Long Island Early Childhood Direction Workshop Descriptions
The Special Education Process – This interactive workshop will enhance your understanding of the Special Education process with descriptions of diagnostic evaluations, as well as how to identify your child’s strengths and needs in the development of an appropriate Individual Education Program (IEP). In addition, you will learn about your rights and roles in the education process and strategies for developing and building strong and collaborative relationships with the professionals involved in developing appropriate goals and providing services to your child.
Preparing for Transition to Preschool Special Education: What Parents and Professionals Want to Know – Step by step instructions will be provided regarding the process of transitioning from Early Intervention services to receiving services approved by your school district through the Committee on Preschool Special Education (CPSE). Elements of the NYS Part 200 Regulations of the Commissioner of Education will be reviewed as well as the development of an appropriate Individual Education Program (IEP). Attention is given to differences in procedures and services between the two systems as well as strategies for identifying children’s strengths and needs and developing goals. An important component of this workshop is the identification of strategies that will enhance collaboration between families and professionals.
Strategies to Address Challenging Behavior within Home and Pre-school Settings – Young children often engage in behavior that families and professionals find challenging. Many of these behaviors can be prevented by antecedent strategies that are implemented before the challenging behavior is about to occur. In addition, challenging behavior can be prevented by providing children with a more appropriate means of communicating. Responding appropriately when challenging behavior does not occur can also reduce the occurrence of challenging behavior. This workshop will provide families and professionals with tools that will enable them to identify why (i.e., the function) challenging behaviors are occurring as well as a template that can be used to guide the development of a positive behavior support plan. In addition, an overview of models of system wide supports will be provided, specifically the Pyramid Model and Positive Behavior Interventions and Supports (PBIS), as well as the important role that communication and collaboration among parents and professionals plays in addressing challenging behavior.
Strategies to Enhance Speech and Language Development in Young Children – There are several effective strategies that can be used within home, school, and community settings to enhance your child’s speech and language development. This workshop will begin with a brief overview of speech and language development including time lines for developmental milestones. Then, step-by-step procedures for practical and easy to implement strategies will be presented.
Navigating the Preschool Special Education System When English Is Your Second Language – For parents for whom English is not their first language, understanding the process is more complex and can often be overwhelming. This session will provide regulatory and practical information to help address parents’ concerns and questions regarding participating in developing the most appropriate educational program for their children. Several resources will be distributed in both English and Spanish that can be used by families as they collaborate with professionals who serve their children.
What Works in Preschool Special Education? An Overview of Evidence Based Interventions – Our federal legislation calls for the use of evidence based interventions with children with disabilities. However identifying whether an intervention is evidence based can be difficult. This workshop will provide participants with not only an overview of evidence based strategies for children with disabilities in early intervention and preschool, but also resources they can use to continue to identify interventions that do and do not have evidence to support their use with young children with disabilities.
Assistive Technology – During the early childhood years, assistive technology (AT) can help children with disabilities participate in a wide array of activities. This training explores the definition of AT and provides an overview of the role that AT can play in a child’s Individualized Family Service Program (IFSP) or Individualized Educational Program (IEP). We will also examine questions that should be considered in the assessment process. Several resources will be provided to assist participants in furthering their understanding of AT, including how they can pursue an AT assessment. Both low-tech and high-tech examples of AT tools will be demonstrated to show how they can help engage children in learning and developing independence.
Meeting the Needs of Non-English Speaking Families – This session will explore the impact of culture and language in assisting professionals in understanding the needs of diverse families with young children with disabilities. Several resources will be shared that can help you collaborate with your diverse families.
Fostering Independence and Enhancing Skill Development in Young Children with Disabilities – Parents often have difficulty “letting go” and fostering independence in their children with special needs. Sometimes this stems from our service delivery system that too often relies on restrictive settings (e.g., self-contained classrooms within center based programs). However a child’s independence and access to typical expectations is a crucial part of their development and are factors that will help enable their participation in all aspects of life. This session will help parents understand how to foster independence while supporting their child’s needs.
Organizing Your Records – Your child’s special education records provide important details on your child’s special education program. His/her records are important as they contain detailed information to bring with you to your CPSE/CSE meetings. Records provide evidence of your child’s eligibility for special education as well as information that may be needed in the event there is a disagreement among members of the CPSE/CSE. Participants will be provided with organizational strategies for record keeping and resources to help support developing their own organizational style.
Supporting Children with Disabilities within Less Restrictive Placements: Models and Strategies for Success –During this session, participants will engage in a discussion of the options for services for children with disabilities alongside their typical peers. In addition, an overview of the array of potential supports and services will be provided, followed by strategies for designing instruction that can be delivered to achieve success in settings with typical peers. Strategies for collaboration before and during the CPSE/CSE meeting will be provided.
Understanding your Child’s Disability – The Importance of Typical Peers in your Child’s Development – Special education regulations call for the placement of children with disabilities in settings alongside their typically developing peers; referred to as Least Restrictive Environment (LRE). This workshop will provide participants with an overview of the important role typical peers play in the development of children with disabilities, as well as strategies for collaboration between families and professionals to ensure appropriate placement decisions are made.
The Foundations of Learning to Read: Strategies for Early Literacy Development – There are several foundational skills that families and early interventionists can address with very young children that will prepare them to learn to read. This informative workshop will provide participants with practical strategies that they can incorporate into daily routines within home, school, and community settings.
Effective Communication Strategies – In this session, both parents and professionals will learn and practice effective ways to communicate that will enhance their collaboration as they work to develop appropriate individual education programs (IEPs). Strategies for working through difficult conversations, resolving differences, and delivering and receiving feedback will be discussed.
Transitioning to Kindergarten: Beginning the Committee on Special Education (CSE) Process – This workshop will assist parents and professionals in making important decisions as children leave the preschool special education system and enter kindergarten. The school aged special education process will be reviewed with a focus on identifying strengths, needs, and an understanding of placement options. The variety of supports available at the school aged level will be discussed; in addition to effective communication strategies for collaboration are discussed.