Breakout Session Workshops

with Dr. Shelley Moore

Description: In this session, we will look at how the goals of inclusion have continued to shift and evolve, as we learn more about diversity and identity. Participants will reflect on their own contexts and consider next steps for advocacy and action.

About the Presenter: Based in Vancouver, British Columbia, Dr. Shelley Moore is a highly sought-after inclusive education researcher, collaborator, consultant and storyteller, and has worked with school districts and community organizations throughout Canada and the United States.

Her research has been featured at international conferences including the Council of Exceptional Children (CEC), the International Reading Association (IRA), the National Council of Teachers of English (NCTE), The American Education Research Association (AERA), and the Canadian Society for Studies in Education (CSSE).

Shelley completed her undergraduate degree in Special Education at the University of Alberta, her masters at Simon Fraser University, and her Ph.D. at the University of British Columbia.

with Mary Rose Pullo & Rachael Graves

Description: Eliminating resource rooms at the high school level is not as hard as you may think. Allowing yourself to use differentiated expectations to drive what individual success looks like in a classroom or course is the first step followed by allowing yourself to be he expert in determining that a student has achieved that success. During this session, you will gain an understanding of how to initiate and execute this inclusive educational path from a regular education and special education co-teaching team who accomplished it in high school mathematics.

About the Presenters: Mary Rose and Rachael are Regular Education/Special Education Mathematics Teachers at Mainland Regional High School. They have spent the last ten years as co-teachers of Algebra 1 and Geometry. Their areas of expertise are curriculum development, mastery evaluation, and the application of such across a spectrum of learners. Their most recent initiative involved the elimination of resource rooms for Algebra 1 providing instruction to all students in an inclusion setting. The initiative will expand to Geometry in the next school year.

with Melissa Donavan, M.S., CCC-SLP, ATP & Barbra Seltzer, M.S.,CCC-SLP, ATP

Description: This Workshop will provide an introductory overview of AAC. It will include how to identify who would benefit from AAC and how it can help students fully access their curriculum and attain good social and emotional health. Strategies for supporting AAC users in the classroom and throughout the school day will be explained. Common AAC myths will be debunked, and resources will be shared.

About the Presenters: Melissa Donovan is a Speech/Language Pathologist with almost 15 years of experience working with those with complex communication needs across the lifespan. She worked in a specialized school for children with multiple disabilities where she gained expertise in the area of augmentative and alternative communication. For the last six Melissa has worked in private practice providing AAC Evaluations, Training, Coaching, and continuing education to school districts across the state. Along with providing AAC evaluations, coaching, and speech therapy to clients at her office in Hunterdon County, New Jersey. Additionally, Melissa is an adjunct professor for Seton Hall University teaching the AAC Graduate Level Course. Melissa is passionate about providing all people with access to robust communication systems so that their voices can be heard.

Barbra Seltzer is a Speech/Language Pathologist with more than 30 years of experience working with children and adults with complex communication needs. She has worked in a variety of settings including hospitals, private practice, special needs schools, early intervention, adult day programs, and home-based therapy. Currently, Barbra works in private practice providing AAC Evaluations and Therapy to children and adults in Northern New Jersey. Barbra has a Certificate of Clinical Competence from the American Speech/Language and Hearing Association, a New Jersey license to practice Speech/Language Pathology and Certification by the New Jersey Department of Education as a Speech/Language Specialist. She serves as Chair of the AAC Committee and is a member of the Board of Directors for the New Jersey Speech/Language and Hearing Association. Barbra is also a member of the Rehabilitation Engineering and Assistive Technology Society of North America and is certified as an Assistive Technology Professional. Barbra believes that all people have a right to be heard, understood, and respected.

with Dr. Heather Austin & Kevin Ragas

Description: A well designed learning environment is one that mirrors our evolving society where all individuals can access resources and learning, with varying degrees of support. Classrooms framed by this philosophy can service the needs of all students and provide an optimal outcome for all learners. A successful classroom is one that already employs the strategies of applied behavior analysis (ABA). Understanding how to integrate this and other diverse learning and behavioral strategies will create the most conducive environment for learning and meet the needs of our evolving student population, while providing the least restrictive environment.

About the Presenters: Heather Austin, Ed.D has been a supervisor in the field of special education since 2017. First, with Cranford Public Schools and now with Old Tappan Public Schools. As a seasoned professional, Heather not only leads initiatives for inclusive learning, but also contributes to professional development and program development for her district. In her experience she has invested in endeavors that developed NJTSS within her districts, demonstrating a commitment to systemic improvement and effective strategies. This multifaceted-approach, combining academic insight, practical experience, professional development leadership, and committee involvement, reflects Heather’s dedication to shaping inclusive educational landscapes for diverse learners. Heather is honored to be a presenter at NJCIE conferences.

Kevin Ragas has worked in public school districts in New Jersey for the past twenty years, initially serving as a paraprofessional before becoming a teacher in an Autism program. Kevin completed a program in Applied Behavior Analysis (ABA) at Florida Institute of Technology before becoming a Board Certified Behavior Analyst (BCBA) in 2015. For the past ten years he has worked in three school districts as a behaviorist. Kevin enjoys working directly with students to support their behavioral growth. He also enjoys educating staff members about Applied Behavior Analysis and how to utilize the various strategies in their classrooms.

with Michele Gardner M.Ed. & James Coviello Ed.D.

Description: Dr. Coviello will summarize the findings of his research which was based in the theoretical conceptions of “adaptive” and “technical” challenges (Heifetz, 1994; Heifetz, et al., 2009). Technical challenges are those with a clear set of responses that would solve the problem, therefore a sufficient program or set of solutions can be identified and brought to bear to solve them. Adaptive problems are those without clear answers and “can only be addressed through changes in people's priorities, beliefs, habits, and loyalties” (Heifetz et al., 2009, p.19). Mrs. Gardner will then discuss the practical implications of these findings and how district and building level leaders can work collaboratively through both the technical and adaptive challenges they face when engaging in systemic change toward building more inclusive schools.

About the Presenters: Michele Gardner serves as NJCIE's Executive Director, joining the team with 26 years of experience in the New Jersey public schools, filling a variety of roles including paraprofessional, special education teacher, LDTC, Supervisor, Assistant Principal and Director of Special Services. She has also been an adjunct instructor with The College of New Jersey for almost 17 years for the Department of Special Education, Language & Literacy. Michele has dedicated her administrative career to making public schools inclusive spaces for students with a wide range of learning abilities. She is also the recipient of the 2020 NJCIE Inclusion Honors award and the 2020 NJASA Special Education Administrator of the Year.

James Coviello, Ed.D. is an Assistant Professor in the Department of Administrative and Instructional Leadership at St. John's University. Dr. Coviello was a 2017 Graduate Fellow in Public Policy at the Archer Center of The University of Texas System and was named a David L. Clark Scholar by the American Educational Research Association in 2018. Before pursuing his doctorate at the University of Texas at El Paso, Dr. Coviello was a classroom teacher for ten years in New York and New Jersey. His research focuses on the intersection of equity, leadership, and policy implementation. Dr. Coviello’s most recent projects examine school leadership and inclusion for students with disabilities as well as district superintendents and local politics.

with Phil Tenaglia & Barry Barbarasch, Ed.D.

Description: We will present a process model that describes the role of school psychologists in assisting parents, teachers, students, and administrators in developing shared purposes, identifying actual and potential obstacles, and moving toward cooperation and collaboration in designing, implementing, and monitoring effective inclusive practices. We will highlight the role teachers can play in addressing the mental/behavioral health needs of children, and how they can assist students in making positive choices that promote positive behavior. They will learn how to use the ACT Matrix to invite, connect, and collaborate to build resilience, persistence, and growth for every student.

About the Presenters: Phil Tenaglia, a lifelong educator and certified ACT coach, has over 35 years of experience in K-12 education as a teacher, school psychologist, and crisis intervention specialist. He introduced Acceptance and Commitment Training (ACT) to education in 2009 and currently trains individuals, schools, and organizations in the ACT Matrix approach for mental health, social-emotional learning, and workplace wellness. Phil is also a family therapist and author of books on crisis intervention and applying the Matrix to coaching and organizations. Based in Langhorne, PA, he resides with his family.

Barry Barbarasch, Ed.D., has been a school psychologist for over 35 years, in New York andNew Jersey, in both public and private schools. Barry is Adjunct Professor in the Psychology Department and School Psychology Masters/Certification program at Rowan University and is an Adjunct Professor in the School Psychology doctoral program at the Philadelphia College of Osteopathic Medicine. He is Past President of New Jersey Association of School Psychologists, where he now serves as Chairperson of the Government and Professional Relations Committee. He also serves as Co-Chairperson on the National Association of School Psychologists’ Credentialing Committee.

with Brittany Seeley, M.Ed.

Description: Educators and administrators will gain comprehensive strategies for fostering inclusive learning environments through Universal Design for Learning (UDL). Participants will delve into UDL principles, identify diverse learning needs, acquire practical techniques, promote engagement and access, foster collaborative learning communities, and strategize for equity and inclusion within educational settings.

About the Presenter: Brittany Seeley is a program director for NJCIE. She earned her M.Ed. in Special Education from East Stroudsburg University with a Supervisory and Administrative Certification. She has over 10 years of experience in working with students K-12 with significant emotional, behavioral, and social disabilities. Her areas of expertise are in behavioral interventions, classroom management strategies, academic and behavioral progress monitoring, restorative practices, mindfulness training, trauma-informed care, and social-emotional learning.

with Michelle Lockwood, M.S.

Description: Now more than ever teachers need effective tools to address the changing needs of their students while in the general education classroom, rather than relying on moving students to more segregated settings to "fix" the problem behavior or relying on ineffective discipline practices. While many times student behavior can be supported through class-wide measures, such as establishing clear expectations, verbally praising students, and having consistent consequences for misbehavior, not all students respond to these strategies. This session is designed to help participants apply a layered or tiered approach to developing positive behavioral interventions and supports in the general education classroom so that all learners can be successful. Participants will also be given tools they can use to evaluate their existing class behavioral supports, structures, and systems.

About the Presenter: Michelle serves as a Vice President for NJCIE. She has over 20+ years' of professional experience working with students and individuals in need of behavioral support. Michelle shares her expertise by providing professional education and support to school staff for the advancement of school-wide, classroom, and individual student positive behavior support systems. Michelle facilitates the development of behavior intervention plans for individual students and presents informative workshops to parent groups. Prior to joining NJCIE in 2007, Michelle was a Behavior Specialist and Inclusion Facilitator for the Howard County Public School System in Maryland.

with Lauren Tyndorf, Ed.D.

Description: Teachers face a number of challenges when working with students with disabilities to achieve inclusion for PE. Simple placement of students with disabilities is not sufficient to ensure that the needs of those students are met or that the environment is truly inclusive. Several factors must be considered and addressed to achieve true inclusion: a lack of experience in working with children having disabilities and a limited understanding of barriers that may prevent full participation. During this session, we will identify barriers and how to remove them. different strategies and techniques to create a more inclusive PE setting and provide a variety of modifications that will work for all students.

About the Presenter: Lauren Tyndorf, Ed.D., is an Inclusion Facilitator at NJCIE. She earned her MA in Motor Learning and Control, with a focus on improving abilities of children with cerebral palsy, and her Ed.D. in Curriculum and Teaching in Physical Education, with a focus on inclusive practices in the education environment, receiving both degrees from Teachers College, Columbia University. Lauren has been employed in numerous aspects of education for over 12 years, in both the public school and private school sectors, working to create more inclusive spaces for students of all abilities. Additional experience has been in working in various roles with both Special Olympics New Jersey and Special Olympics Washington.

with Julie Lang, M.A. & Alyssa Rush, M.A.

Description: School leaders may experience what feels like resistance from staff when moving forward with inclusion. Beliefs that people hold are comfortable, therefore, when beliefs are challenged, people can feel strong emotions and as a result become defensive. How can leaders interrupt and shift limited mental models of thinking with inclusive education? In this session, we will identify the most commonly expressed limited mental models in school settings and generate responses to interrupt this thinking.

About the Presenters: Julie is an Inclusion Facilitator for NJCIE. She has over 27 years of experience teaching and coaching in the NJ public school system. Her areas of expertise are teaching and co-teaching in an inclusive classroom, curriculum, literacy development, and literacy instruction. Julie is currently a doctoral candidate studying Instructional Leadership: Coaching and Mentoring.

Alyssa Rush, M.A., is the Supervisor of Special Education at Berkeley Heights Public Schools. She has over 11 years of experience as an educator, inclusion facilitator, executive function coach, and school administrator. Her expertise includes relationship-building, school staff development, and instructional coaching, focusing on enhancing inclusive learning opportunities for all students.

with Timothy Rohrer

Description: I am a young adult with autism that struggled to fit in socially at school. I am now a speaker, author, self-advocate and educator on disability inclusion. For years, social skills were only taught to students that receive special education services. My theory is you can’t create inclusive learning environments if the general education population isn’t taught about how to communicate and include students with disabilities. Everyone has something to learn from each other. I will present my tips on how to communicate, interact, accommodate and include students with disabilities to make classrooms a positive learning environment for everyone.

About the Presenter: Timothy Rohrer is a young adult with autism who is an author, speaker, self-advocate and educator of disability inclusion. He is the author of a teaching guide “How to be a Good Influence to People with Disabilities” and two children’s books “Timmy’s Story: A Story About Autism and Friendship” and “ Timmy’s Story: A Sensory Friendly Birthday.” He created his own website “Tips4Inclusion” and a YouTube Channel with his own original resources. He has spoken at schools, conferences, professional development workshops and even made his way to the top speaking at the NJ Department of Education. Tim has received a commendation from the NJ State Senate and Assemblymen and is also the managing partner of a teen founded, nonprofit organization, 5Help Foundation.

with Chris Shamburg, Ed.D. & Tracy Amerman, Ed.D.

Description: Play an exciting board game designed for co-teachers or those who will be co-teachers. Learn the triumphs and tensions of working collaboratively in a classroom with another educator. Participants will be playing a professional-produced board game that is based on teachers' experiences coteaching. They will be answering and asking questions, moving pieces, and spinning a spinner as they play in groups of 2-3.

About the Presenters: Christopher Shamburg, Ed.D. is a professor and the coordinator of the Doctoral Program in Educational Technology at New Jersey City University. He has published several books and research studies on educational technology. He has won awards for his teaching in K-12 and higher education. His professional interests are in teacher development and informal learning with technology. Read more and connect at www.njcu.edu/cshamburg

Having spent over 15 years in the Department of Special Education, Tracy Amerman is currently a Professor in the Department of Educational Technology at New Jersey City University. She has served on many State and local committees designed to improve access, independence, and inclusion of special needs students. Her interests include Assistive Technology, UDL, and best practices in inclusion.

with Chinwe Osondu, Ed.D.

Description: This session will provide hands-on practice with various concrete and virtual manipulatives. Participants will leave with a better understanding of how to introduce and teach fractions so that students can learn, understand, and have fun in the process. They will also leave with resources that can be implemented the next day in their classrooms.

About the Presenter: Chinwe Osondu, Ed.D., is an Assistant Director and Math Specialist within the Office of Special Education, at the New Jersey Department of Education. She is an award-winning educator with a proven record of accomplishments. She has experience in grant management, managing teams, project management and providing engaging professional learning experiences to educators and families in the tri-state area. During her spare time, she enjoys reading, traveling, swimming, singing, and spending time with her family.

with Kate Sullivan

Description: In today's diverse classrooms, fostering an inclusive environment is paramount. This presentation introduces an English Language Arts (ELA)/Social Studies unit plan designed to delve into the history and impact of the disability rights movement. By examining this pivotal moment in history, students not only gain a deeper understanding of societal inequities but also cultivate empathy and advocacy skills necessary for creating a more inclusive school environment. The presentation will also explore strategies for inclusion in the language arts or social studies classroom, including Tier 1 Multi-Tiered System of Supports (MTSS) strategies and student choice, all aimed at empowering students to advocate for equity. Learners will explore resources and strategies in this unit designed to meaningfully align with the New Jersey law requiring boards of education to provide instruction on the political, economic, and social contributions of persons with disabilities.

About the Presenter: Kate Sullivan is a seasoned educator, staff developer, and advocate for transformative learning experiences. With twenty years of expertise, she crafts award-winning, dynamic curricula that ignites growth and engagement in learners of all abilities. During her tenure at Sea Girt Elementary School and Forrestdale School in Rumson, her students maintained consistent top 5% rankings on Grade 8 English Language Arts NJSLA, and she was awarded the 2020 Governor's Award for Educator of the Year. Kate is an instructor at the Kean University Holocaust Resource Center, where she teaches graduate courses in Teaching the Holocaust and Prejudice Reduction to educators across the state. A champion of culturally relevant pedagogy and inclusive literacy education, Kate has presented at the National Convention for the National Council of Teachers of English and the New Jersey Council for Teachers of English Spring Conference.

with Kelli Petrone Ph.D.

Description: This workshop explores the evidence based practice of the Gradual Release of Responsibility, and offers effective scaffolding techniques to use with students as you transfer responsibility for learning and knowledge over to them. Participants will answer the essential questions: When and how is teaching most powerfully enacted? Under what conditions does learning most powerfully occur? How do I sequence instruction to effectively transfer the load of cognitive complexity over to my students? How can the Gradual Release of Responsibility Model build capacity in my students as learners?

About the Presenter: Kelli Petrone, Ph.D., is a program director with NJCIE. She began her career as a special education teacher in San Francisco and has held various teaching and administrative positions in schools for 22 years. Kelli received her Ph.D. in Psychology from Grand Canyon University in the area of Cognition and Instruction. Her areas of expertise are in co-teaching, program development, and positive behavioral interventions.

with Francesca Ciotoli & Dr. Celeste Bonura

Description: This presentation describes effective professional development in Universal Design for Learning to better support inclusive teaching practices for K-8 teachers. Specifically, the presentation will describe the successful design and implementation of a two-year instructional rounds model of professional development. Instructional rounds engage participants in a collaborative inquiry process that results in discussion and examination of instruction. We will detail how this evidence-based approach helped teachers in a K-8 school district build a common language and understanding of effective, inclusive teaching and learning; engage in critical reflection to improve inclusive practices; and increase individual and collective self-efficacy.

About the Presenters: Francesca Ciotoli, Ph.D. is deeply passionate about inclusive education. The mother of two children, one of whom has autism, Francesca has worked both personally and professionally in support of inclusive education. Francesca has 25 years of experience inside New York and New Jersey classrooms teaching diverse children and pre-service teachers, and working with in-service teachers and administrators on inclusive practices. She received her doctorate in Teacher Education and Preparation from Montclair State University and is an Assistant Professor at St. Thomas Aquinas College. She also serves as an inclusion facilitator for the New Jersey Coalition for Inclusive Education.

Celeste Bonura is currently the Director of Special Programs in Harrington Park, NJ. She has 15 years of experience working in special education. As an administrator and psychologist, she has been learning, researching, teaching, and implementing inclusive models throughout her educational

with Michael McSheehan

Description: Over the past two years a committee of national experts have been compiling a report on barriers and solutions to the inclusion of students with significant disabilities/extensive support needs (ESN). They have identified four significant insights with four matched solutions. In this session we will have a series of facilitated discussions and reflections on what the experts are saying and what it means for our practice.

About the Presenter: Michael’s life work has been at the intersection of disability and K-12 education. During his nearly twenty years at the University of New Hampshire’s Institute on Disability, he co-led the Center on Inclusive Education, was a Clinical Assistant Professor in Communication Sciences and Disorders and worked on a series of federal and state funded projects to improve the education of students with disabilities. He is the recipient of a Special Recognition Award from the New England Reading Association for his contributions to literacy learning for students with disabilities. Michael helped establish and lead the SWIFT Education Center, a national technical assistance center, working with states, districts, and schools to facilitate school reform. Michael now leads Evolve & Effect, LLC. With his team and partners, Michael consults with educators to advance equity and inclusion and to enhance the academic, behavioral, and social-emotional experiences of students with disabilities.

with Kathleen Derillo & Jennifer Horne

Description: The goal of this workshop is to focus on increasing inclusionary opportunities and sparking change at the secondary level. This session will include a review of facts, helpful strategies for communication and collaboration, and teaching practices to meet the needs of all learners. We will conclude with real-life challenges and how we navigated them with connections to the discussion points from the workshop.

Learning Outcomes:

1- Participants will learn about teaching practices and inclusive models to support learners in diverse settings (academic, electives, and extracurricular).

2- Participants will learn how to prepare all school stakeholders to be partners in inclusion.

3- Participants will learn how to navigate challenging discussions with resistant colleagues.

About the Presenters: Kathleen Derillo is the District Supervisor of Special Services and Projects in the Kenilworth School District. Kathleen has worked in the field of special education for over twenty years as a paraprofessional, special education teacher, transition coordinator, building-based administrator, and district administrator. Kathleen is committed to inclusionary practices for students with disabilities and serving all learners in the least restrictive environment.

Jennifer Horne is a Supervisor of Special Services at Bridgewater Raritan Regional High School. Jennifer has been committed to special education in various capacities for over twenty years. She has been a one-to-one aide, paraprofessional, self-contained teacher, Learning Disabilities Teacher Consultant, and Supervisor for 10 years at various levels. In addition, Jennifer is an adjunct at Rowan University and works in the Inclusive Education Department. No matter the role, Jennifer is passionate about inclusive practices and loves to learn and speak about how to best support all students in an in-class resource environment.

with Jordan Fagan, M.A., M.S.Ed, Jill Garrison, M.Ed., Timothy J. Urig, B.A., Christine Balestriere, M.S., Brendan Hodnett, M.A., Denise Shannon, M.Ed., Jennifer Werchinski, M.A.

Description: This presentation will delve into a compelling case study in practice on effective Collaborative Consultation in Middle School. Through a detailed examination of a successful initiative in inclusivity, attendees will gain insight into the intricacies of implementation, problem-solving, and communication strategies that contribute to positive outcomes. The case study will highlight challenges faced, innovative solutions implemented, and the role of diverse expertise in achieving success. Attendees can expect to draw practical lessons and actionable takeaways applicable to their own districts.

About the Presenters: Jordan Fagan is an Inclusion Facilitator for NJCIE. She earned her M.A. in Writing, Gender, and Culture from King's College London. She later earned her M.S.Ed in Educating Students with Disabilities from Brooklyn College. Jordan is a "people person" with a focus on building authentic relationships and creating opportunities for equitable access.

Jill Garrison, M.Ed., Timothy J. Urig, B.A., Christine Balestriere, M.S., Brendan Hodnett, M.A., Denise Shannon, M.Ed., and Jennifer Werchinski, M.A. are a team of middle school educators in the Middletown Township School District, located in central NJ. They have 107 years of combined experience and have specialties in a range of content areas and across multiple settings. The district is in year 2 of implementation of the ICC Model of support services.

with Dr. Jessica McQueston

Description: Creating a truly inclusive educational environment for students with disabilities requires a comprehensive approach that extends beyond mere physical presence. This workshop will explore the nuanced role of language in shaping perceptions of students with disabilities, strategies for integrating disability representation into curricula, and practical methods for embedding equity into every facet of your classroom and school community. Gain actionable insights and resources to cultivate a more inclusive and supportive environment where all students thrive.

About the Presenter: Dr. Jessica McQueston uses her lived experience with disability to ground her work as an Assistant Professor of Special Education at Sam Houston State University (Texas). She was a Special Educator, General Educator, and Literacy Interventionist in New Mexico before earning a Ph.D. in Special Education from the University of Wisconsin-Madison. Her research focuses on the following themes: (a) understanding and addressing barriers to inclusive education for students with disabilities, particularly those with extensive support needs, (b) effective training practices for school staff supporting students with disabilities, and (c) incorporating disability studies and curriculum into teacher prep and school curriculum.

with David Jacobs, Ed.D. & Lauren Price

Description: Explore Mainland Regional High School's journey in advancing inclusion rates from 43% to 71% in 3 years. Discover key strategies like the Least Restrictive Environment, tailored support systems, and staff development. Embrace the Least Dangerous Principle, fostering an environment where every student thrives. Additionally, learn about our transformative PEERS Class, pairing high-achieving students with peers with special needs, fostering inclusion and a sense of belonging.

About the Presenters: Dr. David Jacobs, Ed.D., is a visionary leader in special education, recognized for his transformative contributions to inclusive education. As the Director of Special Services at Mainland Regional High School, he has notably increased the Least Restrictive Environment (LRE) inclusion rate from 43% to 70% in only three years. Dr. Jacobs has also been instrumental in expanding the Unified Cape Atlantic League Division, significantly enhancing athletic opportunities for over 150 athletes in inclusive settings. His dedication is further exemplified by his successful introduction of a Special Education Driver’s Education Course, underscoring his commitment to fostering independence and life skills among students with special needs. Dr. Jacobs's efforts have earned him several accolades in Special Olympics and have positioned him as a leader in promoting educational inclusivity.

Lauren Price, a dedicated Social Worker at Mainland Regional High School, holds an undergraduate degree from Shippensburg University and a Masters of Social Work from Stockton University. A champion for student inclusion, she founded the Morning Mustang Coffee Cart, integrating students with cognitive impairments alongside their general education peers. Mrs. Price manages all Out of District placements at Mainland Regional High School and serves as the coordinator of Work-Based Learning for students aged 18–21. As the McKinney Vento Liaison, she assists students with essentials like food, clothing, and counseling services, and she facilitates the monthly SEPAG Meetings, supporting special education initiatives.

with Dr. Shri Rao

Description: The biomedical narrative typically shapes what we know about autism. ‘Autism,’ as we know now, is informed by the ‘experts’ in fields like psychiatry, psychology, or medicine. While this narrative provides some insights on autism, its constructions of autism often use a deficit-based lens and typically focus on ‘getting the child to confirm to neuronormative standards. How can we embrace welcoming perspectives and practices that are affirming of neurodiversity? How can we collaborate with our students to identify supports that honor who they are and how they experience the world? Drawing on the first-person narratives of autistic self-advocates, this presentation focuses on neurodiversity affirming perspectives and practices that can be used by educators in classrooms.

About the Presenter: Dr. Shri Rao is a Professor at the Department of Special Education, Language, and Literacy at The College of New Jersey. Her interests include disability studies, inclusive education, and qualitative research. Her most recent study, conducted as a part of a Fulbright grant, focuses on the narratives of autism in India. Shri has worked as a consultant in collaboration with NJ schools in the areas of inclusive education and behavior. She teaches undergraduate and graduate courses in education within her department.

with Sara Jutcovitch, M.A.

Description: At the core of special education, is specially designed instruction. IDEA (34 CFR 300.39) defines special education as “specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability" (34 CFR 300.39). In this interactive workshop, participants will explore the what, why, and how of specially designed instruction (SDI). We will explore what SDI is (and what it isn't) and how we can intentionally and purposefully plan for this instruction. We will examine practical and effective ways to design and evaluate instruction. Teachers will leave with new tools on how to design instruction with SDI at the forefront.

About the Presenter: Sara is an Inclusion Facilitator at NJCIE. She has ten years of classroom experience teaching in New York City. She has spent her career fostering inclusion through co-teaching. She earned her B.S. in Inclusive Elementary and Special Education from Syracuse University and then an M.A. in Literacy Education from Teachers College, Columbia University. Her areas of expertise are in co-teaching, differentiation, and literacy curriculum and instruction. Sara is deeply committed to social justice and helping all children receive an equitable and inclusive education.

with Kory Kutzler

Description: More than ever our teachers, administrators, and students need resiliency. In this training we will look at everyday stressors we all face. During this interactive training participants will practice different self-care techniques that they can use for themselves as well as in the classroom.

About the Presenter: Kory currently supervises one of the largest school-based partial hospitalization programs in Pennsylvania. He also oversees teachers and psychologists at the Northampton County Detention Center. Kory will share with us stories of his many personal traumas and significant losses and how this shifted his focus to mental health. He collaborated with a colleague to develop a trauma-informed care professional development series for educators Kory was featured on a PBS television series, discussing the importance of trauma-informed care.

with Donna Spillman-Kennedy & Rebecca Leong

Description: This session will provide educators with crucial information about the characteristics of Selective Mutism, the challenges associated with social interaction at school, and the profound impact this disorder has on a student’s educational trajectory. Justification and action to create an infrastructure within the school environment to assist students in overcoming silence and meeting academic potential will be presented.

About the Presenters: Donna Spillman Kennedy MS CCC– SLP, has dedicated her 35 years + career to helping non-speaking individuals with complex communication disorders express themselves effectively. Areas of specialty include augmentative communication and selective mutism. Donna has presented on these topics both regionally and nationally. She co-authored a book related to the treatment of selective mutism. Donna provides a range of assessment and treatment services to students at school, at home, and in the community through Integrated Speech Pathology, LLC where she is a partner. She has served as an adjunct professor teaching both lecture classes and supervising graduate students for over 25 years at 3 different universities in NJ. Donna has been an active member of the New Jersey Speech–Language–Hearing Association for over 35 years and is the current President of the association.

Rebecca Leong, M.S. CCC-SLP, is the owner of Roaring Whisper, a private practice specializing in helping children overcome selective mutism. With over 15 years of experience as a speech-language pathologist, Rebecca has received extensive training in the field and collaborates widely with school districts and families directly. Her commitment is deeply personal, driven by her own experience as a parent of a child with selective mutism. A member of the NJSHA and the Selective Mutism Association, Rebecca has delivered impactful presentations and trainings across NY and NJ, enhancing educational practices for students with selective mutism.

with Michael McSheehan

Description: Best practices in conducting a functional behavioral assessment (FBA) and developing a behavior support plan (BSP) for students with disabilities are evolving. This session will provide AT LEAST six ways we can improve FBAs and BSP including: choose the right assessment approach, go beyond function, understand physiology and interoception rule, apply trauma-informed methods, consider communication (team and student), and use disability specific knowledge. Join us to learn through real student and team examples. Practical tools will be provided.

About the Presenter: Michael’s life work has been at the intersection of disability and K-12 education. During his nearly twenty years at the University of New Hampshire’s Institute on Disability, he co-led the Center on Inclusive Education, was a Clinical Assistant Professor in Communication Sciences and Disorders and worked on a series of federal and state funded projects to improve the education of students with disabilities. He is the recipient of a Special Recognition Award from the New England Reading Association for his contributions to literacy learning for students with disabilities. Michael helped establish and lead the SWIFT Education Center, a national technical assistance center, working with states, districts, and schools to facilitate school reform. Michael now leads Evolve & Effect, LLC. With his team and partners, Michael consults with educators to advance equity and inclusion and to enhance the academic, behavioral, and social-emotional experiences of students with disabilities.

with Kathryn Leonard, Dr. Jessica Bacon, & Minal Rosenblum

Description: There are a growing number of inclusive post-secondary education opportunities for students with intellectual disabilities (ID) in New Jersey and across the country. In this workshop, we will share a myriad of college opportunities that exist for students with ID and discuss how school professionals, students, and families can become aware of their options, while also pre-planning for students to acquire college-readiness skills. Participants will learn how to assure young adults with ID are well-prepared to apply for college and hear advice from students who have applied to the Montclair State University Certificate in General Education Studies program.

About the Presenters: Kathryn Leonard is the Director of the Certificate in General Education Studies (CGES) program at Montclair State University. Kathryn leads the new CGES program at Montclair, which supports students with intellectual disabilities in accessing an inclusive college experience. Kathryn is a licensed social worker and earned her Masters of Science in Social Work from Columbia University School of Social Work with a concentration in Health, Mental Health, and Disabilities.

Jessica K. Bacon is an Associate Professor in the Department of Teaching and Learning at Montclair State University. Dr. Bacon coordinates programs in inclusive education and is a co-founder of the Increasing Access to College project, which offers inclusive higher education opportunities to people with intellectual disability labels. Dr. Bacon’s research is informed by disability studies and she investigates various topics related to inclusive education through a critical and intersectional lens. Dr. Bacon has recently published in journals such as Teaching Disability Studies, Critical Education, Young Exceptional Children, Curriculum Inquiry, Disability & Society, and the International Journal of Inclusive Education.

Minal Rosenblum, 22, is a graduate of Montclair High School. Minal has been taking classes at Montclair State University as an IAC ( Increasing Access to College) student, and really enjoyed it. Minal is looking forward to starting the CGES program this Fall. Minal is also a children's yoga teacher and has 4 part time jobs. Minal hopes to take classes in the CGES program to help her with her career path. Minal is also an activist for disability and inclusion rights.

with Kate Flaxman & Catherine Fredericks

Description: When general education teachers, students, and staff are exposed to Augmentative and Alternative Communication (AAC) they can begin to understand that AAC is beneficial for a wide variety of learners not just those who are unable to speak. AAC can be a tool for language development, language expansion, social interaction, language equalization, speech clarification, literacy, and more. Education is not possible without communication. This presentation will highlight innovative activities within public school settings which have resulted in a school wide culture of awareness, understanding, integration, and support of AAC users. This presentation is applicable for all grade levels.

About the Presenters: Kate Flaxman M.S., CCC-SLP is an Augmentative Communication Specialist with Advancing Opportunities. She has been practicing as a Speech Language Pathologist for 16+ years. She has had a diversified experience working with individuals with complex communication needs who benefit from AAC in early intervention, schools, adult placement settings, homes, and employment. She strives to promote communication for the purpose of improving lives through interactions with parents, peers, caregivers, school personnel, and community members.

Catherine Fredericks is a Speech/Language Pathologist with 45+ years’ experience serving children with significant communication challenges. Nationally and State accredited in her field, Fredericks is also credentialed as an Autism Specialist, Assistive Technology Professional, and is a Language Acquisition through Motor Planning (LAMP) certified professional. She serves as Recording Secretary on the Board of Directors for The NJ Coalition for the Advancement of Assistive and Rehabilitation Technology (NJCART.net), is a member of the New Jersey Speech-Language-Hearing Association (NJSHA.org), and speaks at local, state, and national venues regarding developing and expanding community awareness and inclusion of Augmentative and Alternative Communication (AAC).

with Kory Kutzler

Description: One out of every four children has been exposed to a traumatic event that can affect their well-being, learning, and/or behavior. If you care about and/or work with children and young people, it is important to understand what trauma is, how it can impact development, show up in day-to-day situations, and what you can do to create a safe environment for all youth so that they can heal and thrive. In this workshop we will cover a basic overview of trauma

About the Presenter: Kory currently supervises one of the largest school-based partial hospitalization programs in Pennsylvania. He also oversees teachers and psychologists at the Northampton County Detention Center. Kory will share with us stories of his many personal traumas and significant losses and how this shifted his focus to mental health. He collaborated with a colleague to develop a trauma-informed care professional development series for educators Kory was featured on a PBS television series, discussing the importance of trauma-informed care.