Search

10 West Edge Drive
Suite 101
Durham, NH 03824

Phone: 603.862.4320
Fax: 603.862.0555

E-mail

Is it REALLY Inclusion? Core Beliefs and Best Practices in Inclusive Education

Fundamentals of Inclusive Education: Session 1 of 4

Description

What IS inclusive education and how does it differ from mainstreaming and integration? What is the effect of inclusive education on students with and without disabilities? What are the core values and essential best practices that support inclusion? These and other fundamental issues will be explored in this workshop. Case studies and activities will focus on strategies for supporting schools to restructure for effective inclusive education.

Who Should Attend:
General and Special education teachers and administrators, paraprofessionals, speech language pathologists, occupational therapists, physical therapists, reading specialists, behavior consultants, college faculty, and parents who are concerned with promoting high quality inclusive education for students with intellectual and/or other developmental disabilities (e.g., autism, multiple disabilities, etc.).

Presenter: Cheryl M. Jorgensen, Ph.D.

Cheryl M. Jorgensen, Ph.D., is project director and assistant research professor with the Institute on Disability at the University of New Hampshire. She directs a teacher education project that prepares special education teachers to be inclusion facilitators. She is also the director of the National Inclusive Education Initiative for Students with Autism and Related Disabilities, supported by the Fund for the Improvement of Education.

Since 1985, Dr. Jorgensen has worked with public school teachers, parents, and administrators to increase their commitment to and capacity for including students with disabilities in general education classes. For the past several years, her work has focused on the restructuring of policies, organizational structures, and teaching practices that naturally facilitate inclusion and learning for all students.

She is the lead author of "Restructuring High Schools for All Students," "The Inclusion Facilitator's Guide," and "The Beyond Access Model: Promoting Membership, Participation, and Learning for Students with Disabilities in the General Education Classroom."

back to top...

Person-Centered Planning for Older Adults

Facilitation Skills Training in Consumer-Directed Life Planning

Description

Person-centered planning is a unique, individually-focused approach to planning for persons who are in need of services and supports. This workshop offers an introduction to person-centered planning, including an overview of a person-centered system of care. Information on how to facilitate person-centered planning meetings and tools to use in the planning process, specifically focused on planning with older adults, will also be presented.

Who Should Attend:
Case managers, social workers, nurses, long term care specialists, clinicians, family members, and others involved in planning with older adults.

*Approved by the NH Chapter NASW for 6.0 Category I Continuing Education Credits for Social Workers.

Presenters: Susan Fox, M.Ed., MA & Patty Cotton, M.Ed.

Susan Fox, M.Ed., MA, is currently a project director at the UNH Institute on Disability leading NH's work to prevent unnecessary institutionalization and to support all citizens to live within their home communities through the Real Choice System Transformation Grant in collaboration with the NH Bureau of Elderly and Adult Services. Prior to this, she served for five years as the State Director of the Division of Developmental Services. Including her years working in special education and community services management, she has been active in regional and statewide initiatives involving persons with disabilities for over 30 years.

Patty Cotton, M.Ed., is the director of Innovation Facilitators (IF), a network of experienced trainers and facilitators who have organized to support the evolution of person-centered planning. Patty works jointly with the Institute on Disability and the Browne Center for experiential learning at UNH to establish IF as a centralized resource for person-centered planning for people with disabilities, older adults, and families. Patty has coordinated numerous federally funded projects with a particular focus on model demonstration and system-change in adult services. She has extensive background in process facilitation, service brokering, and the development of natural support strategies.

back to top...

Promoting Membership, Participation, and Learning for Students wtih Significant Disabilities in the General Education Classroom

Fundamentals of Inclusive Education: Session 2 of 4

Description

This practical, hands-on workshop will begin with a brief overview of research that shows better learning outcomes for students with intellectual and/or other developmental disabilities who are included in general education classrooms. The importance of and strategies for promoting valued membership and full participation will be emphasized. Participants will be provided with multiple examples, strategies, and planning forms for working with their students' educational teams. Methods for evaluating the impact of instruction and supports on learning will also be shared.

Who Should Attend:
General and Special education teachers and administrators, paraprofessionals, speech language pathologists, occupational therapists, physical therapists, reading specialists, behavior consultants, college faculty, and parents who are concerned with promoting high quality inclusive education for students with intellectual and/or other developmental disabilities (e.g., autism, multiple disabilities, etc.).

Presenter: Cheryl M. Jorgensen, Ph.D.

Cheryl M. Jorgensen, Ph.D., is project director and assistant research professor with the Institute on Disability at the University of New Hampshire. She directs a teacher education project that prepares special education teachers to be inclusion facilitators. She is also the director of the National Inclusive Education Initiative for Students with Autism and Related Disabilities, supported by the Fund for the Improvement of Education.

Since 1985, Dr. Jorgensen has worked with public school teachers, parents, and administrators to increase their commitment to and capacity for including students with disabilities in general education classes. For the past several years, her work has focused on the restructuring of policies, organizational structures, and teaching practices that naturally facilitate inclusion and learning for all students.

She is the lead author of "Restructuring High Schools for All Students," "The Inclusion Facilitator's Guide," and "The Beyond Access Model: Promoting Membership, Participation, and Learning for Students with Disabilities in the General Education Classroom."

back to top...

Becoming an Assistive Technology MacGyver or MacGyvette

Assistive and Universal Design Technologies: Session 3 of 6

Description

Assistive and Universal Design Technologies Series Overview:
Achieving educational success for students who experience a disability is a team effort. During times of economic challenges, a great opportunity exists for innovative and creative thinking in order to obtain needed solutions. This professional development series focuses on the development and implementation of quick and cost effective assistive technology solutions as well as embracing universally design technology to support all students.

Session 3: Becoming an Assistive Technology MacGyver or MacGyvette
Learn how to fabricate assistive technology solutions in minutes, just like MacGyver from the TV show MacGyver. What if you only have five minutes to make a difference in someone's life and you had all the tools and materials in the trunk of your car? Just think of the possibilities! The purpose of this workshop is to provide you with hands-on training using 42 different tools and materials for constructing solutions in minutes using various plastics, adhesives, fasteners, tools for cutting and bend, and foam material. Each participant will receive their very own MacGyver Tools and Materials Kit (a 42-piece tool kit valued at $125) to take home and create hundreds of solutions on the fly, as well as a copy of Dr. Willkomm's Book "Make a Difference Today - Assistive Technology Solutions in Minutes."

RESNA (Rehabilitation Engineering and Assistive Technology Society of North America) CEUs are available for an additional $16 per session if requested.

Presenter: Therese Willkomm, Ph.D.

Dr. Willkomm is currently the Director of the New Hampshire Statewide Assistive Technology Program (ATinNH) with the Institute on Disability and a Clinical Assistant Professor in the Department of Occupational Therapy at the University of New Hampshire. In addition, Dr. Willkomm is the coordinator of the Graduate Certificate in Assistive Technology Program and the coordinator of the Disability Studies Minor. She has been providing/managing assistive technology services for over 28 years in the areas of home, school, and worksite modifications for persons with disabilities. She is known nationally and internationally as "The MacGyver of Assistive Technology" and for her work in rural rehabilitation technology. Dr. Willkomm has presented in 38 states, five foreign counties, and three U.S. territories and authored 22 publications including her most recent book titled "Make a Difference Today - Assistive Technology Solutions in Minutes."

back to top...

IntelliTools Level I: Introduction to Classroom Suite 4

Assistive and Universal Design Technologies: Session 4 of 6

Description

Assistive and Universal Design Technologies Series Overview:
Achieving educational success for students who experience a disability is a team effort. During times of economic challenges, a great opportunity exists for innovative and creative thinking in order to obtain needed solutions. This professional development series focuses on the development and implementation of quick and cost effective assistive technology solutions as well as embracing universally design technology to support all students.

Session 4: IntelliTools Level I: Introduction to Classroom Suite 4
The new IntelliTools Classroom Suite 4 is incredibly quick and easy to use. New, customized templates allow you to create learning and assessment activities in minutes for reading, writing, and math. The program provides students with direct explicit instruction, constructive practice, and embedded assessments, allowing teachers to gauge progress and individualize instruction for their students. In this hands-on session, participants will learn how to use Classroom Suite 4 to teach early concepts, reading, writing, and math to all students. Learn how to access the IntelliTools Activity Exchange's over 3,000 activities, as well as import activities created in Classroom Suite 3. The day will cover all the basics from using templates, creating classes and students, assigning activities, accessing student reporting features as well as utilizing all the accessibility features in the program from switch access, to alternate access with the IntelliKeys keyboard.

*A laptop with an administrative password for downloading and installation is required for this session.

RESNA (Rehabilitation Engineering and Assistive Technology Society of North America) CEUs are available for an additional $16 per session if requested.

Presenter: Dan Herlihy

Dan Herlihy has been in the education field for over 24 years working in wilderness programs for at-risk students, in special education classrooms, and as a private consultant providing training and professional development to school systems. He is also an IntelliTools Training Specialist. He presents nationally on numerous topics including creating access on the fly, working with high and low incidence disabilities, creating accessible test, quiz, and alternate assessment activities, and more. He has written numerous books and articles on technology integration, as well as producing CDs of educational activities for students. His expertise is in taking diverse technologies, and connecting them together to provide solutions for access to the curriculum.

back to top...

The Paraeducator's Toolbox: Preschool & Elementary School

Practical Strategies to Support Academic Achievement for Students with Learning and Behavioral Challenges

Description

Over the past five years, we have made a transition from perceiving situations in which a child exhibits challenging behaviors as a problem with the child to perceiving these situations as a problem with the environment (context). We no longer respond to these situations in ways that attempt to manage children, but in ways that identify and modify environmental variables to improve a child's quality of life through meaningful participation in both academic and social activities.

This workshop has been specifically designed for staff that work with preschool through elementary aged children and will explore a variety of proactive approaches that promote successful academic outcomes, social competency, independence, and resiliency. We will examine the role that "context" plays in children's behavior and will explore the various components of PBIS including meeting children's basic needs and modifying environments to better meet the social, emotional, and learning needs of children.

Workshop Agenda:

• Positive Behavior Interventions and Supports (PBIS): How it has changed our approach to supporting students with challenging behaviors
• Meeting basic needs and building relationships
• Understanding "function" and the meaning of behavior
• Choices, teaching alternatives, and acknowledging the positive
• Providing instructional accommodations that help students access the general education curriculum
• Supporting social competencies and promoting independence

Presenter: Cathy Apfel, M.Ed.

Cathy Apfel, M.Ed., has spent the last 38 years as a teacher, administrator, and consultant in the field of special education. She currently provides training and technical assistance to schools throughout New Hampshire to enhance their ability to provide successful experiences for children with disabilities. Specific areas of expertise include PBIS, Autism Spectrum Disorders, and strategies for supporting children with emotional and behavioral challenges. She is also an adjunct instructor at Rivier College, Antioch University New England, Granite State College, and Fitchburg State College.

back to top...

The Paraeducator's Toolbox: Middle School & High School

Practical Strategies to Support Academic Achievement for Students with Learning and Behavioral Challenges

Description

Over the past five years, we have made a transition from perceiving situations in which a student exhibits challenging behaviors as a problem with the student to perceiving these situations as a problem with the environment (context). We no longer respond to these situations in ways that attempt to manage students, but in ways that identify and modify environmental variables to improve a student's quality of life through meaningful participation in both academic and social activities.

This training was specifically designed to provide paraeducators that work with students in middle school and high school settings with effective approaches to meet the very specific and complex needs of adolescents with social, emotional, learning, and behavioral challenges. Come explore the nature and needs of adolescents along with practical strategies for managing problem behavior, promoting student engagement in the learning process, and developing social competence.

Workshop Agenda:

• The adolescent brain and adolescents' nature and needs
• Learning styles, instruction, and student engagement: Strategies for success
• Positive Behavior Interventions and Supports (PBIS): How it has changed our approach to supporting students with challenging behaviors
• Meeting needs and building relationships
• Understanding "function"
• The conflict cycle
• Troubled and troubling students: Supporting social competence for youth with social difficulties

Presenter: Cathy Apfel, M.Ed.

Cathy Apfel, M.Ed., has spent the last 38 years as a teacher, administrator, and consultant in the field of special education. She currently provides training and technical assistance to schools throughout New Hampshire to enhance their ability to provide successful experiences for children with disabilities. Specific areas of expertise include PBIS, Autism Spectrum Disorders, and strategies for supporting children with emotional and behavioral challenges. She is also an adjunct instructor at Rivier College, Antioch University New England, Granite State College, and Fitchburg State College.

back to top...

From Special Educator to Inclusion Faciliator: Role Revelations and Revolutions

Fundamentals of Inclusive Education: Session 3 of 4

Description

The traditional Special Educator is responsible for the educational programs of a "case load" of students. His or her main job is to assure that students' Individualized Education Programs (IEPs) are administered as written, following the rules and regulations of the school and IDEA. The Inclusion Facilitator is responsible for supporting students' full membership, participation, and learning in age-appropriate general education classrooms in their neighborhood schools. This includes promoting learning of the general education curriculum as well as the goals on students' IEPs. This workshop will discuss strategies for affecting this role shift in schools.

Who Should Attend:
General and Special education teachers and administrators, paraprofessionals, speech language pathologists, occupational therapists, physical therapists, reading specialists, behavior consultants, college faculty, and parents who are concerned with promoting high quality inclusive education for students with intellectual and/or other developmental disabilities (e.g., autism, multiple disabilities, etc.).

Presenter: Cheryl M. Jorgensen, Ph.D.

Cheryl M. Jorgensen, Ph.D., is project director and assistant research professor with the Institute on Disability at the University of New Hampshire. She directs a teacher education project that prepares special education teachers to be inclusion facilitators. She is also the director of the National Inclusive Education Initiative for Students with Autism and Related Disabilities, supported by the Fund for the Improvement of Education.

Since 1985, Dr. Jorgensen has worked with public school teachers, parents, and administrators to increase their commitment to and capacity for including students with disabilities in general education classes. For the past several years, her work has focused on the restructuring of policies, organizational structures, and teaching practices that naturally facilitate inclusion and learning for all students.

She is the lead author of "Restructuring High Schools for All Students," "The Inclusion Facilitator's Guide," and "The Beyond Access Model: Promoting Membership, Participation, and Learning for Students with Disabilities in the General Education Classroom."

back to top...

Building and Using an Assistive Technology Transformer Kit for Solving Everyday Challenges in the Classroom

Assistive and Universal Design Technologies: Session 5 of 6

Description

Assistive and Universal Design Technologies Series Overview:
Achieving educational success for students who experience a disability is a team effort. During times of economic challenges, a great opportunity exists for innovative and creative thinking in order to obtain needed solutions. This professional development series focuses on the development and implementation of quick and cost effective assistive technology solutions as well as embracing universally design technology to support all students.

Session 5: Building and Using an Assistive Technology Transformer Kit for Solving Everyday Challenges in the Classroom
Each participant will make their very own assistive technology transformer kit that can be used to solve everyday challenges in minutes. This transformer kit includes various PVC components, tubing, flagpole holders, a PVC cutter, dual lock, and Tommy tape. In addition, each participant will use the components and fabricate at least 15 different assistive technology solutions.

RESNA (Rehabilitation Engineering and Assistive Technology Society of North America) CEUs are available for an additional $16 per session if requested.

Presenter: Therese Willkomm, Ph.D.

Dr. Willkomm is currently the Director of the New Hampshire Statewide Assistive Technology Program (ATinNH) with the Institute on Disability and a Clinical Assistant Professor in the Department of Occupational Therapy at the University of New Hampshire. In addition, Dr. Willkomm is the coordinator of the Graduate Certificate in Assistive Technology Program and the coordinator of the Disability Studies Minor. She has been providing/managing assistive technology services for over 28 years in the areas of home, school, and worksite modifications for persons with disabilities. She is known nationally and internationally as "The MacGyver of Assistive Technology" and for her work in rural rehabilitation technology. Dr. Willkomm has presented in 38 states, five foreign counties, and three U.S. territories and authored 22 publications including her most recent book titled "Make a Difference Today - Assistive Technology Solutions in Minutes."

back to top...

From Knowing to Doing: Sharing Inclusive Education Lessons and Problem-Solving the Challenges

Fundamentals of Inclusive Education: Session 4 of 4

Description

This practical, hands-on workshop will provide an opportunity for educators to share inclusive education lessons they have taught and receive constructive feedback from their colleagues and the presenter for improving those lessons in the future. A climate of trust and respect will be established so that participants feel safe in disclosing uncertainties and examples of when instructional plans did not work well.

Who Should Attend:
General and Special education teachers and administrators, paraprofessionals, speech language pathologists, occupational therapists, physical therapists, reading specialists, behavior consultants, college faculty, and parents who are concerned with promoting high quality inclusive education for students with intellectual and/or other developmental disabilities (e.g., autism, multiple disabilities, etc.).

Presenter: Cheryl M. Jorgensen, Ph.D.

Cheryl M. Jorgensen, Ph.D., is project director and assistant research professor with the Institute on Disability at the University of New Hampshire. She directs a teacher education project that prepares special education teachers to be inclusion facilitators. She is also the director of the National Inclusive Education Initiative for Students with Autism and Related Disabilities, supported by the Fund for the Improvement of Education.

Since 1985, Dr. Jorgensen has worked with public school teachers, parents, and administrators to increase their commitment to and capacity for including students with disabilities in general education classes. For the past several years, her work has focused on the restructuring of policies, organizational structures, and teaching practices that naturally facilitate inclusion and learning for all students.

She is the lead author of "Restructuring High Schools for All Students," "The Inclusion Facilitator's Guide," and "The Beyond Access Model: Promoting Membership, Participation, and Learning for Students with Disabilities in the General Education Classroom."

back to top...

IntelliTools Level II: Next Steps with Classroom Suite 4

Assistive and Universal Design Technologies: Session 6 of 6

Description

Assistive and Universal Design Technologies Series Overview:
Achieving educational success for students who experience a disability is a team effort. During times of economic challenges, a great opportunity exists for innovative and creative thinking in order to obtain needed solutions. This professional development series focuses on the development and implementation of quick and cost effective assistive technology solutions as well as embracing universally design technology to support all students.

Session 6: IntelliTools Level II: Next Steps with Classroom Suite 4*
This intermediate, hands-on session will take you beyond the basics of using Classroom Suite 4. Learn how to download and customize activities from the IntelliTools Activity Exchange, as well as create your own activities from scratch using the blank Paint, Design, Writing, and Math Creativity Tools files. Utilize new tools and actions for creating or editing, including working with Scriptable Bins, Arrays, Number Lines, Sorting Bins, and more.

*A laptop with an administrative password for downloading and installation is required for this session.
*Workshop pre-requisite: Level I or other introductory Classroom Suite 4 course. Please call 603.228.2084 for more information.

RESNA (Rehabilitation Engineering and Assistive Technology Society of North America) CEUs are available for an additional $16 per session if requested.

Presenter: Dan Herlihy

Dan Herlihy has been in the education field for over 24 years working in wilderness programs for at-risk students, in special education classrooms, and as a private consultant providing training and professional development to school systems. He is also an IntelliTools Training Specialist. He presents nationally on numerous topics including creating access on the fly, working with high and low incidence disabilities, creating accessible test, quiz, and alternate assessment activities, and more. He has written numerous books and articles on technology integration, as well as producing CDs of educational activities for students. His expertise is in taking diverse technologies, and connecting them together to provide solutions for access to the curriculum.

back to top...

Introductory Training for Facilitated Communication

Description

This workshop will provide participants with a general overview of Facilitated Communication (FC), a method of augmentative and alternative communication used by people with limited speaking abilities. Topics covered will include the history of FC, basic elements of the FC technique, determining candidacy for FC, and a review of current research and best practices. Examples and demonstrations of the use of FC with both school age individuals and adults will be given. This workshop will provide information to people who are interested in gaining basic understanding in FC. It is also a prerequisite for people who will become facilitators for individuals who use FC.

Workshop Agenda:

• History of FC
• What is FC and who is it for? Definitions and candidacy
• Basic elements of the technique including the role of physical support
• Overview of the training process for FC
• Best practice guidelines for the use of FC
• Overview of research on FC
• Achieving independence and determining success with FC

Presenter: Pascal Cheng, M.Ed., C.A.S.

Pascal Cheng has a M.Ed. and a C.A.S. in Special Education from the University of Vermont. He is currently an educational and communication specialist for Howard Center Services in Burlington, Vermont, providing training and technical assistance for communication and literacy in both school and community settings. He has been an FC trainer and consultant for over ten years and serves as a member of the Vermont Communication Task Force, a group that works to improve communication supports and services for individuals with developmental disabilities in the state of Vermont.

back to top...

Getting a Handle on Hoarding

Effective interventions to help individuals who hoard stay in their own homes

Description

Hoarding presents difficult and complex situations for service providers. Individuals who hoard are frequently at risk of losing their housing due to eviction. This interactive workshop will describe clinical disorders and cognitive traits associated with hoarding as well as recent research findings. In addition, the presenter will provide methods and tools for intervening in hoarding issues. Topics to be covered include:

• How to have a productive dialogue with someone about hoarding
• Identifying psychological triggers related to hoarding
• Understanding the psychology behind hoarding
• Practical strategies for working individuals to address the situation
• Case studies with discussion

*Approved by the NH Chapter NASW for 2.5 Category I Continuing Education Credits for Social Workers.

Presenter: Elizabeth Burden, LICSW, MPH

Elizabeth Burden is Senior Clinical Social Worker at Lemuel Shattuck Hospital in Massachusetts. She provides training and supervision to social work staff, consultation to multi-disciplinary medical teams and discharge planning. She is a Clinical Instructor at Tufts Medical School, and she has presented workshops on hoarding, dementia, delirium, and elder suicide throughout New England.

back to top...