Agenda for Low Incidence Institute
Monday, August 6
Establishing a Program of Inclusion at Your School: Practical Considerations from a School Team That’s Happily Been There! (CSN, F, SLP)
8:45 a.m.–noon
Act 48; Social Work; ACVREP; Infant/Toddler: 3 hours; ASHA: .3 CEU; Psych: 3.25 CE hours
This session will provide a panel presentation on how Roslyn Elementary School in the Abington School District partnered with PaTTAN, IU 23, and HMS School to provide inclusionary supports for their students with complex support needs. The interdisciplinary panel will describe the process, successes, and challenges that they tackled together and the positive things they see in their school now!
Outcomes- Identify challenges and solutions to overcome barriers in inclusion of students with complex support needs
- Describe the essential features of an inclusive school community that meet the needs of ALL students
The Panel:
Dr. Kevin Osborne, Principal of Roslyn Elementary School
Dr. Richard Balukas, Director of Special Education
Ms. Meghan Shupp, Teacher of Special Education
Ms. Jennifer Peszek, Coordinator of Special Education
Ms. Colby Keyser, Speech and Language Therapist
Ms. Christina Coia, Director of Education, HMS School for Children with Cerebral Palsy
Ms. Debbie Brown, PaTTAN Educational Consultant
Ms. Jessica Adamski, General Education Teacher
Working with Families When a Child Has an Acquired Brain Injury (ABI) (TBI, F, OT, PT, CSN)
8:45 a.m.–4:15 p.m.
Act 48; Social Work; ACVREP; Infant/Toddler: 6 hours; ASHA: 0.6 CEU; Psych: 6.5 CE hours
This session will focus on the family responses after ABI and the means for working with families to support them in difficult times. Ability to respond to varying coping styles, family systems, resilience, and challenges will be outlined. Active participation of the audience is encouraged.
Outcomes- Describe family systems
- Outline family responses to acquired brain injuries, coping styles, resilience, and life cycle processes
- Define personal coping and communication styles
- Suggest methods for working collaboratively with families
Roberta DePompei, PhD, is a Distinguished Professor, Director of the School of Speech-Language Pathology, and interim dean of the College of Health Professions at the University of Akron. Her major area of research and interest is in cognitive-communicative challenges to the individual with brain injury and the impact of brain injury on the family system. An advocate for the needs of youths with brain injuries and their families, she is on numerous national and international task forces and committees. She has helped to develop support groups and a community-based collaborative of agencies to problem solve issues for this population. Widely published, and a national and international presenter, Dr. DePompei is recognized for her unique and innovative approaches for functional community inclusion.
Rewriting the Data on Down Syndrome and Other Intellectual Disabilities (CSN, F)
1:00–4:15 p.m.
Act 48; ACVREP; Infant/Toddler: 3 hours; ASHA: .3 CEU; Psych: 3.25 CE hours
Karen will present a case for "rewriting the story on Down syndrome," as she believes that a concerted effort needs to be made to shine a light on the phenomenal achievements and progress that have been made for those living with Down Syndrome. Karen uses her own experiences to help demonstrate the tremendous impact of early intervention, inclusion in schools, regular exercise, and positive expectations.
Outcome- Awareness of potential abilities of ALL students
Karen Gaffney
From the moment she was born, Karen Gaffney began an incredible journey that continues today. She devotes her time to her nonprofit organization that is dedicated to championing the
journey to full inclusion in families, schools, the workplace, and the community for people with developmental disabilities.
She is doing this by creating awareness and calling attention to the tremendous capabilities of people with disabilities. Karen accomplishes this through presentations and workshops delivered all over the country. One of the workshops Karen presents is on the importance of physical fitness and how to set up a regular fitness plan. She has also started a program that she calls “The Friends First Network ™” in schools around the Portland area. She hopes to take this program nationwide.
Karen graduated from St. Mary’s Academy in Portland, Oregon, and earned a two-year associate of science degree from Portland Community College.
Karen has been a swimmer all her life, and she has put that skill to good use. She successfully swam the English Channel as part of a six-person relay team. She has many other open water swim accomplishments on her record, and most of the swims are fundraisers for her causes. Karen’s longest open water solo swim was completed in 2007 when she swam straight across the width of Lake Tahoe, a daunting 9-mile distance in 59-degree water to raise money for the National Down Syndrome Congress and to show the world that people with Down Syndrome are more alike, rather than different, from everyone else.
Karen swam the Boston Harbor to help promote the MDSC Buddy Walk in 2009. She swam Dun Laoghaire Harbor in Dublin when she spoke at the World Down Syndrome Congress there. And she led a team of swimmers on an 8-mile swim from Vermont to New York across Lake Champlain in 2010 to raise funds for the North County Down Syndrome Association. In August 2011, Karen organized a fundraising swim on the Columbia River that raised more than $75,000 for an Aquatic Therapy program for the Providence Center for Medically Fragile Children in Portland, Oregon.
Karen travels the country speaking to a wide range of audiences about overcoming limitations and about what can be accomplished with positive expectations. Karen tackles any challenge she faces with determination and commitment, knowing she has limits, but not allowing them to limit her drive to succeed. Oh, and by the way, Karen Gaffney has Down Syndrome.
Using the Communication Matrix to Guide Intervention for Early Communicators: for New and Experienced Users (F, AT, CSN, SLP)
1:00–4:15 P.M.
Act 48; Social Work; ACVREP; Infant/Toddler: 3 hours; ASHA: .3 CEU; Psych: 3.25 CE hours
The Communication Matrix (Rowland, 2004) is an assessment instrument designed for individuals functioning at the earliest stages of communication that accommodates any form of communication, including pre-symbolic and augmentative or alternative forms. This session will accomplish two major aims. First, we will review the use of the Matrix to assess expressive communication skills and develop customized reports with educational recommendations. Second, the presenters will field implementation questions from experienced Matrix users who are interested in training other individuals to use this tool. The session will emphasize practical applications.
Outcomes- Describe the expressive communication skills of children who have severe or multiple disabilities, including children with sensory, motor, and cognitive impairments
- Navigate the Communication Matrix online assessment, and identify supports for families and student team members administering the assessment
- Identify goals and skill areas for intervention across environments, given a variety of assessment outcomes
Darlene Daniels, MEd, is a research associate at Oregon Health and Science University and a teacher of the visually impaired for Columbia Regional Programs in Portland, Oregon. She has a master’s of special education and certification in vision impairment. Her professional experience includes working with teachers, parents, and educational teams on evidence-based practices and educational research. She specializes in communication strategies for individuals with severe disabilities.
Emily Quinn, MS, is a research associate at Oregon Health and Science University and a speech language pathologist at the Shriner’s Hospital in Portland, Oregon. She has a master’s degree in speech language pathology. Her professional experience includes working in pediatric hospitals with families, health care providers, and educational teams. She is interested in best practices in intervention for children with complex communication needs, communication disorders, and cultural and linguistic diversity, and providing family-centered care.
Ten Things I Can Do for Myself! (OT, F, AT, CSN)
1:00–4:15 P.M.
Act 48; Social Work; ACVREP; Infant/Toddler: 3 hours; ASHA: .3 CEU; Psych: 3.25 CE hours
When looking for functional activities for children with severe multiple disabilities, parents, teachers, and therapists are often at a loss for what to do. Once functional activities have been identified, we still need to find ways to successfully integrate technology into the activities to allow our students to be more independent. This presentation will focus on how both high- and low-tech devices can be used to promote greater independence during leisure activities and daily life. Attendees will leave with step-by-step directions for setting up functional activities in both the school and home environments that will give their students greater independence and the ability to manage their own leisure activities. They will also receive a list of resources for borrowing and/or purchasing the equipment necessary to carry out these activities.
Outcomes- Immediately implement a list of given activities in their professional practice
- Understand the ideas behind developing functional leisure activities and be able to apply these principles to developing activities of their own
- Understand how technology can be used and modified to promote independence during a variety of different activities
Kristin McKeown, MEd, ATP, has worked at HMS School for Children with Cerebral Palsy for the past five years as a special education teacher. Prior to that, McKeown worked for more than 15 years as an assistive technologist at various public and private agencies. She has her master’s degree in special education and is certified by RESNA as an assistive technology practitioner.
Dawn Rainey, BS, ATP, has worked at HMS School for Children with Cerebral Palsy for the past 12 years as the assistive technologist. She has a graduate certificate in assistive technology applications and is certified by RESNA as an assistive technology practitioner.
Opening the Doors of Tomorrow Today: the Impact of Inclusion in the Classroom for Students with Intellectual Disabilities (ABI) (F, All)
6:00–7:00 p.m.
Act 48; Social Work; ACVREP; Infant/Toddler: 1 hour; ASHA: 0.1 CEU; Psych: 1 CE hour
Karen will share specific experiences and strategies used to help her learn in a general classroom setting along with her peers.
- Awareness of strategies that can promote successful inclusion for ALL students
Karen Gaffney (see bio in earlier session)
