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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

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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.

This session will outline current research as it relates to activity schedules as an evidence-based practice and will offer suggestions for areas of continued research. Specific uses of activity schedules will be highlighted and various formats will be explored. Innovative approaches to using activity schedules will also be demonstrated. Learner Outcomes: • Participants will gain understanding of current research involving using activity schedules for promoting independence for individuals with intellectual disabilities in regard to quantity, quality, and future possibilities; • Participants will learn various uses of activity schedules to promote independence for individuals with intellectual disabilities during transitions and task analytic skills; and • Participants will explore various activity schedules and determine appropriate options based on individual needs (object vs. picture vs. written; high tech vs. low tech; etc.).

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Research has long demonstrated the discrepancies that culturally and linguistically diverse (CLD) families and students with intellectual disability face within public schools as well as post-school outcomes. This presentation will highlight a culturally responsive framework that can prepare CLD families and their children to participate in postsecondary opportunities.

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This session will provide a framework for assisting culturally and linguistically diverse students with moderate-severe intellectual disability. Strategies for general curriculum access, academic instruction, meaningful collaboration with families and educators, as well as suggestions for enhancing postsecondary outcomes will be provided.

The authors queried 336 paraeducators working in 34 high schools or special programs offering transitional services for adult students with disabilities. The survey included (a) the contexts in which they support students with disabilities, (b) their knowledge about core competencies in educating these students, (c) the job-related tasks they perform most frequently, (d) their perceived ability to perform these tasks effectively, and (e) their need for further training across these knowledge and task areas. The study replicated a study conducted by Carter, O'Rourke, Sisco, and Pelsue (2009) surveying paraeducators working in K-12 settings. The authors found that paraeducators worked with a broad range of disabilities in multiple types of transitional school or program settings, with moderate supervision using varied types of teaching strategies, and they received most of their training on the job. Although most paraeducators reported having adequate training across knowledge standards, the quality of training received was reported as informal. Reported tasks performed most frequently were nontransition related. Preparing for transition and IEP plans were less frequently performed and trained for; while tasks less pertinent to students in transitional settings were more frequently performed and prepared for such as one-to-one instruction. Supervision under a certified teacher was reported to be moderately occurring (less than 50% of the time). Future research and development of standards for transitional paraeducators working with adults with disabilities is recommended. Identification of needed specific skills should be coupled with more formal training.