 1) obtain a be�er understanding of the

IEP process and the roles of each team member

2) iden�fy three solu�ons for working through conflict when faced with a disagreement with the other par�es involved in the process

3) analyze their past approach to pre-paring and par�cipa�ng in the IEP mee�ng and determine what they might do differently to achieve a be�er, more collabora�ve, outcome


Helping Our Children Prepare for PARCC Using Assis�ve Technology There are many built-in accommoda�ons to the PARCC test, but students won’t be able to benefit from them if they don’t use those accommoda�ons throughout the year. Join us to learn what kinds of assis-�ve technology you can have your children use year round, and how students can be prepared to use the accommoda�ons built into the computer based test. Presenter: Fred Tchang, ATP, RESNA Cer�-fied Assis�ve Technology Prac��oner, AT Specialist and Director of Assis�ve Tech-nology Services, Advancing Opportuni�es Outcomes: As a result of this presenta�on, a�endees will be able to: 1) iden�fy types of accommoda�ons

that are available on the PARCC com-puter based test

2) trial different kinds of assis�ve tech-

nology that can simulate those ac-commoda�ons

3) help children prac�ce the use of those accommoda�ons on the test pla�orm


“I Did It!”-- Fostering Student Independence & Fading Close Adult Support Developing independence is an important goal for all students, especially those with IEPs. It is essen�al that educators em-brace their role as facilitators in the pro-cess of developing student autonomy rather than as “helpers” who may inad-vertently encourage over-dependence on adults and learned helplessness. In this workshop, par�cipants will explore strate-gies to provide the appropriate and least intrusive level of academic and behavioral support to students. Par�cipants will also be encouraged to share classroom strate-gies they have found effec�ve in facili-ta�ng student independence. Presenter: Michelle Lockwood, M.S., Posi-�ve Behavior Support Coordinator, NJCIE Outcomes: As a result of this presenta�on, a�endees

20

NEW JERSEY

COALITION

FOR INCLUSIVE

EDUCATION

13th Annual Summer


PPresenter: Daniel Baker, Ph.D., Director, Community Posi�ve Behavior Support, Transi�on, and Supported Employment Projects, Associate Professor of Pediatrics, The Boggs Center on Development Disabil-i�es, Rutgers Robert Wood Johnson Medi-cal School Outcomes: As a result of this presenta�on, a�endees will be able to: 1) iden�fy the areas to be considered in

transi�on 2) name the three components of ca-

reer development 3) discuss the benefits of Community-

based instruc�on ______ Thursday A�ernoon Session:

Transi�oning to the Future: A Path to Post School Success This workshop provides an overview of the transi�on process under IDEA from historical perspec�ves to evidenced based promising prac�ces. Inclusive higher edu-ca�on as a pathway to employment will be discussed and three such programs in the state of Maryland will be highlighted. Presenter: Elizabeth Halloran Tornquist, Ph.D., Professional Development Facilita-tor, Maryland Coali�on for Inclusive Edu-ca�on (MCIE) Outcomes: As a result of this presenta�on, a�endees will be able to: 1) be familiar with the transi�on pro-

cess and its requirements 2) be able to iden�fy evidences based

promising prac�ces in secondary/transi�on

3) understand how inclusive higher educa�on can be a pathway to em-ployment

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Transi�on from School to Work for Young People with Disabili�es This session will detail the steps to be considered when assis�ng youth with disabili�es to transi�on to adult life and enter a fulfilling career path. Areas of transi�on will be explained and the three components of the Career Development process will be detailed, along with �ps on ge�ng students out into Community-based Instruc�on. We will also review major federal regula�ons related to tran-si�on and career development ac�vi�es.

21

The North Jersey Special Educa�on Administrators Associa�on wishes NJCIE a successful

13th Annual Summer Inclusion Conference.

Congratula�ons to Our Members!

New Jersey Special Educa�on Director Honorees Monica Ahearn, Roselle Suzanne Basse�, Tenafly

Rosemary Kuruc, River Edge Kathy Vuoncino, Region III

Real inclusion only comes when communi�es, programs and individuals look beyond a person’s

disability and see their right to belong in the community.

INCLUSION Together We are Better!

Commitment to Success.Ramapo College has always had a strong commitment to preparing educators with the skill-sets needed to make a difference in the schools and communities they serve. Building on our tradition of hands-on learning that enables graduates to succeed, Ramapo College now offers a Master of Arts in Special Education. Ramapo College’s part-time graduate degree programs are designed to meet the schedules of working teachers and administrators with accelerated, online and evening course options. We also offer graduate degrees in these areas of education:

• Master of Arts in Educational Leadership

• Master of Science in Educational Technology

Ranked by U.S. News & World Report as one of the Best Regional Universities North category for public institutions

Featured in the Princeton Review’s “Best in the Northeast”

Listed by Kiplinger’s as one of 100 Best Values in Public Colleges

As a College of Distinction, Ramapo attracts and supports engaged students, great teaching, a vibrant community and successful outcomes

505 Ramapo Valley Road, Mahwah, NJ

Learn more at: www.ramapo.edu/teachers or 201-684-7270

NEW JERSEY EDUCATION ASSOCIATIONPresident, Wendell SteinhauerVice President, Marie Blistan

Secretary-Treasurer, Sean M. SpillerExecutive Director, Edward J. Richardson

Assistant Executive Director, Steve Swetsky

Congratulations and best wishes for a successful

NJCIE 13th ANNUALSUMMER INCLUSION CONFERENCE

New Jersey Coali�on for Inclusive Educa�on (NJCIE) wishes to extend our earnest

apprecia�on for your support and assistance in presen�ng the 13th Annual Summer Inclusion Conference. This event would not have been possible without your help.

Montclair State University Partners: Center for Au�sm and Early Childhood Mental

Health and the College of Educa�on and Human Services, Department of Early Child-hood, Elementary and Literacy Graduate Programs in Inclusive Educa�on

New Jersey District Partners: Irvington Public Schools and Roselle Public Schools

Conference Co-Sponsors: New Jersey Educa�on Associa�on (NJEA); New Jersey De-partment of Educa�on–Office of Special Educa�on Programs (NJDOE-OSEP); John J. &

Rose Cali Family Founda�on, Inc.

Contribu�ng Sponsors: Advancing Opportuni�es; North Jersey Special Educa�on Ad-ministrators Associa�on, (NJSEAA); and Statewide Parent Advocacy Network (SPAN)

Suppor�ng Sponsors: Arc of New Jersey; New Jersey Associa�on of School Psycholo-

gists (NJASP); and New Jersey Associa�on of Speech Language Specialists (NJASLS)

Our Presenters: Professionals and Self-Advocates; with experience, exper�se, dedi-

ca�on and determina�on to make change and promote growth for New Jersey’s stu-dents with disabili�es and all youth through inclusive educa�on

Thank-You

INCLUSIVE EDUCATION FOR ALL

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