These sessions will empower educators to create inclusive school environments that support students with intellectual disabilities, including Down syndrome. Participants will learn research-based reading strategies, explore reading development, and discover practical tips for teaching diverse learners. The sessions will also focus on maximizing student participation and fostering a strong sense of belonging in the classroom. #LIDESC1

Session I: Beyond Inclusion: Creating Communities of Belonging for Students with Disabilities (Dr. Erik Carter)
Students learn best and flourish most when assured of their belonging. How might schools become places of meaningful inclusion and friendship for students with intellectual and developmental disabilities? In his presentation, Dr. Carter will share a powerful framework for reflecting upon and fostering belonging within our schools and classrooms. Together, we will explore the implications of this work on the ways we welcome, support, educate, and embrace students with disabilities.

Session II: A Key for Unlocking Full Participation in a Meaningful Life (Dr. Susan Copeland)
Literacy is life changing. So much of what any of us do in our everyday and professional lives is made possible by having learned literacy skills. Knowing some basic skills, even if someone never becomes a fully conventional reader and writer, increases participation in the things that make lives rich and full of meaning (e.g., social relationships, school, employment, and even engaging in citizenship in our society). In this session we will explore the “Why” of teaching literacy, reflect on what literacy really encompasses, and examine the strong research base developed over the past 20+ years that has documented successful outcomes when individuals with intellectual/developmental disabilities (IDD) are offered explicit, sustained, evidence-based literacy instruction targeted to their learning needs and interests.

Session III: Designing Effective, Engaging Literacy Instruction (Dr. Susan Copeland)
Some of the most important skills educators, therapists, and families will ever teach any student of any age are linked to literacy. It is especially crucial for students with I/DD to have access to appropriate, sustained, and engaging literacy learning opportunities. In this session we will explore ways to incorporate research-based literacy instructional practices for students with more extensive needs for support (e.g., those with intellectual disability, autism spectrum disorder, and multiple disabilities) within school and community settings (e.g., home). Audience members will learn evidence-based strategies they can use immediately to create literacy learning opportunities for students across the school day and at home as well receive additional resource information to explore on their own to continue to grow their literacy instruction practice.

Session IV: Including Children with Down Syndrome in Schools with Typically Developing Peers (Dr. Jenny Kimes and Susan Teaford)
Components of effective inclusion will be reviewed including understanding the typical learning and behavioral characteristics of students with Ds, how to creative a productive classroom learning environment, use of research-based instructional strategies, and ways to promote social inclusion. How to use a Strengths-based approach, the importance of effective collaboration, as well as potential challenges and solutions will be discussed.

General Education Teachers, Special Education Teachers, ECSE Teachers, Special Education Staff (paraprofessionals, supervisors, related service providers, directors, etc.), Campus Administrators and Parents of Students with Disabilities.

Diversity and Special Needs Populations
Special Education
TTESS 1.3 Knowledge of Students
TTESS 2.2 Content Knowledge and Expertise
TTESS 2.4 Differentiation
TTESS 4.3 Professional Development

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