Using best-practices and supports that apply the least dangerous assumption (LDA) is a powerful tool for increasing overall student quality of life and keeping alive a vision of high achievement for all students. This presentation will focus on research and evidence based strategies to promote the LDA for students with significant disabilities regarding accessing personally relevant academic instruction with meaningful student centered outcomes. OBJECTIVES: By the end of this session, participants will be able to: a) identify four criteria to promote Least Dangerous Assumption b) discuss ways to successfully implement the four criteria in their classroom to meet the needs of a wide range of diverse students with significant disabilities c) identify resources that incorporate these four criteria and are applicable to students from diverse backgrounds

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Research has provided ample evidence supporting the notion that interaction with books during early childhood enhances the development of reading skills (Bus, van IJzendorn, & Pellegrini, 1995; Dickinson & Smith, 1994; McKeown & Beck, 2004; Sénéchal & LeFevre, 2002). Additionally, we know there are substantial disparities in children’s experiences with language, vocabulary, and early literacy prior to entering kindergarten. These disparities have a lasting effect on later academic success (Catts, Hogan, & Fey, 2003; Hart & Risley, 1995: Snow, Burns, & Griffin, 1998). Children at greatest risk for poor language and literacy skills are young children who live in poverty and young children identified at-risk for developmental delays and disabilities.

This presentation focused on research that evaluates and examines the impact of Safe Space trainings on competency levels of a sample of school counselors/ school counselor trainees. Dr. Byrd also explored the relationship between LGBTQ competency and awareness of sexism and heterosexism in order to determine the effectiveness of Safe Space trainings.

Strong evidence exists that LGBTQ students are underserved and at high risk in schools. Only by increasing the knowledge, skills, and awareness of school counselors will they be able to act systematically and effectively address the needs of LGBTQ youth within the complex school environment. In order to design programs for school counselors that reflect their unique roles, it is necessary to learn more about their experiences in working with LGBTQ youth, ideas regarding training needs, as well as motivation and type of training that would be helpful. The goal of the presenters is to share the results of a nationwide study exploring the experiences and identified training needs of Professional School Counselors in working with LGBTQ youth.

Those of us involved in education – administrators, teachers, parents, students, specialists, policy makers and researchers – must decide on the level of rigour that will take place in our classrooms. Decisions based on the least dangerous assumption (LDA) are providing outstanding results. Donnellan (1984) famously wrote that “we should assume that poor performance is due to instructional inadequacy rather than to student deficits” (p 142). This philosophy has been the foundation of recent research into the access available to the general curriculum and practice in the classroom by individuals who have a wide range of ability levels. As a result, these studies have repeatedly yielded data showing students with a range disabilities can make gains in a variety of areas including grade-aligned content. This keynote presentation will highlight important criteria to promote LDA including: evidence-based practices with scientifically researched curricula and materials, differentiated instruction that maintains rigour, consistent data capture, and decision making standards-based instruction. Throughout this presentation, specific studies conducted to reinforce these criteria when LDA has been the foundation for this work will be highlighted. Special education has a rich history in advocating for the individual needs of students with disabilities. As we move into the rigour of providing standards-based instruction, we see how much more they are capable of, as well as an opportunity to increase quality of life. - See more at: http://sydney.edu.au/education_social_work/professional_learning/teachers/2016/major-events/successful-learning-conference.shtml#sthash.hTRDzYbP.dpuf

The number of Social StoriesTM studies and reviews has increased in recent years, yet concerns regarding quality and effect sizes continue to be expressed. With the emphasis on evidence-based practices (EBPs) for the education and treatment of people with autism spectrum disorders (ASD), this issue becomes of paramount importance as professionals and parents attempt to select interventions for the people with ASD in their care. The current study makes a unique contribution in its use of an extensive EBP evaluation model to examine 33 single-subject studies across 13 peer-reviewed journals, a 12-year period, and a wide range of grouping variables. Using the Mayton, Wheeler, Menendez and Zhang (2010) EBP evaluation protocol, studies were investigated in terms of eight quality indicators comprised 23 operationally defined standards. Studies included in this analysis met the following criteria: (1) they were intervention studies using single-subject research designs; (2) they included only participants with disorders on the autism spectrum; and (3) the primary intervention was the use of a Social Story. Findings included on- or above-standard acceptability in EBP indicators related to important aspects of dependent variables within studies and below-standard acceptability in indicators related to both internal and external validity of studies.

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This presentation will inform participants of studies targeting both writing instruction and studentled research instruction via an App for middle school students with significant disabilities. Based on results two studies, participants will learn about supports to make persuasive writing and research instruction accessible for students with significant disabilities. Learner Outcomes: • Apply a persuasive writing intervention and a student-led KWHL research intervention that incorporates evidence-based practices in their classrooms. • Discuss ways to provide meaningful grade aligned access to ELA skills for students with significant disabilities from diverse backgrounds. • Incorporate technology (ipad) and grade aligned fictional and nonfiction novels that address complex and diverse themes into writing instruction as a means for increasing engagement and access for students with significant disabilities.