This session presents a researched curriculum for middle school students with significant disabilities (including early symbol users and/or those nonverbal) that aligns English/language arts instruction and content to Common Core Standards; it will include demonstrations of evidence-based teaching procedures (including use of AAC) and age-appropriate content.

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This presentation will inform participants on a study targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of a single subject study, participants will learn about apps to make accessing the general curriculum motivating and easy to use while promoting best practices. Learner outcomes: • This presentation will provide an interactive session on the use of the iPad app for use in grade aligned ELA instruction for students with significant disabilities from diverse backgrounds; • Participants will learn about the results of the single subject study conducted on the app with students with significant intellectual disabilities including autism; and • Participants will gain information about the scripted lesson, which promotes best practices in teaching ELA.

This presentation will inform participants of the results from a year-long randomized control trial study targeting a comprehensive approach to teach grade aligned ELA via an App for middle school students with significant disabilities. Participants will learn about the embedded evidence based practices that led to significant outcomes. By the end of this session, participants will be able to: a) identify instructional strategies that lead to increases in grade aligned ELA skills. b) discuss ways to provide meaningful grade aligned access to ELA skills for students with significant disabilities from diverse backgrounds c) incorporate technology (ipad) and grade aligned adapted fictional and nonfiction novels that address complex and diverse themes into ELA instruction as a means for increasing engagement and access for students with significant disabilities.

Four studies demonstrate student gains in Common Core Standards in English Language Arts for middle school students with significant disabilities.

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English/language arts (ELA) is one of the core content areas of the general curriculum. Through ELA instruction, students gain a means for accessing and understanding the various forms of text they encounter in daily life as well as skills in research and communication. The overarching goals of ELA focus on effective communication, including comprehension: a goal critical to students with significant disabilities. Typical ELA curriculum creates opportunities for students to communicate in different contexts, for different purposes through exposure to culturally diverse text (Browder & Spooner, 2014). The challenge in developing language-arts instruction for students with significant disabilities, however, is that they may have few skills to engage with text (Mims et al., 2012). Recent research has helped to bridge the gap between the incoming skill set of individuals with a significant disability and the gains in effective literacy skills, communication, writing and comprehension skills. This presentation will highlight some of the most recent research that features strategies for providing meaningful-access, grade-aligned fiction and nonfiction text depicting diverse cultural and socioeconomic themes, but adapted for greater student access. Highlighted strategies will include a discussion of how grade-aligned adapted books and systematic instruction such as response-prompting strategies, error correction, positive reinforcement, data collection and graphic organisers can promote student gains in literacy, communication, writing, student-led research and comprehension across Bloom’s Taxonomy. In addition, this presentation will discuss ways to meaningfully adapt grade-appropriate text for students who have limited-to-no reading ability, as well as provide resources for fiction and nonfiction texts that have already been adapted. Finally, this presentation will provide participants with strategies to promote personalised learning in concert with maintaining a high level of rigour for students with intellectual disability and autism. - See more at: http://sydney.edu.au/education_social_work/professional_learning/teachers/2016/major-events/successful-learning-conference.shtml#sthash.hTRDzYbP.dpuf

This session will provide a text comprehension research overview for students with intellectual disability (ID). The presenters will review the instructional strategies and text supports (accommodations) that have been used to improve student text comprehension, with emphasis on strategies that teachers can immediately implement, and discuss opportunities for future research. Learner Outcomes: • Participants will gain knowledge of the text comprehension research base, as well as explore practical issues related to researching text comprehension. • Participants will learn about the instructional strategies and supports that have been used to improve student text comprehension and how to implement these in their classrooms. • Participants will describe recommendations for implementing research-based instruction and supports into their practice.

A lipoperoxidação gera diversas espécies carbonílicas altamente reativas dentre as quais se destacam acroleína (ACR), malondialdeído (MDA), 4-hidroxi-2-hexenal (HHE) e 4-hidroxi-2-nonenal (HNE). A principal via endógena de metabolização desses compostos é através de conjugação com glutationa por ação da glutationa-S-tranferase. Contudo, diversos trabalhos têm mostrado que dipeptídeos contendo histidina, tal como a carnosina (CAR), também podem formar conjugados com aldeídos e auxiliar na detoxificação desses compostos. Em nosso trabalho adutos de CAR com ACR, HHE, HHEd5, HNE e HNEd11 foram sintetizados, purificados e caracterizados. A reação da CAR com ACR foi estudada em detalhes. Resultados mostraram que a carnosina reage com acroleína formando 03 produtos principais: m/z = 265, m/z = 283 e m/z = 303, sendo este último mais estável e mais abundante. Dados de RMN H1, COSY e HSQC permitiram elucidar a estrutura dessa molécula (m/z = 303) e propor uma rota de reação. Em seguida, uma metodologia baseada em cromatografia líquida acoplada à espectrometria de massas do tipo \"Ion Trap\" (ESI+ HPLC/MS-MS) foi desenvolvida e validada para quantificação simultânea dos adutos sintetizados. Pelo método desenvolvido é possível quantificar com precisão 25 pmol de CAR-HHE, 1 pmol de CAR-ACR e 1 pmol de CAR-HNE com um coeficiente de variação de aproximadamente 10 % e acurácia de 98 % (HHEd5 e HNEd11 foram usados como padrão interno). Análise em urina de adultos não fumantes mostraram que os produtos sintetizados estão presentes na urina de humanos em concentrações de 3,6 ± 1,4; 2,3 ± 1,5 e 1,3 ± 0,5 nmol / mg de creatinina, respectivamente para CAR-ACR, CAR-HHE e CAR-HNE. Em ratos transgênicos SODG93A modelo para esclerose lateral amiotrófica (ELA), a suplementação da dieta dos animais com 35 ± 5 mg carnosina/animal/semana melhorou a manutenção do peso e a sobrevida dos animais. Análises dos adutos sintetizados em amostras de músculo sugerem que a metabolização de aldeídos esteja comprometida nesses animais e que a carnosina poderia funcionar como \"scavenger\" para esses compostos. Esses resultados comprovam que dipeptídeos de histidina atuam na detoxificação de compostos carbonílicos e participa de suas vias de excreção. Além disso, a caracterização da estrutura e desenvolvimento de método sensível de detecção abre a possibilidade de utilização desses adutos como biomarcadores de estresse redox e exposição a aldeídos. / Lipid peroxidation generates reactive carbonyl species, including 4-hydroxy-2-nonenal (HNE), acrolein (ACR), 4-hydroxy-2-hexenal (HHE) and malondialdehyde (MDA). One major pathway of aldehyde detoxification in vivo is through conjugation with glutathione catalyzed by glutathione-S-transferases or, alternatively, by conjugation with endogenous histidine containing dipeptides, such as carnosine (CAR). The reaction of CAR with ACR was investigated in an effort to assess its possible biological role. One stable adduct was isolated by reverse-phase HPLC and characterized on the basis of extensive spectroscopic measurements. The proposed reaction route for product formation involves the reaction of the CAR amino group with ACR via a Schiff base formation followed by dehydration and cyclization through Michael addition in the imidazole ring forming an instable compound with m/z = 265. The subsequent reaction with another molecule of ACR followed by cyclization gives rise to the final product with m/z = 303.A highly sensitive method involving HPLC-MS analysis was developed for the simultaneous accurate quantification of CAR- ACR, CAR-HHE and CAR-HNE adducts in human urinary samples from non-smoking adults. This methodology permits quantification of 10 pmol CAR-HHE and 1 pmol of CAR-ACR and CAR-HNE. Adduct levels in urine were 3.6 ± 1.4, 2.3 ± 1.5, 1.3 ± 0.5 nmol/mg of creatinine, respectively to CAR-ACR, CAR-HHE and CAR-HNE. In SODG93A transgenic rats model to amyotrophic lateral sclerosis (ALS), the food supplementation of the animals with 35 ± 5 mg carnosine/animal/week improve de body weight and the life span of the ALS treated group. Analysis of the synthesized adducts in muscle sample showed suggest than aldehyde metabolization is compromised in this animals and that may be carnosine work like a scavenger for these compounds. Our results indicate that carnosine adduction can be an important detoxification route of α,β -unsaturated aldehydes. Moreover, carnosine adducts quantification may be useful as redox stress indicator in vivo.

This hands-on, interactive session will demonstrate how to integrate English language arts and STEM at the secondary level. Participants will leave this session with a tool kit of ideas to assist in the melding of argumentation and close reading with STEM through the use of informational texts.