In this session, the presenters will describe the results of three studies involving the use of technology and response prompting to teach children with MSD/ASD to write their opinions about text. Further, they will describe the technology used and how it may be applied to other skills. Learner Outcomes: (1) Participants will identify two software applications that can be used for teaching writing; (2) Participants will describe the intervention steps for teaching opinion writing to students with MSD/ASD; (3) Participants will cite limitations to using the presented procedures and describe potential improvements.

Leadership positions, whether as program coordinator, department chair, associate dean, or dean, are complex and filled with ambiguity. Leaders in varying leadership positions from four universities offer prospective and current academic leaders a forum to discuss skills and attributes needed to transition to leadership positions and become effectiveleaders.

Secondary teachers of students with extensive support needs are tasked with helping their students prepare for successful post-secondary outcomes by setting and making progress toward meaningful goals related to self-determination, social and communication skills, and other individualized needs. Federal law also mandates that teachers provide academic core content instruction that is aligned with grade level standards, and recent federal rulings (e.g., Endrew v. Douglas County) have highlighted the need for instruction to be specially designed based on the unique needs of individual students with disabilities. The impact of standards-based instruction on the adult lives of individuals with extensive support needs is yet to be seen, but increased academic opportunities will provide an increased level of skills over prior generations. One way educators can meet the unique individual needs of their students is to integrate transition skills and goals within academic instruction. This presentation will provide guidance to educators on how to ensure academic core content instruction is personally relevant for secondary students with extensive support needs in the areas of literacy, mathematics, and science.

Students with intellectual disabilities and autism have been underexposed to grade aligned English/Language Arts (ELA) content, including literacy. This session highlights research to guide participants’ practice in implementing meaningful grade aligned ELA content such as vocabulary, opinion writing, comprehension of fiction and nonfiction text, and student led research for students with low incidence disabilities. A presentation of evidence-based practices such as the use of technology, grade aligned adapted fiction and nonfiction text, and systematic instruction will be featured, as well as ways to promote personalized learning in the classroom.

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This poster will summarize the RTI variability of various case studies and analysis. How to pursue consistency in assessment, identification of SLD, and communication with parents will also be addressed.

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No description available.

No description available.