Conference Program/Sessions

View the TED 2021 Conference Program below. You can search by Title, Speakers, Presentation Type and Topic.

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Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 2:50 PM CST	Learn to use Social Media to your Professional Advantage Learn to use social media to your professional advantage from presenters and TED influencers Corey and Tiffany Peltier. Corey and Tiffany will share strategies and answer participant questions about creating a professional social media presence, networking, sharing work effectively on social media platforms, and more. Speaker(s): Stephanie Morano, University of Virginia Corey Peltier, University of Oklahoma Tiffany Peltier Symposium/Special Presentation/Spotlight Session/Special Event request Location: Elm Fork II	Location: Elm Fork II	2021110414:0014:50 001	THU, NOV 4	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 12:30 PM - 1:30 PM CST	Kaleidoscope Presentation Check-In and Welcome and Panel Location: Trinity Central	Location: Trinity Central	2021110412:3013:30 000	THU, NOV 4
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Accepting Educational Responsibility: Preparing Administrators to Lead Inclusive Schools This presentation will share in-depth coverage of an essential topic in special education. This session will provide participants with the results of a recent study that investigated school leader's knowledge of serving students with disabilities in inclusive schools. The presentation will also provide a summary of leaders' perceptions of the role of leadership programs in preparing school leaders to support students with disabilities who receive special education services in inclusive settings. There is overwhelming support in the literature for the need for educational leaders to be prepared to educate students with disabilities in inclusive settings (Bateman & Bateman, 2014; Billingsley et al., 2014; McLeskey et al., 2014; One System, 2015). These authors indicated that educational leaders, with the exception of those in programs specific to the preparation of special education administrators, receive little or no preparation in university programs about students with disabilities, special education and special education law (CEC, 2015; Billingsley & McLeskey et al., 2014). Several examples from the literature that provide evidenced based practices (EBPs) for preparing principals and other educational leaders are offered here as models for transforming university educational leader preparation programs designed to promote the preparation of 21st century leaders for inclusive school communities. It is essential that leadership preparation faculty review Educational Leadership preparation programs and seriously consider changes necessary for preparing 21st century educational leaders for inclusive school communities. The following are recommendations for transforming educational leadership preparation programs for creating inclusive school programs. o Institutions of higher education schools of education collaborate with state departments of education administrator license commissions to develop standards that explicitly state knowledge and skills that principals and other educational leaders must know in topics regarding students with specific disabilities as a result of completing a license program. o Department of education faculty in educational leadership programs review their curricula to determine whether or not principal candidates and other educational leader candidates are being adequately prepared to lead in inclusive school settings: o Evaluate course syllabi using innovation configuration (Billingsley, McLeskey & Crockett, 2014); o Collect data from alumni of educational leadership programs to get information about preparation and get suggestions for improvement. o Collect data from key stakeholders in the field (e.g., school district personnel who hire educational leadership program alumni) as principals, assistant principals. o Based on these data, make needed changes to the curricula to strengthen educational leadership programs in order to prepare principals and other educational leaders who lead inclusive and high achieving schools (e.g., add a course that explicitly teaches about students with disabilities). These transformed university preparation programs will prepare educational leaders who lead inclusive school communities in closing the gaps for students with disabilities because 100% of the students spend 80% or more of their day in general education classrooms. The effects for students with disabilities are that they experience equity, social justice and their civil rights for education in inclusive school communities where all benefit. Speaker(s): Todd Sundeen, University of Northern Colorado Single Paper Session Research and Inquiry Location: Trinity Central	Location: Trinity Central	2021110509:0009:50 001	FRI, NOV 5	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	An All-Inclusive Multimedia Observation, Reflection, Coaching, and PD Platform: Meet COACHED The purpose of this session is to introduce COACHED (https://coachedweb.azurewebsites.net) which is a free, multimedia platform for use in observing, coaching, and providing PD to teachers (Authors, 2021). COACHED contains the Classroom Teaching (CT) Scan observation instrument and associated data outputs (Author, 2017), a data dashboard for observers and teachers to easily access data, a coaching/feedback form that automatically populates based on CT Scan data and pre-written feedback sentences (which are editable), a reflection template, and a library of Content Acquisition Podcasts with Modeling Videos (CAP-TVs) to provide on-demand PD. An observer can create a free account, and then enroll teachers or teacher candidates they are responsible for. A teacher can also self-observe. The feedback template that automatically populates using pre-written feedback statements is a major innovation, as it saves the observer substantial time, but also provides a model for what effective feedback can look like, and offers those doing self-observations a way to receive feedback without needing a supervisor's time. The pre-written feedback can then be augmented and edited by the expert reviewer to help ensure the teacher receives directions for making needed improvements and reinforcement for aspects that looked good. COACHED is customizable, so a teacher of any title/content/grade level can be observed. New categories, practices, feedback statements, and reflection matrices can all be added so teachers of students from any background can be observed and supported. It is also a free tool that runs on any internet-connected device to further support implementation and not be restricted to well-resourced schools. The components of COACHED were developed with various IES and OSEP grants over the past 10 years. In 2020, COACHED was used as part of a Stepping-Up Technology grant with middle school inclusive science teachers. The teachers (n=9) were observed and coached monthly on their implementation of vocabulary practices. Each teacher made statistically significant gains in terms of the quality of implementation of evidence-based vocabulary practices. Their social validity data favored use of COACHED as an easy way to receive unbiased feedback and ideas for improvement that only focused on practice, and not extraneous aspects of teaching. COVID protocols/situation prevented collection of student data. However, in past studies, students with disabilities made significant gains relative to peers in BAU conditions when taught by teachers coached and provided PD using this multimedia approach (Authors, 2018; 2020). During this session we will discuss the iterative development of COACHED, and present data that guided our decision making to this point. This includes data from five published studies, to date. Speaker(s): Michael Kennedy, University of Virginia Single Paper Session Technology Location: Trinity Central	Location: Trinity Central	2021110310:0010:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 11:00 AM - 11:50 AM CST	Beyond Social Skills: Using Peers To Deliver Evidence-Based Mathematical Instruction for Students with Extensive Support Needs The current study is likely the first of its kind demonstrating how to successfully use peer tutors to deliver evidence-based teaching methods (i.e., task analytic instruction, total task presentation, least intrusive prompting system, peer-mediated instruction, and MSBI) to teach mathematical problem solving to students with ESN. Currently, the use of MSBI for students with ASD and/or ESN to learn mathematical word problem solving is just emerging (Root et al., 2015; Saunders, 2014; Spooner, Saunders, et al., 2015). There currently are no studies that have investigated the use of peer-delivered MSBI to teach mathematical problem solving to students with ESN. For this reason, this investigation provides the first study to examine the use of peer-mediated instruction to teach mathematical problem solving to students with ESN. The purpose of this study was to examine the effects of using peer-mediated instruction to teach mathematical word problem solving to students with ESN, and if students are able to generalize the mathematical problem-solving skills to an unfamiliar peer to support the limited research on inclusionary practices for students with ESN. Further, this study evaluated the perceptions and attitudes that students with and without disabilities have of one another both before and after this study. This study was significant in that it served to demonstrate that students with ESN have the capacity to learn mathematics with peer supports when given the opportunity. Results demonstrated a functional relation with a strong effect size. Multiple implications for practitioners, researchers, and students have emerged and will be discussed. Speaker(s): Luann Ley Davis, University of Memphis Single Paper Session Research and Inquiry Location: Trinity Central	Location: Trinity Central	2021110311:0011:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 4:00 PM - 4:50 PM CST	Building Bionic Powers in Explicit Lesson Plans: How to Give, Exhibit, & Teach Feedback This session will provide special education preparation teacher preparation instructors with the why and how we teach feedback in the lesson planning process and examine the knowledge and instructional skills we want teacher candidates to display when giving feedback to students. Special education teacher preparation faculty have a host of research on explicit lesson planning that can build “bionic” teacher candidates. Archer and Hughes (2011) acknowledge that explicit instruction is a “direct approach that includes both instructional design and delivery procedures” (p. 1). Explicit instruction has 16 elements that provide opportunities for instructors to apply strategies for teaching feedback in the instructional design process. Byrnes (1996) contends that true learning happens when a student is able to transfer what has been learned in one context to new contexts. Bransford et al. (2000) expands on this idea of transfer, noting that teacher candidates need feedback to understand the degree to which they know when, where, and how to transfer the knowledge they are learning. Each time a teacher candidate writes an explicit lesson plan, it provides instructors opportunities to give, exhibit, and teach feedback that scaffolds higher levels of skills in writing explicit lesson plans. In order to have special education teacher candidates who can develop their knowledge of what is good feedback and use feedback in their instruction, it must be explicitly taught, consistently modeled, and routinely reinforced. At each phase of the instructional process—(1) planning the focus, (2) embedding strategies, (3) assessment, (4) planning the classroom environment, (5) instructional procedures, (6) consideration of behavioral needs, and (7) planning materials—provide opportunities for instructors to teach feedback and to give, exhibit, and teach what feedback looks like and sounds like when delivering instruction, why feedback is a crucial element in the instructional process, and how to use feedback to increase student outcomes. Adult learners (teacher candidates) need opportunities to understand and restructure their thinking or beliefs related to their performance, knowledge, or skills (Knowles, 1998). The aim of this presentation is to invite participants to consider when to give, exhibit, and teach feedback during this instructional process and will describe the research on how timely, specific, purposeful, and constructive feedback is an important component of the instructional process.Teacher candidate sample lesson plans will be provided and participants will analyze in the instructional process to consider the (1) timing of feedback that is appropriate to the teacher candidates’ need to know, (2) the specificity of feedback to give uses language that clearly states the learning goal and describes where the teacher candidate must go to achieve the goal of the assignment, (3) explore in the instructional process when purposeful feedback that is broken into achievable chunks that lead students toward the goal for the assignment and, (4) constructive feedback that constructs new meaning, information on their progress in explicit lesson planning, and areas to consider to improve by the teacher candidate. Speaker(s): Susanne James, Southern Illinois University Edwardsville Heather Smith, Trinity University Martha D. Elford, University Of Kansas Single Paper Session Preparation, Certification, Induction Location: Trinity Central	Location: Trinity Central	2021110416:0016:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 2:50 PM CST	Creating A Classroom/Community Consortium Creating A Classroom/Community Consortium is a presentation that could be adapted to any of the following presentation formats offered by TED: Single Paper Session, Conversation Session, or Interactive Poster Session. The following description outlines the format employed by the presenters for a single paper session. A key point of this ,or any other session type, is the presenters‘ determination to encourage and generate participant engagement. I. Introduction: What and Why Classroom/Community Consortiums A. Presentation/Lecture Defining Consortium & introducing the concept of grass roots teacher created consortiums as opposed to some more traditional and systems-based approaches to educational consortiums. Focusing on the role special educators can have as change agents starting with their individual instructional situations and then expanding their role. B. Participant Active Engagement – small group work creating acoustic poem where letters of consortium represent words describing some characteristic feature involved in creating and maintaining a consortium C. Conclusion of the Introduction – highlighting repeated words in groups’ acoustic poems II. Steps in Crating a Classroom/Community Consortium A: Presentation, Discussion of the Essential Steps in Generating a Classroom/Community Consortium – These steps are a compilation of business and educational literature generated by presenters Step 1: Establish a Clear and Concise Vision That is, educators should develop a vision statement for their classroom. Developing a vision statement is not an easy task, but its importance cannot be under estimated (Goodstein, Nolan & Pfeiffer, 1992). A vision statement may be idealistic in some regards, but creating a statement that is tied to a foundation of solid educational practices will ensure a supported base for classroom consortium activities and a basis for rationalizations needed to explain these activities. Example of a vision statement from a larger and more formally established consortium Examples of a vision statement https://www.communityclassroom.org/about Step 2: Plan, Plan, and Plan Before even beginning to strike out and start establishing working consortiums there is a great deal of planning that must be undertaken generating a collection of concrete documents. Presentation and discussion of the 10 essential planning documents for establishing a classroom consortium Step 3: Create Consummate Communications In this step you will spend time to creating models of communications (i.e., form letters designed for specific purposes such as soliciting participants, expressing thanks, etc.; templates for newsletters, press releases, etc; design schemata for web sites and social media sites; recognition documents such as certificates and awards). Time must be taken to create the artifacts that will be used to establish relationships. Step 4: Record, Record, Record Throughout the creation and implementation of a Classroom/Communication Consortium educators should create and keep detailed records. B. Small group work activities to reinforce all 4 steps and processes for each III Conclusion: Considerations As a group participants will have a chance to identify specific considerations as well as cautions. There will be a predetermined list that will be uncovered when participants generate pre-established considerations/cautions as well as a place to add participants suggestions that were not on the predetermined list. Speaker(s): Cathy Galyon, East Tennessee State Unniversity Lora Lee Smith Canter, East Carolina University Kim Floyd, West Virginia University Single Paper Session Partnerships Location: Trinity Central	Location: Trinity Central	2021110414:0014:50 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Evolving Perceptions, Beliefs, and Attitudes of Prospective Special Education Teachers: A Longitudinal Study During this session, we shall present themes that highlight how pre-service teachers’ intentions about joining the special education field and working in urban schools changed between wave 1 (before student-teaching) and wave 2 (after student-teaching) of the study. In seeking to uncover more deeply why those intentions might have changed, we shall also present underlying themes of how student-teaching training in a dual-certification program influenced their perceptions, beliefs, and attitudes and how those in turn might have led to changes in their intentions. Borg (2001) defines belief as “the proposition which may be consciously or unconsciously held…[serving] as a guide to thought and behavior” (p.186). Attitudes constitute both an internal, cognitive component (an individual’s position or stance about an issue) and an external action component (how they behave as a result of that stance) (Pickens, 2005). Perceptions are the process by which a teacher views or interprets their environment and these are heavily influenced by the attitudes and beliefs that an individual holds about their environment (Pickens, 2005). We shall, therefore, present how those three processes functioned to influence pre-service teachers’ intentions in tandem with one another. Aim of session: 1)Contribute to the field’s understanding of why pre-service teachers’ intentions to enter the Special Education might change after experiencing the field throughout a dual-certification student-teaching training experience. 2)Offer recommendations on how to best protect and support prospective special education teachers against counter-productive beliefs and attitudes which could drive them to potentially leave the field during their first few years of teaching. 3)Offer recommendations on how to further support and promote pre-service teachers’ intentions and commitment to work in urban school settings. Single Paper Session Preparation, Certification, Induction Location: Trinity Central	Location: Trinity Central	2021110315:0015:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Improving Pre-Service Teacher Use of Feedback in the TLE TeachLivE Virtual Classroom This session will share the results of an experimental study regarding the use of the TLE TeachLivE™ simulated classroom, combined with performance feedback, on evidence-based management skills, specifically the use of behavior-specific feedback of pre-service teachers in an undergraduate preparation program. Additionally, social validity data will be shared reflecting the degree to which pre-service teachers find the TLE TeachLivE™ simulated classroom and performance feedback intervention relevant and valuable in their preparation. A pretest-posttest experimental control-group design study was used to evaluate the effects of a detailed performance feedback and goal setting meeting (Independent Variable) on pre-service teachers’ frequency, ratio, and quality of behavior-specific feedback to students in a simulated classroom environment using TLE TeachLivE™ (Dependent Variables). Due to restrictions and considerations related to the COVID-19 pandemic, the study was conducted in a 100% virtual setting, including initial pre-service teacher training modules, videos of pre-service teachers’ TLE TeachLivE™ sessions, electronic sharing of data and survey completion, and virtual meetings with intervention participants. As part of the program sequence, pre-service teachers complete a series of field placements providing the opportunity to engage in observation, instructional planning and delivery, and collaboration with a cooperating teacher in a K-12 setting. The second in the series of field placements includes a seminar where students discuss their experiences in the field, with particular attention to strategies for classroom management. Considering evidence indicating the practices teachers use to get them through their first year of teaching are those they typically continue to use throughout their careers, the goal is to build teacher capacity for using evidence-based practices as early as possible, increasing the likelihood these practices will be embraced and used regularly (Scheeler, Budin, & Markelz, 2016). Results of the study indicate significant improvement in the rate and quality of feedback for both the control and treatment group from TLE TeachLivE™ session 1 to session 2. Participants in the treatment group exhibited higher gains in positive feedback and specific feedback as compared to the control group. Overall, treatment group participants held a positive view of the performance feedback and goal setting intervention, however, participants were mixed in their view of TLE TeachLivE™ virtual classroom to support their instructional and management skills. Recommendations for research and practice will be shared. Speaker(s): Deanna Maynard, University of Wisconsin - La Crosse Single Paper Session Preparation, Certification, Induction Location: Trinity Central	Location: Trinity Central	2021110314:0014:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 11:00 AM - 11:50 AM CST	Making assessment meaningful: Learning the skill and maintaining them To assess students with disabilities effectively and efficiently teacher must be taught how to conduct comprehensive assessment, and how to use the information to link the students’ performance to daily instruction. Although teacher preparation programs have the obligation to prepare future educators with such skills, many teachers fail to grasp the importance and connections between the assessment process and instruction. This is particularly challenging when using the data to individualized programs and instruction (Etscheidt, 2003; Westling et al., 2021). Because assessments provide useful information on the student’s strengths and areas of needs, it is essential for teachers to use such information to develop meaningful IEPs (Bateman & Herr, 2006; Pierangelo & Giuliani, 2006; Siegel & Allinder, 2005). Unfortunately, many teachers, both at the pre- and in-service level, struggle to gain competency levels to identify accurate tools, deliver assessments, interpret results and write comprehensive and objective assessment reports. As a result, in this session strategies used across two training areas, high and low incidence disabilities special education, will be share, and continuous challenges will be discussed, and similarities across training programs will be outlined. Single Paper Session Preparation, Certification, Induction Location: Trinity Central	Location: Trinity Central	2021110511:0011:50 001	FRI, NOV 5	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 8:00 AM - 8:50 AM CST	Parent Perceptions of Satisfaction, Trust, and Power in the IEP Process Considering the complex nature of the traditional IEP meeting, it is unsurprising that some parents report satisfaction and appropriate involvement while others report dissatisfaction and inappropriate involvement. Parents' relative satisfaction is also tied to their perceptions of trust and power between IEP team members. Parent perceptions of the IEP process can have significant impact on their ability to collaborate with the rest of the IEP team and ultimately impact student services and outcomes. This presentation will review findings from a mixed methods study and provide educators with actionable methods to increase parent involvement and collaboration opportunities. Study findings: Quantitative analysis results show parent level of education and their student’s grade range are not outstanding factors in perceptions of satisfaction, trust, or power in the IEP process. A significant difference between groups was observed in research question three: parents of students of students with disabilities classified under IDD perceived greater imbalances of power in the IEP team than parents of students with disabilities classified as disabilities other than IDD. Of the 929 respondents included in this study, 97% (n = 901) indicated they always attend the IEP meeting. When asked about their experiences with bullying, 42% (n = 395) indicated being bullied by members of the IEP team during the IEP meeting; 54% (n = 504) indicated they felt coerced into making decisions; and 37% (n = 347) felt shamed into agreeing with decisions. While the results do not point to an overwhelming majority, they do highlight a grave problem: parents are neither overly happy nor overly unhappy with the IEP process. Parents who are unhappy with the IEP process may come to associate the IEP process, team, and meeting with bullying, coercion, and shame. Qualitative analysis of interviews with 16 parents of students with a diverse range of disabilities and ages resulted in the identification of 529 unique ideas, 48 axial codes, and six themes. We organized our themes into three categories—(a) values for professionals, (b) values for meetings, and (c) values for documents and services. After discussing the importance of family-school collaboration and its impact on the IEP and transition planning process. The presenters will share study findings as well as actionable methods to help improve relationships with parents and support collaborative IEP and transition planning. Speaker(s): Kristopher Yeager, University of Texas At El Paso Malarie Deardorff, University of Oklahoma Single Paper Session Partnerships Location: Trinity Central	Location: Trinity Central	2021110308:0008:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Raising Special Educators' Voices: Centering the Impacts, Effects, and Lessons of the Pandemic for Special Education Teacher Preparation The pandemic and its interlocking crises of physical and mental health and inequity and racial justice created an urgent need for US teachers and teacher preparation programs to adapt, shift and change to address the shifting landscape of teacher preparation and schooling and learning. This shift will require teacher educators to embrace non-traditional, innovative, and progressive approaches to maintain the integrity of special education teacher preparation while addressing the challenges and changes brought about by the pandemic. This session offers data from a national study focused on special eduction teachers’ pandemic experiences as a lever for change in special education teacher education. These data offer insight into the need for teacher educators to embrace non-traditional and innovative special education teacher candidate preparation. The study utilized an explanatory sequential mixed methods design (Creswell, 2014) to examine teachers’ training, preparedness, knowledge and resources for remote, online, and hybrid models, and access, equity, or inclusivity challenges/issues that arose and how these affected their practice. A researcher-created survey was used to gauge training, preparedness, and resources, and interviews helped to explain respondents’ resulting teaching transactions more deeply and offer rich information that was not otherwise mined from survey responses alone. Interviews extended and helped to explain and unpack aspects of the data that could not be analyzed based on the quantitative data alone, and offer insights into participants' deeper thinking and experiences. Data and findings from this study provide timely and valuable new knowledge about the capacity of educators to adequately educate students during the pandemic and beyond. This knowledge will benefit teachers, school leaders, policymakers, and teacher educators about the needs of teachers to effectively teach and simultaneously address issues of access, equity, and inclusivity. These data raise special educators' voices and will offer insight into teacher educators' need to embrace non-traditional and innovative candidate preparation. Examining teachers’ pandemic teaching experiences has important implications for teacher educators’ current and future work and for policy. Teacher educators may use this data to teach, model, and implement technology practices during preparation programs to better prepare special education teacher candidates for changing instructional arrangements. These data also offer insight about educators who identify their schools and districts as resourced vs. educators who identify their districts as under-resourced. Identification of differences has implications for policy to create equitable schooling conditions for all students, including policy that supports increasing resources to address schools’ and districts’ uneven access. The data from this national study can help to inform teacher educators’ identification of the need for particular skills and competencies in special educators and support the revision, development or expansion of teacher education curricula. In addition, understanding special education teachers’ technology confidence and needs can assist teacher educators in better understanding how to teach, model, and implement these practices during preparation programs. Speaker(s): Elizabeth Stringer Keefe, Stonehill College Rebekah Louis, Stonehill College Patricia Mason, South Shore Educational Collaborative Lisa D'Souza, Assumption University Single Paper Session Preparation, Certification, Induction Location: Trinity Central	Location: Trinity Central	2021110313:0013:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 8:00 AM - 8:50 AM CST	Student Teachers’ Experiences with Progress Monitoring Systems Through the acquisition and implementation of a progress monitoring system, teachers will have data to improve not only monitor student progress but also to evaluate their instructional practices. In addition, teachers will become reflective of their instructional practices that are not effective with students (e.g., students with special needs, students from ethnic diverse backgrounds, students with low economic status, and/or students who are English language learners). The outcomes of a teacher practicing self-monitoring can result in increased student learning. The significance of this study shows that using a self-monitoring system, teachers were able to learn baseline and summative data to support their teaching effectiveness. So, simply using interventions because of convenience or likability did not guarantee effectiveness. However, using the self-monitoring system to systematically design a project cycle to measure intervention effectiveness, proved to have positive trends towards effectiveness. In addition, a power tool of the self-monitoring system included a student's perception survey. The outcomes of this survey coincided with the finding of the pre and post intervention instruments, which suggest high teacher effectiveness. Here, the teachers were able to examine their instruction and how students perceived its useful versus those that they cared a bit less about. So, the significance of the self-monitoring system illustrated a method that teachers could use to develop their individual practice and become strategically and highly effective in their teaching. Single Paper Session Preparation, Certification, Induction Location: Trinity Central	Location: Trinity Central	2021110408:0008:50 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 3:00 PM - 3:50 PM CST	Teaching Individuals with Intellectual Disabilities about Public Safety: A First Responder's Role? This session will provide the results of a quantitative study. Given that professional characteristics likely have an impact on first responders’ perceptions, such an investigation allowed for better understanding of best practice methods needed to prepare first responders to adequately deliver appropriate public safety instruction to individuals with ID. This study utilized The Public Safety for Individuals with Intellectual Disabilities - Questionnaire (PSIID-Q) assessment, which examined 318 first responders’ perceptions of public safety instruction for individuals with ID in a 2-week period. The participants were police officers, firefighters, emergency management technicians, school counselors, special education teachers, and social workers. An ANOVA on total scores was utilized to compare three groups and their subscale scores, while linear regressions were utilized to determine predictive relationships. The independent variable for Research Question One was identified as a group of first responders based on professional characteristics (job title [frontline first responders, in-school first responders, first responders in social work]). The independent variable for Research Question Two was identified as ADA awareness, the predictive factor. Dependent variables, in Research Question One, were represented utilizing one composite total scale score (Perception) and four subscale measures: (a) ADA Awareness score, (b) Confidence score, (c) Attitude score, and (d) Strategy score on the PSIID-Q survey. Respondents were considered to have a high perceived interest in the use of public safety instruction for individuals with ID if they reported high scores. Subscale variables were categorized as low as (score 1 – 2) and as high as (score 3 – 4). The dependent variables in Research Question Two were confidence, attitude, and strategy. Predictive relationships were considered to have a high correlation if awareness of ADA highly predicted confidence, attitude, and strategy. PSIID-Q responses from frontline first responders, in-school first responders, and first responders in social work were compared based on the research questions. I used statistical software, Statistics Package for the Social Science (SPSS) version 25, to analyze the data collected. I calculated descriptive statistics (i.e., frequencies, percentages) to examine participants’ demographics, and professional characteristics. The ANOVA procedure showed statistically significant differences in groups of first responders’ objective ratings of ADA awareness, confidence, and strategy, but not attitude. Linear regression results revealed that first responders’ ADA awareness predicted first responders’ confidence, attitude, and strategy. In-school first responders had higher ADA awareness, which may be due to them having more opportunities to work with individuals (students) with ID. A possible reason for in-school first responders and first responders in social work having higher mean scores in strategy than frontline first responders is because they have greater access to and engage more with individuals with ID. First responders who possess higher ADA awareness have higher confidence, attitude, and strategy use in working with people with ID. Speaker(s): Calisha Chatter-Fitzhugh, Ph.D., Texas Woman's University Minkowan Goo Single Paper Session Research and Inquiry Location: Trinity Central	Location: Trinity Central	2021110415:0015:50 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 8:00 AM - 8:50 AM CST	Using Micro-teaching to Transform Teacher Preparation This session will share a model developed by special education faculty members in an urban midwestern university that emphasizes practice-based teacher education. We will share how one practice-based learning opportunity, microteaching, is introduced and occurs across courses. The goal was to systematically increase the complexity of the evidence based and high leverage practices pre-service teachers are able to implement, and the complexity of the learning situation in which they are able to implement them. This process, known as interleaving, is a critical component of professional development. Initially, pre-service rehearsed very specific strategies such as behavior specific praise or using a single visual support, and then apply the individual strategies with one learner. Eventually, they were able to systematically apply several strategies with groups of learners while differentiating instruction to meet students’ needs. The interleaving process is especially important for supporting scholars’ in moving from novice to advanced beginners individually while also developing their ability to collaboratively implement evidence based and high leverage practices in inclusive settings. The faculty team has nested microteaching, the heart of the Learning Cycle process, within each semester. Microteaching is a system of controlled rehearsal that makes it possible to focus on specific teaching behaviors, and to practice teaching under controlled conditions.?Microteaching has an effect size of .88 (Hattie, 2009). Pre-service teachers developped competence in one skill before proceeding to another. Overtime, they integrated strategies into increasingly complex lessons. Each learning cycle included a four-phase microteaching process. The phases include a) planning, b) implement and record, c) self-reflection, and d) collaborative analysis, with coaching embedded throughout.? Phase 1, Planning: The program wide planning format that has been closely aligned with the EdTPA and includes lesson goals and objectives, assessment measures, and description of the lesson so that a “substitute” could follow the instruction. Phase 2, Implement and Record: Pre-service teachers implement the lesson, with one-person teaching, another acting as the students, and still another video recording. Each implementation lasts between about 12 and 20 minutes. Phase 3, Self-Reflection: The pre-service teacher who taught the lesson independently reflects on the implementation, which results in a written document, referred to as the reflective commentary. The reflective commentary is a minute-by-minute narrative of what was happening, and in a separate column, written description of their metacognition in which they link their practice to principles of learning and theory. Phase 4, Collaborative Analysis: in which the pre-service teacher and partner meet with a faculty member or field supervisor and completes a Collaborative Assessment Log (CAL): The scholar who taught the lesson leads a discussion following a series of prompts, while a peer records meeting notes.?Faculty members and the other scholars in the PLC act as coaches to the scholar who taught the lesson. Speaker(s): Kathryn Doyle, University of Cincinnati Stephen Kroeger, University of Cincinnati Christina Carnahan, University of Cincinnati Single Paper Session Preparation, Certification, Induction Location: Trinity Central	Location: Trinity Central	2021110508:0008:50 001	FRI, NOV 5	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 11:50 AM CST	Who, What, When, Why, How? Understanding and Using the 2020 CEC Initial Practice-Based Preparation Standards for Program Development Speaker(s): Virginia McLaughlin, College of William & Mary Dee Berlinghoff, Mount Saint Mary College Symposium/Special Presentation/Spotlight Session/Special Event request Location: Trinity Central	Location: Trinity Central	2021110410:0011:50 001	THU, NOV 4	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 11:00 AM - 11:50 AM CST	A University–Lab School Writing Partnership Project: Benefits of Curriculum-Based Measures and Intervention for Students With Learning Differences The university-lab school partnership described in this presentation will focus on an existing data-informed instruction model for writing to afford the application of the six principles for building writing skills: 1) provision of explicit writing instruction, 2) designing instruction to support students’ individual needs, 3) early intervention, 4) holding high expectations that students will develop as writers, 5) identifying barriers to writing and addressing them, and 6) employing technology in support of writing (Graham, Harris, and Larsen, 2001). This data-informed approach employs curriculum-based measures for writing to inform students’ instructional needs, identify potential barriers, and assist in coordinating the provision of explicit writing instruction and intervention. The partnership approach was co-led by school staff and university faculty with ongoing efforts supported by graduate students in special education. This presentation will provide teacher educations with information regarding (a) Curriculum-based Measurement in Writing, (b) Writing Instruction, (c) Information about the University’s Lab School for students with Learning Disabilities, (d) Phase I: Baseline Data Collection and Shared Writing Curriculum Planning, (e) Phase II: Intervention Selection and Progress Monitoring, and (f) Phase III: Maintaining & Moving Forward. Moreover, of particular interest to teacher educators will be shared experiences and lessons learned across multiple stakeholder groups including classroom teachers, school administrators, university faculty and graduate students. Speaker(s): Michael Faggella-Luby, Texas Christian University Endia Lindo, Texas Christian University Jo Beth Jimerson, TCU Kimberly Payne, TCU-Lab Schools Multiple Panel Session Partnerships Location: Bur Oak	Location: Bur Oak	2021110411:0011:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Active Learning and Social-Emotional Learning in an Inclusive Setting Interactive Poster Session Facilitators present a problem, provide the parameters that will serve as a guide, and allow learners to work together to solve the problem in the most logical way using prior knowledge and research skills. Learner-centered teaching is an approach that places the learner at the center of the learning Our goal is to provide high-quality, engaging learning experiences for all learners. We plan to facilitate courses in three forms of interaction for learners in the online environment: • Student-content interaction, where instructors provide active learning experiences for students (meaningful learning activity plus reflection) • Student-student interaction, where instructors structure the learning community and make it clear to students how they should interact with others in the class • Student-instructor interaction, where instructors create a framework for how they will interact with students during the learning experience Speaker(s): Dr. Danielle Williams, Grambling State University Kathryn Newman, Grambling State University Elaine Foster Interactive Poster Session Technology Location: Bur Oak	Location: Bur Oak	2021110509:0009:50 001	FRI, NOV 5	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A729F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 12:00 PM - 12:50 PM CST	Data Based Instruction: Extensions in Middle School Math and Early Writing Students with disabilities or those who have difficulty learning mathematical or writing concepts can be found in almost every classroom (Knight et al., 2008). Both special education and general education teachers are expected to provide an optimal mathematical instructional experience to all students. Research clearly indicates that all prospective instructors need to help students develop a deep and meaningful understanding of the subject matter to ensure their meaningful progress (Rittle-Johnson et al., 2015). One important evidence based model for designing individualized instructional support is grounded in the principles of Data Based Individualization (DBI). DBI integrates instructional design principles and assessments to create individualized, responsive intervention for students with persistent learning needs. DBI serves as the overarching approach for addressing individual student needs by providing the context and rationale for the integration of formative assessment data with teachers' decisions about the selection and use of evidence-based instructional practices. In many classrooms, assessment and instruction are not meaningfully integrated (Fuchs et al., 2010). The projects presented here are systems of instructional practices for supporting students with disabilities through theoretical and practical frameworks focused on the process of data-based individualization, the principles of explicit and systematic instruction, and the key components of writing and algebra-readiness (Powell et al., 2020). The long-term goals of these projects are to contribute empirical evidence on the effectiveness of a system of instructional practices for supporting the writing and algebra-readiness of students with specific learning disabilities. In this system, three theoretical and practical frameworks intersect:(1) the process of DBI, (2) the principles of explicit and systematic instruction, and (3) key components of writing and algebra readiness. Individually, each framework has a strong evidentiary basis for improving outcomes for students with disabilities. The teacher plays a critical role in developing a student’s fundamental understanding of writing and mathematics in that he/she is responsible for providing a rich and robust educational experience in the classroom (Stronge et al., 2011) It is therefore a cause for concern to learn that many teachers feel unprepared to teach writing and mathematics, particularly to students with a disability (Ernst & Rogers, 2009). This suggests more resources and pre-service instruction for novice teachers is needed. This presentation aims to provide findings, the modifications that can be made for asynchronous learners, and provide an expansive variety of resources that can be taken and applied by higher education instructors or novice teachers themselves. Speaker(s): Erica Lembke, University of Missouri Elizabeth Thomas, University of Missouri Single Paper Session Research and Inquiry Location: Bur Oak	Location: Bur Oak	2021110412:0012:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 1:00 PM - 1:50 PM CST	Digital Tools + Effective Teacher Preparation = Excellent Teachers! This interactive session will feature a collaborative discussion on what is possible when we seek to integrate educational technology solutions into teacher preparation. Participants will be engaged to think about their current efforts, extend these efforts to current research, and then combine the two as we together examine the various digital solutions that can further foster effective and efficient teacher development and preparation through the use of innovative digital solutions. Presenters will highlight technologies that are widely available that also offer the most “bnag for the buck” so to speak in respect to the most outcomes for the effort. Realizing technology integration takes time and planning, a portion of this presentation will also utilize the UDL Framework as a means to further plan and design for the integaryinpf effective digital solutions to further prepare future and current teachers to meet the needs of all learners in the K-12 setting. The focus will not be on technology for technology’s sake but instead, ways that these tools can enhance preparation efforts, further engage pre- and in-servcie teachers in reflection, application, and assessment of their instructional efforts. Likewise, this session will foster the understanding of how these same technologies can often be used in the K-12 classroom teacher to meet the varied needs of all students, particularly those with disabilities. Thus, our examples will seek to offer solutions for teacher preparation as well as application to students with disabilities. Speaker(s): Sean Smith, University of Kansas Multiple Panel Session Technology Location: Bur Oak	Location: Bur Oak	2021110413:0013:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 10:00 AM - 10:50 AM CST	Disrupting the cycle: Collaborative efforts for systemic change This presentation will include an overview of the Dynamic Early Literacy Framework (DELF)as a tool for collaborative engagement of University and Elementary School Partners to work in concert for improved outcomes for both elementary literacy outcomes as well as pre-service teachers. The purpose of the DELF is to serve as a discussion tool to enable successful collaboration, cooperation, discussion of literacy drivers, documenting progress as well as the identification of change priorities. This process follows a model of continuous improvement with cycles of collecting data, engaging in a dialogic evaluative process, and making sense of the information to create or refine goals for literacy change (Schildkamp, 2019). A detailed description of the seven drivers (School Leadership & Culture; Comprehensive Literacy Assessment; Evidenced Based Core/Intervention Curricula; Evidenced-Based Instructional Practices; Supervision & Evaluation; Coaching & Professional Development; Family & Community Engagement) will be discussed. A practical discussion of the use of this tool and its implementation will be reviewed along with vignettes of obstacles and assets of a current collaboration. Speaker(s): Jaclyn Galbally, Saint Joseph's University Single Paper Session Preparation, Certification, Induction Location: Bur Oak	Location: Bur Oak	2021110510:0010:50 001	FRI, NOV 5	A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Effects of a Reading Fluency Intervention Delivered by Preservice Teachers in an Online Setting The purpose of this presentation is to present results of a single-case alternating design experiment and foster discussion among participants about the implications of these results for future online field experiences. Participants: Tutors: Tutors were five preservice teachers in the third year of their undergraduate program. Participants were enrolled in a large, Hispanic serving research university in the South and were pursuing certification in early childhood-6th grade general education and early childhood-12th grade special education. Students: Students were recruited via social media to participate in an online reading program. Ten students are included in this analysis. To be included, students had to be in 1st-6th grade and complete at least 5 online tutoring sessions. Most students were excluded because they completed fewer than 5 sessions. A small number of students were not included because they were in kindergarten. Setting: Tutors and participants met via Zoom from their respective homes. Dependent Variables: Correct words per minute: Tutors counted the total number of words read in the first minute of each passage reading and subtracted the number of reading errors to calculate the correct words per minute. Word reading errors: Tutors counted the number of reading errors in the first minute of each reading. Reading errors were classified as deletions, substitutions, or omissions during oral reading. Independent Variable: The independent variable was the RAAC reading intervention. Steps of the intervention included: 1. Introduce model and begin reading passage to student 2. Prompt student to read passage 3. Read comprehension prompts to student. 4. Prompt student to reread the passage a minimum of 2 times and maximum of 4 times (based on reading fluency decision rules). 5. Corrects errors after each rereading. 6. Praise student using intervention feedback sheet 7. Prompt student to adapt and answer comprehension questions. Intervention sessions were recorded to ensure implementation fidelity. Training: Tutors were trained in how to model, provide feedback, and collect data as part of the standard curriculum for the course they were enrolled in. Before the intervention began, one class period was dedicated to reviewing the intervention’s procedures and practicing the intervention on fellow classmates. The course instructor provided feedback on their implementation of the intervention during this class period and answered any questions tutors had throughout the semester. All sessions were recorded via Zoom. A procedural fidelity checklist was used to examine tutors’ adherence to intervention procedures. Experimental Design This study used a single case alternating treatment experimental design. The alternating treatment design compared the effects of the intervention with a no treatment condition. Results Visual analysis of time series graphs indicated a functional relationship between the intervention and both dependent measures. Students immediately increased the number of words read correctly and decreased the number of word reading errors contingent on receiving the intervention. Both dependent variables moved in the opposite direction in sessions that did not include the repeated reading intervention. Speaker(s): John Romig, University of Texas at Arlington Single Paper Session Research and Inquiry Location: Bur Oak	Location: Bur Oak	2021110313:0013:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 8:00 AM - 8:50 AM CST	Evaluating an Intervention Package for Training PreService Teachers to Model During Mathematics Instruction The study (in progress) is using a multiple-baseline-across-participants single case research design to test for the effect of intervention on model quality for four pre-service special education teachers. The independent variable is an intervention package comprising a mathematics content knowledge training module, a training module focused on effective modeling in mathematics instruction using content acquisition podcasts with embedded modeling videos (CAP-TVs; see Kennedy et al., 2016), and coaching using the COACHED system (see Kunemund et al., 2021). The dependent variable is teacher model quality, scored as the percent of modeling behaviors (out of 7 total) implemented at mastery. Rubrics are being used to assess the quality of modeling behaviors. The study has been designed to meet WWC requirements for design quality. Research questions include: (a) Is there a functional relation between participation in intervention and quality of explicit math instructional models for special education preservice teachers?; (b) How many coaching sessions does it take for participants to reach modeling mastery?; and (c) Do preservice teachers perceive the intervention to be effective and/or enjoyable? At the time of writing, the study had received IRB approval and authors are working towards completing modeling CAP-TVs. We plan to collect data in July and August 2021 and to complete data analysis by September 2021. Speaker(s): Stephanie Morano, University of Virginia Susan Aigotti, University of Virginia Single Paper Session Research and Inquiry Location: Bur Oak	Location: Bur Oak	2021110508:0008:50 001	FRI, NOV 5	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 8:00 AM - 8:50 AM CST	Focused book study in student teacher seminar to enhance active engagement strategies in pre-service teachers Research supports that professional book clubs can be an essential place for educators to consider and critically reflect upon current practice. Therefore, it is beneficial to mirror this practice with pre-service teachers. This research study explored the use of a professional book club to enhance active engagement strategies during the student teaching semester. In addition to exploring a variety of active engagement strategies, critical reflection was a critical component of this book study. Within the context of a professional book club as part of a student teacher seminar is the act of reflection. Teacher education programs go to great lengths in teaching pre-student teachers how to self-reflect and use the reflections to refine and change practice. Reflection can be defined as an “ongoing recursive process that practitioners engage in as they deeply analyze the connections between aspects of professional practice” (Allen, Brodeur, Israelson, Kerr, Ortmann, & Peterson 2018, p.83). Furthermore, critical reflection is a “meaning-making process” that helps educators to set goals and use what they have learned in the past to inform future action and teaching (Rodgers, 2002). Through participation in this book study, pre-service teachers were given numerous opportunities to reflect on current practices, discuss their experiences, and determine new techniques to implement into lessons. Furthermore, through readings, discussions, and modeling the techniques, pre-service teachers were able to increase their familiarity with a variety of active learning techniques and incorporate these into lesson plans. Lastly, the use of reflection to guide teaching played a critical role in this book study. Survey data revealed a significant increase in students’ confidence, knowledge of skills and use of reflection as a result of participating. Students reported an increase in the use of reflection to change instructional practices to engage all learners. These results highlight the benefit of using a focused book study during student teaching seminars. This session will outline several practical strategies for introducing the book study and engaging participants through authentic experiences and reflection. Speaker(s): Lindsay Koch, Lebanon Valley College Single Paper Session Research and Inquiry Location: Bur Oak	Location: Bur Oak	2021110408:0008:50 001	THU, NOV 4	A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 3:00 PM - 3:50 PM CST	Preservice Teachers' Inclusive Teaching Self-Efficacy-Forming Experiences I intend that the findings from this study be used to encourage teacher educators to undertake the necessary steps to enhance the preparation of teacher candidates who are competent and confident in their abilities to execute inclusive teaching pedagogy. Considering the findings of this study, this presentation will include a discussion of the following implications: Implication 1: Incorporate self-efficacy-building activities in the preparation of inclusive teachers. In this study, teacher candidates’ self-efficacy beliefs were higher for successfully executing general teaching practices and lower for successfully completing tasks that were specific to inclusive teaching. Considering the growing research documenting the influential nature of self-efficacy beliefs, teacher educators should attempt to foster the development of teacher candidates who are competent and confident in their ability to execute the practices associated with inclusive teaching. Therefore, teacher preparation should include a variety of self-efficacy-building activities such as supplementing lectures with demonstrations, video case studies, role-playing, field experiences, and simulations. Strategically planned and structured, these self-efficacy-building activities can be designed to provide teacher candidates with opportunities to develop competence and confidence. Results from this study will be shared to begin an open discussion around how we, as teacher educators, can address teaching self-efficacy within our teacher preparation programs and how we might improve and expand these practices. Implication 2: Improving clinical experiences. Because efforts to prepare inclusive teachers are recent, there is the unfortunate possibility that teacher candidates may graduate without being exposed to the practices of teaching students with exceptionalities in general education classrooms as part of their clinical experiences. This lack of exposure may influence the development of their self-efficacy beliefs. With this possibility in mind, I would like to have an open discussion about how teacher preparation programs are currently and could potentially (1) deepen the field’s understanding of the nature of teacher candidates’ attributions for the inclusion of exceptional students; (2) identify the types of inclusive teaching self-efficacy-forming opportunities that teacher candidates experience during their teacher education program, and (3) examine teacher candidates’ beliefs regarding the influence that these self-efficacy-forming experiences had on the development of their attributions of inclusion. Implication 3: Comprehensive faculty development. Structuring these types of experiences requires teacher educators to identify and explain what inclusive teaching is and to identify the types of experiences that assist in the development of teacher candidates’ attributions for inclusion and teaching self-efficacy. Because it is conceivable that many teacher educators may not have in-depth knowledge of inclusive teaching and the construct of self-efficacy, we can discuss the need for comprehensive faculty development that might include (a) assisting teacher education faculty in recognizing that inclusive teaching pedagogy is a topic that should be included throughout the teacher preparation curriculum, (b) devise ways to infuse the teacher education curriculum with the scholarship of inclusive teaching pedagogy and teaching self-efficacy, and (c) identify the types of activities and experiences that assist in the development of preservice teachers’ attributions for inclusion. Speaker(s): Linnie Greenlees, Texas Tech University Single Paper Session Preparation, Certification, Induction Location: Bur Oak	Location: Bur Oak	2021110415:0015:50 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 10:50 AM CST	Teaching About Special Education Law This presentation will provide teacher educators with tools, tips, resources, sample syllabi, and textbook suggestions for teaching non-lawyers about special education law. We will also suggest (a) the major cases that students should read, (b) the order in which laws, litigation, and finding tool should be presented, and (c) examples of assignments that will help students to understand the importance of the law and appreciate the stories behind how these changes have happened. The presenters have worked as teachers in public schools and higher education. Additionally, they have extensive experience with special education litigation and have written extensively on the topic. Speaker(s): Mitchell Yell, University of South Carolina David Bateman, Shippensburg University Multiple Panel Session Policies and Practices Location: Bur Oak	Location: Bur Oak	2021110410:0010:50 001	THU, NOV 4	A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 2:50 PM CST	Transforming Teacher Candidate Supervision and Teaching Performance Evaluation with Video-Enhanced Reflection and Feedback Over the past year, we replaced face-to-face supervision of teacher candidates in schools with conducted some preliminary exploratory research investigating the impact of the use of video-enhanced reflection and feedback on (a) supervisors' evaluations of teaching performance and (b) teacher candidate reflections/evidencing of their teaching proficiency. Our previous procedures for supervision involved live observations of pre-service teachers followed by immediate debriefs based on observational notes made by the supervisor. Pre-service teachers were asked to share their impressions about how the lesson went, but aside from one practice video lesson for edTPA, they did not regularly record and observe their own teaching. New procedures varied slightly from supervisor to supervisor, but generally, rather than conducting live observations, pre-service recorded their lessons in whichever format their school used (e.g., online, face-to-face, hybrid) and uploaded them to the Vosaic platform for them to share with their supervisor. First, pre-service teachers were asked to tag and annotate their video using a form that aligns with the Danielson framework to show evidence of both strengths and areas for improvement within the domains. The supervisor used the “play all” feature to review the pre-service teacher’s video reel with comments, and those video clips were used to facilitate debriefs with students. Supervisors were asked to refer back to those video clips as performance evidence on a debrief form that is aligned to teaching performance evaluation documents. For this initial exploratory case study, we aimed to better understand how video-enhanced feedback and reflection impacted the supervision process. We conducted interviews of clinical supervisors, examined a sampling of videos tagged by teacher candidates, and reviewed evaluations of teaching performance for over 450 pre-service teachers who were in at least one of three clinical semesters across our three special education teacher preparation programs (Learning Behavior Specialist, Deaf/Hard of Hearing, Low Vision/Blindness) during the Fall 2020-Spring 2021 semesters. In the analysis, we used the evaluation documents and video work samples as supporting evidence of the reports of the supervisors. We looked for themes in benefits and barriers reported based on factors such as individualized procedures, experience/comfort with the technologies used, and experience supervising pre-service teachers in general. In this session, we will review our e-supervision procedures, showcasing the technology platform used for annotation and video debrief. We also will describe the methods of our exploratory study and our findings that may be applicable to other teacher preparation programs who seek to improve, enhance, or expand pre-service teacher supervision to include more video-enhanced feedback and reflection. Speaker(s): Tara Kaczorowski, Illinois State University Susan Hildebrandt, Illinois State University Sara Porter, Illinois State University Single Paper Session Technology Location: Bur Oak	Location: Bur Oak	2021110414:0014:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Using Case studies and Interdisciplinary Experiences to Prepare Practitioners Serving Young Children with Complex Needs The purpose of this OSEP-funded personnel preparation project is to provide interdisciplinary training to graduate-level EI/ECSE and SLPs to support young children with complex needs and their families. While the funded candidates (EI/ECSE and SLP) were in the same department, their programs were separate with no to little overlap. Through the grant we developed joint activities to enhance the existing programs. Scholars participated in a brief intervention practicum that was supported by faculty and professional mentors. The practicum was structured to be flexible and accommodate different schedules, allowing for collaboration among scholars, SLP and EI/ECSE faculty and mentors, and families. Project options were available to scholars, and supported a problem-based learning process. Options included working with a young child with Rett syndrome and her caregivers in her home environment to enhance play skills, working to develop and implement AAC within an elementary school classroom, and developing and implementing activities for a community play group for infants and toddlers with disabilities and their families. Presenters will discuss the structure of the practicum course, and how potential barriers were addressed. In order to provide interprofessional experiences including OT’s and PTs a special intensive summer institute was developed and implemented. Scholars participated in an intensive Summer Institute, which took place over the course of 2 days. The Summer Institute involved interdisciplinary faculty (SLP, ECSE, OT, PT) and also included OT and PT scholars from regional colleges and universities. Involvement of OT and PT scholars expanded the outreach of the project, and provided rich collaborative and teaming opportunities. The Summer Institute used case-based learning to engage students in content and problem-solving related to serving infants and toddlers with high intensity needs, including working with medically fragile infants, feeding, mobility, assistive technology, and collaborating with families. Presenters will discuss faculty and scholar reflections, including what went well and lessons learned. Speaker(s): Cynthia Vail, University of Georgia Sarah Wiegand, University of Georgia Single Paper Session Preparation, Certification, Induction Location: Bur Oak	Location: Bur Oak	2021110314:0014:50 001	WED, NOV 3	A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	SSEPC Shares Speaker(s): June Robinson, Robinson Educational Consultants Symposium/Special Presentation/Spotlight Session/Special Event request Location: Bur Oak	Location: Bur Oak	2021110310:0010:50 001	WED, NOV 3	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Introducing the Journal of Special Education Preparation: Who, What, and Why Come learn about JOSEP! Speaker(s): Andrew Markelz, Ball State University Meeting Time for Caucus, SIG or Committee Location: Poast Oak	Location: Poast Oak	2021110313:0013:50 000	WED, NOV 3	C8A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 9:00 AM - 9:50 AM CST	Keynote : Advancing Educational Equity: Moving from Words to Actions by Leveraging Family and Community Strengths This presentation will focus on: (1) creating systems to develop education professionals’ capacity to engage in equity-sustaining efforts that support vulnerable children and families; (2) methods to identify and harness family- and community-based strengths to undo systemic inequities; and (3) indications and processes involved in the cultural adaptation of evidence-based practices to improve academic and behavioral outcomes for diverse populations of students. Speaker(s): Charles Martinez Location: Grand Ballroom	Location: Grand Ballroom	2021110309:0009:50 000	WED, NOV 3
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 4:00 PM - 4:50 PM CST	Washington Update Briefing Please join Dr. Jane West and Dr. Kaitlyn Brennan for a Washington Update Briefing on Wednesday November 3^rd at 4pm. West and Brennan will cover the Biden-Harris Administration’s education agenda and provide a critical update on education funding for FY22 and beyond. You will not want to miss this session as Congress is currently hard at work to keep four major pieces of legislation moving down the track. Come for an inside perspective and to learn more about how you can ensure your voice is heard. Speaker(s): Kaitlyn Brennan Location: Grand Ballroom	Location: Grand Ballroom	2021110316:0016:50 000	WED, NOV 3
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Dean Martinez Faculty Discussion Informal session after the keynote with faculty who would like to talk more with Dean Martinez. Speaker(s): Charles Martinez Location: Grand Ballroom	Location: Grand Ballroom	2021110310:0010:50 000	WED, NOV 3
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 9:00 AM - 9:50 AM CST	Keynote Panel: Steering into the future: Directions for Teacher Preparation Practice and Research Over the past two decades, teacher education has faced several significant challenges that require faculty to consider carefully their approaches to recruiting and educating special education teachers, particularly those who are diverse. Further, they must do this work when public faith in their ability to effectively educate teachers is questionable. On this expert panel, recognized scholars in special education discuss how teacher education might respond in ways that lead to a more diverse, effective teacher workforce for students with disabilities, and establish a warrant for our approaches to educating and supporting teachers. Speaker(s): Mary Brownell, University Of Florida Dept Of Sp Ed Mildred Boveda, Arizona State University Joy Broughton, St. Mary's College of California Patricia McHatton Location: Grand Ballroom	Location: Grand Ballroom	2021110409:0009:50 000	THU, NOV 4
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 3:00 PM - 3:50 PM CST	Building an Effective Educator Strand: Assessing HLPs in Action and Using Feedback to Improve Implementation In this fifth and final session of the Strand on Building Effective Educators, the presentation team highlights options professionals can use to monitor and measure implementation of HLPs. Because many of the HLPs are quite broad and cover a lot of terrain, no one measure can adequately be used for everything. Therefore, we highlight a range of measures that can be turned into professional development options to help support outcomes for teachers, and down the road, students with disabilities. We highlight a range of measures, including those used for evaluation of teacher quality (e.g., RESET, POISE), but also for collecting formative teacher data (Classroom Teaching Scan). Speaker(s): Michael Kennedy, University of Virginia Lynn Holdheide, American Institutes for Research Mary Brownell, University Of Florida Dept Of Sp Ed Single Paper Session Preparation, Certification, Induction Location: Grand Ballroom	Location: Grand Ballroom	2021110415:0015:50 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 4:00 PM - 4:50 PM CST	Collaborative Inclusive Programs: Administrative Influences There are many factors that influence the implementation of a collaborative program. Administrative support is a vital component of implementing collaboration programs (Vangrieken et at 2015). Therefore, support from administrators to arrange collaboration time, provide space and resources, promote in-service for staff development and empower teachers to make decisions are essential for the collaboration program to be successful (Hargreaves,2019) According to Cobrun and Turner (2011) the principal has to be an instructional leader with the power to implement school-wide programs. The definition of instructional leader “views the principals as facilitators, guiding and encouraging an educational environment in which administrators and teachers work collaboratively to diagnose and solve the problems facing the schools” (Nettles & Herrington, 2007, p 725). A part of this leadership includes recognizing the teachers need for professional development and appropriate training to implement the collaborative programs (Leatherman, Bangel, Cox, Merrill & Newsome, 2012). The teachers, and administrators at multiple levels, need to be empowered to participate in professional development in order to understand the needed responsibilities of all involved in the successful collaborative program. (Waldron & McLeskey, 2010). Research question: What are the factors of successful inclusion and collaboration programs in elementary schools? Research design and analysis Collaboration meeting observations and interviews with principals of two different elementary schools; special education and general education teachers at each school; literacy coach at one school; and director of special education at one school. Drawing on Patton’s (2002) theme development, the interviews and observation notes were analyzed for insights into their understanding and perceptions of inclusion and collaboration and the factors that affected the success of the collaboration programs. Results/findings: There is an overarching theme and two sub-themes as related to implications to practice. The overarching theme of a principal holds power of implementation of collaboration programs; other themes 1) individual teachers benefits of collaboration and coordinated/dedicated schedules; 2) professional development and resources to support collaboration. Narrative comments from the participants will be highlighted to enhance the ideas behind the collaboration and how the principals are key elements of success. Speaker(s): Jane Leatherman, Indiana-PurdueUniversity Multiple Panel Session Partnerships Location: Grand Ballroom	Location: Grand Ballroom	2021110416:0016:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Developing Preservice Teachers’ Expertise in Evaluating and Adapting Mathematics Lesson Plans As faculty in special education teacher preparation programs, it is our responsibility to develop our students’ expertise in using evidence-based practices, so they can provide effective instruction and help students with disabilities experience academic and social success. CEC’s initial preparation standards (CEC, 2021) and mathematics instruction guidance documents (e.g., Gersten et al., 2009; NMAP, 2008) identify explicit instruction as a crucial practice in mathematics instruction for students with (and without) disabilities, so teaching our PSTs to implement explicit mathematics instruction in our methods courses is an important course outcome. Special education PSTs must learn to write explicit lesson plans, but because many students with disabilities receive their mathematics instruction in general education classrooms that make use of non-explicit curricula (Sayeski & Paulsen, 2010), trainees must also learn to adapt non-explicit math curriculum to make it more explicit and more effective for students with disabilities. The activity and assignments we will teach participants to implement during this session are useful instructional tools that can help prepare special educators with the knowledge and skills to help students with disabilities succeed in math. The proposed presentation will provide: (a) an overview of the evidence in support of explicit mathematics instruction; (b) a description of key principles and elements of explicit mathematics instruction; and (c) detailed information about how to implement a set of activities and assignments designed to support preservice special educators in developing expertise in evaluating and adapting mathematics lesson plans to make them more explicit and more effective for students with disabilities. Session leaders will walk participants through the activities and assignments and provide practice using a checklist to evaluate the explictness of mathematics lessons and planning adaptations and revisions to mathematics lesson plans to make them more explicit. Participants will leave the session with the knowledge and materials necessary to implement the activities and assignments in their own methods courses or professional development sessions. The activity and assignments participants will learn to implement meet key elements of at least two of the Council for Exceptional Children’s (CEC’s) Initial Preparation Standards related to Curricular Content Knowledge Standard #3 and Instructional Planning and Strategies Standard #5 (CEC, 2021). Speaker(s): Stephanie Morano, University of Virginia Paul Riccomini, The Pennsylvania State University Multiple Panel Session Preparation, Certification, Induction Location: Grand Ballroom	Location: Grand Ballroom	2021110314:0014:50 001	WED, NOV 3	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 10:50 AM CST	Equity-Centered Inquiry in Teacher Education: Using Teacher Study Groups to Support Development of a Critically Inclusive Practice In this presentation we will share the results of a design experiment (N = 54), in which we developed and refined a semester-long, inquiry-based course for special education licensure candidates at a large, urban, public university. Through iterative rounds of design experimentation—during which we elicited and applied participant and facilitator feedback, fieldnotes, and classroom observation data—we developed a structured course curriculum grounded in professional inquiry. We collected data over four semesters (i.e., four iterations of implementation) in six fieldwork support courses. Results presented will include the content (i.e., the scope and sequence) and structure of the semester-long student-teaching support course, grounded in our reimagined conceptualization of equity-centered, inclusive practices. Additionally, we will share findings from the data gathered across the four semesters of implementation, which we used to construct and refine the course. This includes quantitative and qualitative data from the following sources: (a) teachers’ knowledge, measured with the Teacher Knowledge of High-Leverage Practices (Firestone et al., 2021); (b) teachers’ practice, measured with the Classroom Assessment Scoring System (Pianta et al., 2008); (c) artifacts from participants’ teaching related to implementation discussed in weekly course sessions (e.g., a picture of student work); (d) fieldnotes from course sessions; and (e) participant answers on an end-of-course survey (Gersten et al., 2010). Finally, we will also discuss the equity-centered lens in which we grounded this research. The Teacher Study Groups for Critical Inclusion (TSGCI) course structure supported novice special educators in developing a critically inclusive practice: one that acknowledges and sustains students’ intersecting layers of diversity—including neuro-variability, linguistic variability, racial/cultural diversity, and learning differences. The TSGCI content and structure reconceptualizes inclusion as meaningful and cognitively rigorous instruction for all students. This builds on theory regarding a need for expanding the concept of inclusion to acknowledge and dismantle the intersecting forms of exclusion, oppression, and erasure that impact marginalized students (Annamma & Handy, 2020). The TSGCI content and structure is equity-centered in that it “value[s] ethnic, racial, and language differences simultaneously and intentionally” (Waitoller & King Thorius, 2016, p. 367) and is committed to disrupting systems that have historically pathologized students’ abilities. This framework engages with Critical Disability Theory (i.e., Annamma et al., 2013), which emphasizes the interdependence of racism and ableism in maintaining notions of normalcy and exclusion in schools. The TSGCI coursework supported novice special educators in interrogating notions of typical and atypical and in acknowledging the ways that whiteness, smartness, and goodness have been leveraged as forms of oppression (Broderick & Leonardo, 2016; Leonardo & Broderick, 2011). Our data indicated that participation in the TSGCIs prompted candidates to acknowledge and rectify restrictive notions of inclusion, such as defining inclusion as allowing students with disabilities a physical seat in a general education classroom (Baglieri et al., 2011). The framework “cross-pollinates” (Waitoller & King Thorious, 2016) culturally sustaining pedagogy (Paris, 2012), Universal Design for Learning (Rose & Meyer, 2006), complex instruction (Cohen, 1991; Lambert & Tan, 2017), and deeper learning (Noguera et al., 2015; Vaughan et al., 2015). Speaker(s): Allison Firestone, San Francisco State University Chapter Rebecca Cruz, Johns Hopkins University Single Paper Session Research and Inquiry Location: Grand Ballroom	Location: Grand Ballroom	2021110410:0010:50 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 11:00 AM - 12:50 PM CST	TED/HECSE Panel on Diversity, Equity and Inclusion: A Call to Action The TED/HECSE panel will feature diverse voices from our field to discuss critical issues related to diversity, equity, and inclusion. Specifically, panelists will field questions about how to recruit, prepare and retain a more diverse teacher workforce as well as how to recruit and retain doctoral students and new faculty to increase the diversity of those who will be preparing our teachers of tomorrow. The panel will be moderated by Jane West. Panelists include Patty Alvarez McHatton, Mildred Boveda, Karen Fisher, Brian Leffler and Erica McCray. Speaker(s): Erica McCray, University Of Florida Mildred Boveda, Arizona State University Karin Fisher, Georgia Southern University Patricia McHatton Brian Leffler, University of Georgia Multiple Panel Session Diversity Location: Grand Ballroom	Location: Grand Ballroom	2021110411:0012:50 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 7F29F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Tuesday, Nov 02, 2021	Tuesday, Nov 02, 2021 4:30 PM - 5:45 PM CST	Opening Session Join us as we give an overview of what to expect this week. Hear a state of the union given by CEC Executive Director Chad Rummel CEC Associate Executive Director for Professional Affairs Laurie VanderPloeg along with Dee Berlinghoff and Ginny MvLaughling will be announcing its new “Purple Book” which is titled Practice-Based Standards for the Preparation of Special Educators, a revised and updated version of What Every Special Educator Must Know (commonly known as the RedBook). This revision will include the newly revised 2020 Initial Practice-Based Professional Preparation Standards for Special Educators and the brand new Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (EI/ECSE). The shift in the color of the book reflects a refined focus on providing support to educator preparation programs. Additionally, CECs Director of Professional Standards Brad Duncan will speak on CEC launching an Accreditation Process for special educator programs and sharing updates regarding the ongoing development. A brief overview of the planned process will be shared along with the release of policy and process documents for public feedback and comments. This is one session you don't want to miss Speaker(s): Laurie VanderPloeg, CEC Dee Berlinghoff, Mount Saint Mary College Virginia McLaughlin, College of William & Mary Brad Duncan, CEC Ruby Owiny, Trinity International University Chad Rummel, Council of Exceptional Children Location: Grand Ballroom	Location: Grand Ballroom	2021110216:3017:45 000	TUE, NOV 2
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 1:00 PM - 1:50 PM CST	Building an Effective Educator Strand: Georgia’s Approach to Embedding HLPs in Practice Based Opportunities Across Teacher Education and Induction. Speaker(s): Margaret Kamman, University of Florida Melissa Driver, Kennesaw State University Katherine Zimmer, Kennesaw State University Zelphine Smith-Dixon, Georgia Department of Education Symposium/Special Presentation/Spotlight Session/Special Event request Location: Grand Ballroom	Location: Grand Ballroom	2021110413:0013:50 001	THU, NOV 4	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 2:50 PM CST	Building an Effective Educator Strand: Putting HLPs into Action with Effective Practice-Based Learning Opportunities CEEDAR Center staff have collaborated with teacher educators from several states to develop Professional Learning Opportunities (PLOs) to support teachers and candidates in learning to use high leverage practices (HLPs). This session describes research support for PLOs, the features of effective PLOs, an in-depth example of one PLO, and universally available resources for other faculty and professional development providers interested in integrating more effective practice opportunities into their teacher education efforts. Speaker(s): Mary Brownell, University Of Florida Dept Of Sp Ed Elizabeth Hoffman, Rio Salado College DaShaunda Patterson, Georgia State University James McLeskey, Sch of Spec Ed Sch Psych & Early Childhood Studies Symposium/Special Presentation/Spotlight Session/Special Event request Location: Grand Ballroom	Location: Grand Ballroom	2021110414:0014:50 001	THU, NOV 4	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 11:00 AM - 11:50 AM CST	Building an Effective Educator Strand: Using HLPs to form a cohesive approach to developing teachers Speaker(s): Virginia McLaughlin, College of William & Mary Melinda Leko, University of Wisconsin Kyena Cornelius, Minnesota State Univ Mankato Dee Berlinghoff, Mount Saint Mary College Jacqueline Rodriguez, American Association of Colleges for Teacher Education Symposium/Special Presentation/Spotlight Session/Special Event request Location: Grand Ballroom	Location: Grand Ballroom	2021110311:0011:50 001	WED, NOV 3	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 1:00 PM - 1:50 PM CST	Building an Effective Educator Strand: Using the HLP-informed CEC standards to inform teacher education program reform Speaker(s): Kathleen Puckett, Arizona State University Laura Atkinson, Arizona State University/ Mary Lou Fulton Teachers College Laura Corr, Arizona State University/ Mary Lou Fulton Teachers College Amy Papacek, Arizona State University Symposium/Special Presentation/Spotlight Session/Special Event request Location: Grand Ballroom	Location: Grand Ballroom	2021110313:0013:50 001	WED, NOV 3	BC0AA9B9-BA9B-EB11-80EE-999B72515B28 BFA6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C0A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C2A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C4A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C5A6D161-4C76-EB11-80EC-F6B8F9B5AAD5 C6A6D161-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Kaleidoscope Poster Session Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 000	THU, NOV 4
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Program and Reality Coherence in Special Educator Roles Interactive Poster Session The following three research questions will be addressed in this presentation: (1) What are the roles and responsibilities of special educators in a suburban school division? (2) What are the course requirements and learner outcomes of a traditional teacher preparation undergraduate special education teacher preparation program? and (3) How do the roles and responsibilities of special educators in a suburban school division match the requirements and learner outcomes of a traditional teacher preparation undergraduate special education teacher preparation program? To address these research questions, three phases of research were conducted within this study. Phase one analyzed job descriptions of six surrounding county’s through concept mapping. Concept maps were created for each county and then aggregated to determine categories, dimensions, and properties of roles and responsibilities of special educators. The following categories were determined through this process: collaboration, instruction, environment, IEP case management, and personal characteristics. A code book was created from this concept mapping process. Phase two utilized the code book to analyze the traditional teacher path learner outcomes for both general and adaptive curriculum special educator licensures to determine how well the undergraduate curriculum matched job descriptions. During phase three, interviews with both undergraduate faculty and school administrators were conducted. Interviews were recorded, transcribed, and coded with the code book. Findings indicated the following: (1) each county prioritized different roles and responsibilities for special educators and no county identified all five categories of roles and responsibilities identified through the aggregated concept map, (2) the general education curriculum licensure program reinforced educational theories and evaluating student needs and abilities consistently, while other roles and responsibilities were taught in isolation within a single class or not addressed at all, (3) the adaptive curriculum prioritized instructional learning experiences, learning assessments, and instructional knowledge, while other roles and responsibilities were taught in isolation within a single class or not addressed at all, and (4) the following dimensions were not addressed within the traditional teacher preparation program: : (a) participating in triennial reviews, (b) conducting child studies, (c) collaborating with parents to provide feedback to reinforce student goals, (d) collaborating about student expectations with parents, (e) reporting student progress to parents, (f) sharing relevant resources and literature with parents, (g) including parents in the IEP process, (h) including parents in the construction of IEP goals, (i) reporting incidents to parents, (j) enhancing classroom aesthetics, (k) facilitating and monitoring field trips, (l) appealing teacher evaluations, (m) individualism, and (n) moral character. While administrators emphasized the need for “reflective teachers”, additional addressed in both the undergraduate curriculum for both general and adaptive licensures, reflection was not addressed within any job description. As some faculty indicated that the curriculum does not “prepare teachers to teach” as “learner objectives do not encompass all that is necessary”, it is imperative that traditional teacher preparation programs reevaluate how they are meeting the needs within schools. Speaker(s): Nora McKenney, George Mason University Interactive Poster Session Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110310:0010:50 001	WED, NOV 3	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Implementing Data-Based Individualization (DBI) for Improving Instruction in Middle School Mathematics Speaker(s): Rachel Juergensen, University of Missouri Columbia Stephanie Hopkins, University of Missouri Interactive Poster Session Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110310:0010:50 000	WED, NOV 3	8929F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	A comparison of Native American preschoolers with disabilities engagement using general picture books, culturally relevant books, and squishy books Discovering the types of books that promote engagement for NA preschoolers with disabilities can assist educators in planning future shared reading activities with their NA preschoolers with disabilities. Currently, no research exists on the use of squishy books. In addition, little research exists on the use of culturally relevant books with NA preschool students with disabilities. Finding books that facilitate engagement can benefit students with disabilities and their educators. The National Early Literacy Panel declared that more research on early childhood literacy needs to include English language learners and children with disabilities (National Early Literacy Panel, 2008). Speaker(s): Candi Running Bear, Northern Arizona University Accountability Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 7D29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6A5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	A Review of Pre-Service Special Education Teacher Preparation on Conducting Functional Behavioral Assessments To better equip policy makers, faculty members, and educators to prepare future generations of practitioners to work with students with disabilities exhibiting challenging behaviors, the author will present findings from a literature review exploring the current preparation of special education teachers on conducting functional behavioral assessments (FBA). In the 1997 revision of the Individuals with Disabilities Education Act (IDEA), new discipline policy outlined the requirement to conduct an FBA and develop a behavioral intervention plan (BIP) for students with disabilities as a means to reduce exclusionary discipline procedures such as suspension (Moreno et al., 2017). Even when not legally required to conduct an FBA and implement a BIP, researchers have continually concluded that behavior interventions that match the student’s function of behavior are most likely to result in significant changes in behavior (Borgmeier et al., 2015, Péturdsdöttir, 2017; Scott & Cooper, 2017) and are an effective means of mitigating exclusionary discipline (Edwards & Xin, 2017). A lack of assessment or an improper assessment, on the other hand, will likely lead to ineffective and inappropriate interventions (Weber et al., 2005). Thus, an FBA is required to determine the function(s) of targeted challenging behaviors which will ultimately inform function-based interventions. While only mandated in the context of suspension and after a manifestation determination review, FBAs and BIPs have become widely accepted in the field as evidence-based assessments and interventions to prevent and manage challenging behavior (Hirsch et al., 2017; Newcomer & Lewis, 2004; Scott & Cooper, 2017). The goal of the literature review was to answer the following questions: (a) Is there evidence in the literature that practicing special education teachers are prepared to conduct Functional Behavioral Assessments (FBA)? and (b) What training do pre-service special education teachers receive around conducting FBAs? The search yielded ten studies consisting of document analyses, interviews, surveys, and assessments. These encompassed multiple aspects of FBAs conducted by practicing and pre-service special education teachers which enabled a larger picture of not only pre-service program content but its impact (or lack thereof) on practicing teachers in the field. In this session, the author will share synthesized findings on the quality of the FBAs being currently conducted, on the special education teacher’s involvement in the FBA process and reported professional development needs, and studies examining coursework and experiences provided to pre-service special education teachers. Based on the reviewed studies, FBAs are not being conducted accurately or utilized properly, largely in part because of the lack of training provided in special education teacher preparatory programs. This confirms the findings and hypotheses of other intervention studies, seeking to increase the quality of FBA training at the pre-service level (Borgmeier et al., 2015; Fallon et al., 2011; Gettinger et al., 2008; Yell & Katsiyannis, 2000). While dismal, these findings are helpful for the field as they expose a clear gap between best-practice and reality when it comes to conducting FBAs for students with disabilities. Speaker(s): Rebecca Folkerts, University of Illinois, Urbana-Champaign Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	A Systematic Literature Review of Beginning Special Education Teachers’ Perceptions of Induction: 2005-2021 Specific research questions addressed in this review were: What research designs and methods have researchers used to investigate effective components of induction programs? What components of induction programs have been identified as beneficial from the perspective of early career special educators? What is the role of social climate and collaborative context in teacher induction? This session will engage interest in issues related to teacher induction and invite inquiry and conversation around early career special education induction experience. Attendees will gain insights to the current literature base and explore rationale for potential future research. The review will be presented in poster and oral presentation format. Content will include the stated problem, methods, results and discussion. Implications and recommendations will also be included. Regarding Methods, I will present the following: To identify relevant literature for review, I searched Academic Search Complete and ERIC databases. Search terms included [Teacher Induction AND Special Education], [Induction AND Administration], and [Perspectives on Teacher Induction]. This search results in an initial 36 studies. Studies that did not include data on teacher perspectives were excluded. Studies that focused solely on administrators’ or mentors’ perspectives were also excluded. Retained studies were (a) empirical; qualitative, quantitative or mixed methods research designs, (b) reports of general and special education beginning teachers’ (those who taught 3 years or less) perspectives, (c) published after 2005, and (d) written in English. The remaining 13 studies were published in a peer reviewed journal or were a dissertation. For studies that included administrator, mentor, and others’ perspectives, only the teachers’ perspectives will be reported. Regarding Results, I will present the following: Of the 13 studies included, six were qualitative, five were quantitative and two were mixed methods. (Studies included in the review are marked with an * in the Reference list). The qualitative studies collected data on teacher perceptions through individual or focus group interviews. The quantitative studies collected data through surveys. The mixed-method studies collected both focus group interviews and surveys. A table including research designs and results will be presented. In general, results from the studies indicated that all 13 studies reported positive perceptions of the induction experience, with emphasis on opportunities to collaborate with and observe tenured teachers, and when relationships with building administrators were perceived as positive. Where negative perceptions were reported, a lack of meaningful relationships with building administrators was identified. The lack of opportunity to plan collaboratively was also identified as a negative. Next, I conducted a comparative analysis using information from the IRIS Module: Teacher Induction: Providing Comprehensive Training for New Special Educators. In a second table, the 13 studies were compared on the following components of a comprehensive induction program: (a) good job match, (b) relevant work orientation, (c) supportive school community, (d) deliberate role design, (e) ongoing professional development. Each component will be described and the comparison between studies will be shared with the audience. Studies with the most positive reports of the induction experience will be compared to the components included in the specific program described. Speaker(s): Heather Rogers-Rodrigues, University of Hawaii at Manoa Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	A Systematic Literature Review of Strategies to Develop Expressive Communication for Students with Dual Sensory Loss Students with deaf-blindness are unable to access their environment due to their sensory loss. The lack of access impairs their ability to develop symbolic levels of communication that can even be understood by individuals who are not familiar with the students. Educators working with students with deaf-blindness require a specific skill set taking into account the impact of the dual sensory loss. Since deaf-blindness is a low-incidence disability, there is a limited amount of research compared to other high-incidence disabilities, such as autism or learning disabilities. This systematic literature review aimed to identify strategies that can support communication development with students with deaf-blindness. A search of two databases resulted in 18 peer-reviewed articles with a variety of interventions that can be categorized into three groups: support from trained adults, access to direct learning opportunities and access to an appropriate communication system. Implications for practitioners and future research directions are discussed. Speaker(s): Ira Padhye, Virginia Deaf-Blind Project/Virginia Commonwealth University Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Access to the General Education Curriculum for Students with Significant Cognitive Disabilities This poster session will review the work I have complete thus far on my dissertation titled Access to the General Education Curriculum for Students with Significant Cognitive Disabilities. This presentation will include a review of the problem and purpose of the study including my research question and sub questions. A large portion of the presentation will include a review of the literature focusing specifically on alternate academic standards, how access to the general education curriculum is currently defined and practices that promote access to the general education curriculum for students with significant cognitive disabilities. Indiana developed Content Connectors as their alternate academic standards to meet the federal mandate that all students must have access to the general education curriculum to the maximum extent appropriate. The Content Connectors support access to the general education curriculum for students with significant cognitive disabilities because they are tied directly to the Indiana Academic Standards. Based upon a review of the research, three main areas emerged in defining access to the general education: 1) the type of curriculum being used; 2) the setting for providing access, and 3) the role of the educator. The practices supporting access to the general education curriculum include co-teaching, peer supports, Universal Design for Learning, assistive technology, and accommodations/modifications for students with significant cognitive disabilities. The aim of this session is to describe my dissertation topic. I would like to know what types of standards other states use and how the standards support access to the general education curriculum for students with significant cognitive disabilities. I would also like to get feedback from participants on their definition of access and what practices they find successful in providing students with significant cognitive disabilities access to the general education curriculum. Speaker(s): Robin Thoma, Indiana State University Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Advancing Equity and Advocacy: Developing Teacher Social Justice Dispositions Through Teacher Preparation Educators as leaders, advocates, and activists are essential to ensuring students from marginalized groups, including disability, receive equitable education and opportunity (Bourn, 2019). Professional standards and statements from organizations like the Council for Exceptional Children (CEC, 2020), the National Educators Association (NEA, 1975), and the American Association for Colleges of Teacher Education (AACTE, 2021) illustrate teaching as a space for social justice. A noticeable increase in the expressed need for social justice-oriented education and teacher preparation (Boylan & Woolsey, 2015; Goodwin & Chen, 2016; Roegman et al., 2020) has emerged over the past decade and the current socio-political climate underscores the need for the development of social justice dispositions in pre-service teachers. Pre-service teachers who serve students with disabilities in any capacity must be prepared through course content, activities, experiences, and expectations which reinforce social justice perspectives and equitable and inclusive practices. Teacher preparation programs which prioritize a social justice focus ensure teachers are willing and equipped to provide individualized learning opportunities and supports that acknowledge and affirm the multiple identities of students and families (Furman, 2012; Howard & Milner, 2021; Roegman et al., 2018). This poster session will report the results of a systematic literature review targeting the themes, concepts, and practices essential to developing social justice perspectives within pre-service teachers through teacher preparation programs. Research literature from 2010-2021 related to identifying social justice content and practice for teacher preparation will be reviewed and analyzed for emerging themes. Details regarding the review criteria and analytical process will be included. Participants who engage with the poster and author will have the opportunity to discuss integral components of preparing pre-service teachers with social justice perspectives, critical course work and activities to develop this disposition, and how what is learned from this literature review can be leveraged to advance efforts towards this goal within contextualized preparation programs. Speaker(s): Lindsey Pike, University of Central Florida Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Affinity Groups and Retaining Teachers of Color There is a critical need for teachers of color in U.S. K-12 schools. Teachers of color bring many benefits to the school systems, especially for students of color (Bristol & Martin-Fernandez, 2019). Also, retaining pre-service and in-service teachers of color may allow schools to become more equitable places (La Salle et al., 2020). Unfortunately, teachers of color face unique challenges that white teachers do not. By having specific interventions to address these challenges, we are not only working to retain teachers of color, we are acknowledging that there are systematic inequalities in our schools and that they need to be addressed. Affinity groups (a place where people who share common characteristics come together to support each other and work towards a common goal) are one such strategy. In her participatory action research study, Mosely (2018), reported that her in-service teacher participants said they were more likely to stay in their schools after participating in an affinity group. Bristol (2020) used a phenomenological research design with 20 black male pre-service teachers, and they reported that working in affinity groups allowed them to learn classroom practices faster and feel more supported in their roles. At our urban mid-Atlantic University teacher education program, affinity groups were created this year and data was collected each month using a survey that was created based on the group's self-created mission statement and goals. Early research supports positive effects of these groups. We will share the preliminary data that we have collected on our groups, including disaggregated data that focuses specifically on special education teachers of color. In this session, we will review three essential components of affinity groups as identified from a review of the literature: social-emotional health, professional development, and advocacy. Understanding these components will allow participants to create their own affinity groups. Understanding the components of an affinity group will allow educational leaders to implement their own affinity spaces. In the discussion of the first year of affinity groups implemented at one University, we will discuss both lessons learned, and provide recommendations for developing affinity groups. Speaker(s): Meagan Dayton, Virginia Commonwealth University Diversity Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 7F29F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Aligning HLP, professional development and self-efficacy: An approach to reduce teacher attrition This presentation will share preliminary research that aims to design an assessment tool for novice (0-3 years’ experience) SET self-efficacy in implementing the High Leverage Practices (HLP) in their classroom. Guiding novice teachers to become advanced beginners is one way to support both student learning and teacher retention. Brownell and colleagues outlined a framework for developing advanced beginners that includes feedback and analyzing one’s own performance as two of the four featured practices (Brownell et al., 2019). Feedback on implementation of HLPs can be provided in a structured observation. In addition, evaluating your own practice is known to impact performance. Teacher’s self-beliefs about their teaching impact their instructional decisions and teaching environment. Developing a tool to measure novice teacher’s self-efficacy in HLP implementation will support meaningful feedback that can be tailored to areas of greatest need. By aligning SET self-efficacy and observational assessment of performance, individualized professional development can be provided. One element of quality professional development is the identification of areas of need that are consistent with the teacher’s belief of their need (Jimenez & Barron, 2019). The research shared in this presentation used a constant comparison method to develop 27 questions for pre-service teachers related to implementation of HLP. These questions were evaluated by experts (university faculty in education and measurement) and current special education teachers. The pilot testing was then conducted with four students in special education who were completing their senior practicum. The students completed the self-efficacy questionnaire electronically using a four point Likert scale of strongly disagree, disagree, agree and strongly agree. Next, the primary investigator completed observational assessments and rated the demonstrated evidence of implementation of the HLP on an aligned rubric. The observational assessment questions were directly aligned to the pre-service teacher questionnaire. Next, the researcher met with the pre-service teacher to discuss items with non-adjacent scores and conduct a qualitative, semi-structured interview that included social validity questions. Preliminary findings indicate that pre-service teachers score what they think they can do, not necessarily what they do. This difference in beliefs and behaviors should be explored further. In addition, the pilot data showed a need for more access to observations, lesson plans and interviews. All pre-service teachers that participated reported they enjoyed the process and would be willing to complete the process in an employment setting. Improving teacher practice is an iterative process that requires collaboration between many stakeholders. K -12 school-university partnerships can improve outcomes for all students (Maheady et al., 2019). Using information from the pilot study, a partnership with the local school district was formed. Professional development in HLP will be provided to novice special education teachers, reflective teaching and a tiered model of support will be implemented. Data will be collected on novice SET beliefs about their implementation of HLP (self-efficacy) and evidence of their teaching behaviors that implement HLP. This presentation will share a current update of the school partnership, the influences of the pilot process on the current study and the next steps for this line of research. Speaker(s): Mary Mcconomy, Florida State University Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	An International Exploration of Teachers’ Self-efficacy in Inclusive Education: A Literature Review The aim of this session is to share current literature on teachers' self-efficacy for inclusion education from an international viewpoint. I will be sharing the findings on (a) What factors are mediators of teachers’ self-efficacy in inclusion? (b) What is the relationship between teacher preparation and teachers’ self-efficacy in inclusion?, and (c) What is the impact of higher teachers’ self-efficacy in inclusive education in the classroom? Then, I will discuss the implications and the impact of teacher preparation on teachers' self-efficacy for inclusion and the influence it has on students' performance in school. Speaker(s): Erika Moore, UCF Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	An Iterative Design Approach to Content Acquisition Podcasts in Special Education Teacher Preparation Teacher preparation programs have limited time to equip preservice educators with the requisite skills to deliver reading instruction to students with disabilities. For maximum efficacy, teacher educators need targeted interventions based on proven theories of learning to create the most significant impact on the knowledge and skills of preservice educators within the existing time constraints. Technological interventions, such as Content Acquisition Podcasts (CAPs), offer a means of content delivery that is based on a solid theoretical framework and address some of the persistent problems in teacher education. CAPs are enhanced podcasts developed in alignment with Mayer’s Cognitive Theory of Multimedia Learning (2009) to deliver content in teacher education (Kennedy et al., 2011). Key elements of CAPs include focused content; combining visuals, text, and narration; and limited length (Kennedy et al., 2011). Nine studies have been conducted on the impact of Content Acquisition Podcasts (CAPs) on preservice special education teachers’ knowledge and skills for reading instruction (Alves et al., 2018; Carlisle et al., 2016; Driver et al., 2014; Ely et al., 2014a; Ely et al., 2014b; Kennedy et al., 2012; Kennedy et al., 2013; Kennedy et al., 2014; Peeples et al., 2019). Part of the efficacy of CAPs as an instructional modality is rooted in the use of rigorous evaluation through Clark’s (2009) instructional practice framework (Kennedy et al., 2014). This framework aligns with an iterative design approach and emphasizes the learners’ experiences in refining instructional tools (Clark, 2009; Kennedy et al., 2014). This study addresses the first two steps in the Clark’s (2009) framework: (1) identifying a challenge in instructional practice and a proposed solution; and (2) a pilot study to develop and refine the instructional practice (Kennedy et al., 2014). This iterative design based study seeks to improve CAPs as a form of teacher education pedagogy by answering the following research questions: (1) How do preservice special education teachers experience a CAP on the science of reading instruction?, (2) What feedback do preservice teachers provide after viewing a CAP on the science of reading instruction?, and (3) How is feedback from preservice teachers incorporated into the refinement of a CAP on the science of reading? Using an iterative design approach, this study includes two phases. In the first phase, an initial CAP on the science of reading will be developed and viewed by preservice special education teachers at a large, midwestern flagship university. Data on their perceptions and experiences will be collected through semi-structured interviews (Clark, 2009). The qualitative data will be coded inductively and used to inform revisions of the CAP. In the second phase, the revised CAP on the science of reading will be viewed by preservice special education teachers. Data will be collected through semi-structured interviews. The goal of this poster session is to present the preliminary findings of this pilot study. Results of this study will contribute to the growing research base on CAPs and provide valuable insight for the field of teacher education on high-quality design of multimedia instructional tools. Speaker(s): Lauren Zepp, University of Wisconsin Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Antecedent Strategies to Reduce the Likelihood of the Occurrence of Problem Behavior in the Early Childhood Classroom The session will begin with the presenter discussing the findings of the literature review. They will encourage participants to discuss the fact that only research measuring behavior that was already occurring was found, asking questions such as: Are the findings what you expected; why or why not? Do you think it could be feasible to conduct research on antecedent strategies using a group design? What would the control and test conditions look like? Would it be socially valid as teachers are likely to use at least some of these strategies (e.g., providing a rationale) sometimes in the control group? How would teachers’ strategy use and student behavior be monitored? The presenter will further discussion by likening not knowing if strategies reduce the likelihood of behavior that has not had the opportunity to occur to Schrodinger’s cat and encourage participants to consider if it is always necessary to ensure practices are evidence-based for a particular situation or not and why they hold that opinion. The aim of the session is inform participants of the literature review findings and encourage them to consider and discuss the practicalities and ethics of linking research to practice. Speaker(s): Katherine Jordan, University of Kentucky Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Caregiver and Educator Collaboration: A COVID-19 Literature Examination The purpose of this presentation is to summarize and describe the ways researchers have so far addressed the increased need for an expanded approach to increasing collaboration for caregivers and educators in the academic lives of students with ESN. We examine specifically research conducted during the 2019-2021 COVID-19 pandemic that explored research questions relating to the collaboration of caregivers and educators of students with ESN. Although this body of research is limited, we also assess methodological rigor of those studies that assessed the effects of specific interventions, using CEC standards for evidence-based practice. We discuss findings, and more importantly describe new areas that researchers must continue to explore regarding the expanded role of collaboration between caregivers and educators because of the shift to NTI. Speaker(s): Brandy Brewer, University of Louisville Partnerships Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Collaboration to Maximize Student Engagement in Co-Taught Classrooms by Increasing Opportunities to Respond a Speaker(s): Janet Nutt, University of Kentucky Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Culturally and Linguistically Diverse Exceptional Students Need Trauma Informed Practices During COVID-19 and Other Drastic Events The following is a qualitative research study that served as a foundation for this case study. Trauma informed practices include; consider each student's individual characteristics; recognize signs of trauma; preview curriculum materials for potential content that may cause distress; conduct student check-ins to gauge students well-being; preview assignments to ensure that policies and procedures are considering the needs of the traumatized student; being mindful of the instructors behaviors that could trigger students negative behavior; recognizing a student's aggression, disrespect, or anger and address the individual student's needs to minimize further trauma for students in the classroom (Carello & Butler, 2015). Research questions: 1. Which teaching models have SPED teachers taught in during the pandemic? 2. How prepared are SPED teachers in the implementation of trauma informed practices for CLDE students during COVID-19? 3. What specific TIP are SPED teachers implementing in their classroom? 4. How often are TIP being implemented in SPED teachers’ classrooms? The SPED teachers selected for this case study were K-12th grade SPED teachers in two different school districts located in the southwestern region of the United States. Participants were 2 male and 1 female SPED with various years of experience and were of various ages, races, socioeconomic, and gender backgrounds who were interviewed individually using Zoom. Participants were provided with copies of transcripts and my data analysis for member checking. I analyzed participants individual responses by focusing on the research questions to identify reoccurring themes within the participants responses. I also developed a coding system for sorting and categorizing the participants results (Hays, 2014). Results indicate that rural SPED teachers have taught using several different learning models during the COVID-19 pandemic. Participants in the study feel either fully prepared, somewhat prepared, or unprepared for the implementation of TIP for CLDE students during the COVID-19. Their responses directly correlated to the amount of training or professional development that they had received from their school districts. There were a wide range of TIP that were being implemented in the SPED teachers’ classrooms for those participants that indicated that they felt prepared or somewhat prepared. TIP was implemented either often or multiple times per week in some participants classrooms. According to the data that was collected in this case study most SPED teachers seem to be implementing TIP, while some participants did receive training or professional development, they are also implementing the practices at different rates using multiple TIP for CLDE students in the classroom. The implication of this research is that trauma informed practices can be implemented for CLDE students in SPED classrooms. It is also recommended that all teachers need the support of some in-service and teaching models when there is a sudden and drastic switch in teaching modalities and perhaps continual short teacher trainings on using TIP could benefit teachers and students. CLDE students' could also benefit from receiving TIP since SPED teachers could better meet CLDE students emotional needs using TIP, which could result in a decrease in behavioral referrals and increase in instructional time. Speaker(s): Christina Gabaldon, Northern Arizona University Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Development of Mathematics and Self-Determination Skills for Young Adults with Extensive Support Needs This poster session will present the research results of a previously conducted study in [blinded city] targeting mathematical problem solving for young adults with extensive support needs (i.e., autism spectrum disorder, intellectual disability, developmental disabilities, or multiple disabilities; ESN) using modified schema based instruction (MSBI). The target population were students form a Transition Program in [blinded city] Results of the multiple probe across participants design indicate a functional relation between MSBI and steps of problem solving completed independently correct. This study, along with several other, support the use of MSBI as an evidence based practice for students with ESN. This study combined instruction on academics and self-determination skills (i.e., self-monitoring) to support mathematical problem solving of multiplication word problems. To build self-determination skills, participants set daily goals and self-monitored the completion of problem-solving steps using a task analysis. They then self-graphed their steps completed independently correct. This poster will highlight this novel component of MSBI and how it impacted social validity within the study. Specifically, participants disclosed that self-monitoring (i.e., goal setting and self-graphing) was their favorite component of the MSBI package; related to the classroom teachers within the study, they stared that they observed an improvement in their students mathematics skills, noticed an improvement of self-confidence in the participants, found the intervention to be feasible, and implement the self-monitoring system within their classroom to support student job skills development. This session will discuss how the study addressed limitations in prior research (i.e., fading of generalization supports, new context, new content, etc.) Generalization is especially important, given that the goal of mathematical problem-solving interventions is to increase independence and opportunities in real-life settings, which are times that individuals with ESN likely will not have access to all of the visual supports and scaffolds provided during instruction (e.g., schemas and task analysis). This session will highlight the real-world component of generalization within the study, scaling ingredients from a recipe without instructional supports (i.e., task analysis or graphic organizer). Prior studies tackling this issue have had limited success in generalization when visual supports are faded (Browder et al., 2018; Root & Browder, 2019). This study has a goal and aim to show practitioners and researchers that only focusing on functional academics is a thing of the past. This poster board session will provide attendees with a look into the future of an evidence based practice to support mathematical problem in students with ESN that is feasible, enjoyable, and influences results. It will also show attendees that MSBI is a package that could have long-lasting implications for the lives of students with ESN. Specific to this study, all participants improved in their mathematics and self-determination skills over the duration of the study. Speaker(s): Deidre Gilley, Florida State University Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6A5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Differential Effects of Criteria for Increasing Delay Intervals in Progressive Time Delay This study used a single case adapted alternating treatments design to compare the differential effects of different variations of criteria used to determine when to increase to the next delay interval in the progressive time delay (PTD) instructional procedure when teaching expressive word identification to elementary-aged children with moderate/severe disabilities (e.g., Autism, Down syndrome, intellectual disability), language impairments, and reading deficits. The study compared the efficiency of response-independent criteria (RIC; i.e., increasing the delay interval after a set number of sessions) and response-dependent criteria (RDC; i.e., increasing the delay interval after participants achieve a certain accuracy criterion) to determine whether one variation (a) required fewer sessions to reach mastery, (b) produced fewer student errors, (c) facilitated better skill maintenance, and/or (d) required less instructional time. In the experimental design, each variation of the PTD procedure was applied to its respective set of assigned stimuli in alternating sessions until the stimuli in each set meet a predetermined criterion level. Throughout this comparison condition, an additional set of stimuli (i.e., a control set) was intermittently measured in order to detect any maturation or history threats. In this design, experimental control is demonstrated when, after controlling for threats to internal validity, patterns of responding are differentiated (i.e., there is evidence of differences in the rate of learning as indicated by slope depicting rapidity of learning, number of sessions to criterion, total duration to criterion, percentage of errors, etc.) between the variations of the intervention procedures without any maturation or history threats revealed in the control set. During data collection, the participants’ school was closed for the remainder of the year due to a viral pandemic prior to the completion of the comparison condition. Therefore, conclusions about results should be considered in light of this limitation. Results obtained indicated that both variations were effective in increasing all participants’ percentage of correct responses when identifying sight words. Results pertaining to the differentiation in the acquisition rates of both variations were mixed but indicated some superiority with the RDC variation. Results pertaining to which variation was more efficient in increasing independent performance with fewer errors were mixed and indicated that either (a) there was not a noteworthy difference in error rates between both variations or (b) the RDC variation resulted in lower error rates. Neither variation was considerably more efficient in terms of the instructional time required to implement the procedures. Overall, RDC data (a) had acquisition rates with either a slightly greater rate of increase, less variability, or equal results to that of RIC data for the majority of participants, (b) either resulted in lower error rates than that of RIC data or resulted in relatively similar error rates as the RIC variation, and (c) required approximately the same amount of instructional time to implement as the RIC variation. Thus, it can be concluded that for these participants, providing instruction with the RDC variation of the PTD procedure is likely to be either equally efficient or more efficient than providing instruction with the RIC variation. Speaker(s): Kaitlin O'Neill, University of Kentucky Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6A5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Disrupting Inequitable Education Using an Ethics of Care Framework The session will provide an overview of two different ethics of care frameworks drawn from feminist and disability studies perspectives and applied to the context of inclusive education. Current conceptions and assumptions related to care in special education will be examined prior to applying ethics of care as a framework to disrupt inequitable systems, structures, and practices resulting in further exclusion for students with disabilities. An emphasis will be placed on care relations to consider how reciprocity and interdependence promote inclusive practice through an authentic person-centered approach and view of access as an ongoing and dynamic process. The traditional roles and responsibilities of special educators as diagnosticians and remediators are based on the medical model of disability. Ethics of care perspectives challenge this model as a fundamental principle necessary for addressing inclusion for students with disabilities. After the ethics of care framework is presented, participants will engage in discussions about future strategies and action plans to address the moral responsibility for educators to commit to inclusion as a philosophy, collective effort, and an ongoing human rights issue. Speaker(s): Radeen Yang, University of Wisconsin-Madison Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Effective, Collaborative, Person-Centered Transition Services for Students with Disabilities: A Planning Tool Literature supports the need for effective transition services and the importance of person-centered planning and interagency collaboration. Carter et al. (2020) and Carlson et al. (2020) identified work-based learning and readiness as an area that secondary educators identified as an area for improvement when working with individual with disabilities in the pre-employment transition stages. Researchers in Carter et al. (2020) surveyed secondary educators who identified several areas related to transition that they felt underqualified to address. In addition, Balcazar et al. (2012) sought to improve the transition outcomes of minorities with disabilities through provision of interventions focused on providing training and supports in youth empowerment (person-centered) and personal investment in goals. Several studies have addressed teaching self-advocacy and self-determination as important components of transition services (Carlson et al, 2020; Frentzel et al, 2020). Ensuring transition plans are designed with the individual students in mind and the tools and resources they will need to be successful are important components in the transition planning process. During this session, issues and evidence surrounding person-centered collaborative transition planning among stakeholders will be addressed as well as how this information was used to create a teacher planning tool utilizing evidence-based practices and specific transition needs; allowing the design and implementation of individualized plans to assist in developing person-centered transition plans, as well as to collect and organize interagency collaborative resources and information. This session will provide direct guidance on utilizing and implementing the planning tool and will provide an (adaptable) copy of the transition planning tool. This information and planning tool will be beneficial to practitioners as well as higher education institutions and faculty in providing effective transition services and resources for students with disabilities (including autism, developmental disabilities, and intellectual disabilities). Speaker(s): Kristie Covington, University of Louisville Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Effects and Implications of Two Multimedia Programs for Improving Exceptional Learner and English Learner Word Knowledge The purpose of this presentation is to introduce evidence from an empirical study that provides practitioners insight into effective components of instructional technology as a practical supplement to current literacy practices in public school settings. Multimedia tools that apply evidence-based vocabulary instruction can result in positive outcomes for SWD’s and EL’s (Fehr et al., 2012; Kuder, 2017). However, literature examining the efficacy of technology devices on vocabulary outcomes is scarce (Jamshidifarsani et al., 2019). In this session, authors present a comparative investigation of technology-based vocabulary programs for upper-elementary students with distinct learning needs in an inclusive classroom setting. Presenters aim to report specifically on the vocabulary performance of SWD and EL student groups from the overall study above. A research question of focus was: (1) to what extent do CAP-S, Infercabulary, and BAU approaches to vocabulary instruction affect performance among 5th grade SWD’s and EL’s in inclusion settings? Researchers compared two multimedia treatment conditions to a business-as-usual approach (BAU) to vocabulary instruction. Each condition featured 100 vocabulary terms to be taught. One treatment [(Content Acquisition Podcasts for Students (CAP-S)] integrated teacher-delivered explicit vocabulary instruction with instructional slides grounded in multimedia principles (Mayer, 2020). A second treatment (Infercabulary) was a commercially-developed software that used visuals and captions within a game-based context to enhance student practice opportunities while making inferences around word meanings. Method & Procedures: Of the 656 student participants described above, 74 students qualified for special education services through an Individualized Education Program (IEP) and 64 were identified as English learners (EL’s). Researchers administered the following vocabulary measures to compare student groups at both pretest and posttest time points: multiple choice (MC), synonym identification (CORE assessment), sentence identification (SI), and picture identification (PI). In the CAP-S condition, students received teacher-directed instruction on vocabulary terms in the form of experimenter-designed multimedia slides. In the Infercabulary condition, students independently learned meanings of focus words within a game-like format. For the BAU condition, teachers were asked to teach terms to students using methods they deemed appropriate. Results: Statistical analyses were conducted using one-way ANOVAs to examine group differences among treatment conditions across a three-part measure of word knowledge. Results from the study indicated that students with disabilities and English learners receiving the Infercabulary (p<.01) or CAP-S (p<.01) interventions significantly outperformed their counterparts in the business-as-usual condition on multiple measures of word knowledge. Moreover, there were no statistically significant differences found between Infercabulary and CAP-S for either student demographic. Further details and implications from these findings will be discussed. Discussion: Evidence from this study provides notable insights for practitioners that serve SWDs, and EL student populations. Findings reveal that, while CAP-S and Infercabulary programs differed in instructional approach and delivery format, both treatments similarly incorporated evidence-based vocabulary practices with visual and audio features to achieve desirable gains in vocabulary performance for SWD’s and EL’s populations. These results show support for various ways that multimedia tools can be used to enhance best practice literacy instruction for SWD’s and EL student groups. Speaker(s): Sean McDonald, University of Virginia School of Education and Human Development Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 685ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Emergency Financial Assistance for Pre-service and In-service Educators of Color This poster session will lead conversations around the current literature on the need to support minoritized special education teachers financially, review preliminary data from a pilot financial assistance program for teachers of color by subgroup, and discuss implications for practice and future research. A pilot financial assistance program was developed, which provided emergency funding on a requested basis. Financial support was available to any current School of Education pre-service or in-service educator. Funds could be used to cover expenses such as tuition, professional development, books, or general unexpected living expenses. After receiving financial support, individuals complete a feedback survey about their experience. Quantitative and qualitative data were collected using survey responses collected through a feedback form during the Fall 2020 semester. The survey included Likert-type rating items and open-ended responses. A total of 32 preservice or in-service educators of color completed the survey. The preliminary data presented can be used to understand the components of financial support programs that are essential to supporting the needs of special education teachers of color. Recommendations formed from the initial findings can be used to improve practice when designing comprehensive systems at the university preparation program and district levels to recruit and retain a more diverse teacher workforce. Retention of a more diverse teacher workforce that is more representative of the U.S. population is beneficial to all students, but is particularly important to improving educational outcomes for K-12 students of color (Egalite et al., 2015; Glock et al., 2014). The absence of teachers of color can result in lowered teacher expectations (Gershenson et al., 2016; Jones-Good & Grant, 2016), cultural dissonance (Jones-Good & Grant, 2016), less fair assessments (Ouzad, 2014), and inaccurate school placement decisions (Glock et al., 2014). Supporting diverse teachers' persistence in classrooms provides the opportunity for all students to see themselves represented in a professional space, be inspired to pursue higher education, and have access to someone who shares similar cultural experiences or linguistic backgrounds (Madkins, 2011). Speaker(s): Imani Evans, Virginia Commonwealth University Diversity Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 7F29F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Empowerment Scholarship Account vs. Public School: Parents' Perspective This session will examine the data gained through interviews with families who have left public school to receive the Arizona Empowerment Scholarship Account (ESA). The themes of relationship with teachers and administration, communication between home and school about appropriate specialized services, motivation for seeking outside services, and ideas for change with be discussed. The focus will be on the ideas for change. Specifically surrounding how public schools can implement these ideas in reality. The goal of this session would be for both the presenter and the participants to take away ideas for change that can be immediately implemented in their public school settings back in their home states. Speaker(s): CJ Olszewski, Northern Arizona University Partnerships Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Evaluating an instrument to measure teachers’ knowledge in reading instruction: An item response theory analysis The 2019 National Assessment of Educational Progress reported that 40% of 4th grade students who were not identified as having disabilities performed at or above basic on the NAEP reading assessment whereas only 12% of students with disabilities met the same criteria. To mitigate this performance gap, many researchers suggested that teaching syllables and morphemes is a promising intervention to improve reading achievement for students with disabilities and/or culturally and linguistically diverse backgrounds (Kearns & Whaley, 2019; Kieffer & Lesaux, 2012). Thus, we developed a Project Coordinate professional development (PD) package (Benedict et al., 2020) designed to improve 4th grade general education teachers (GETs) and special education teachers (SETs)’ knowledge and collaborative instruction for effective literacy intervention. To evaluate the impact of PD, we also developed a knowledge instrument to measure teachers’ knowledge in reading instruction. The knowledge instrument consists of five domains: (a) explicit instruction, (b) MTSS, (c) decoding, (d) morphology, and (e) vocabulary comprehension. This presentation will address these research questions: 1. Can the researcher-developed knowledge survey reliably and accurately measure teacher knowledge in reading instruction? 2. Can the researcher-developed knowledge survey capture the strong and weak areas of teacher knowledge in reading instruction? IRT Model Fit I conducted an IRT analysis with preliminary data across groups (i.e., control and treatment groups) and across data points (i.e., pre- and post-intervention). Model comparisons between Rasch, 1PL, 2PL, 3PL models showed that the 2PL model has a better fit (log likelihood: -1321.16, AIC: 2770.32, BIC: 2925.89). In addition, all of the 32 questions fit the 2PL model. Reliability of the knowledge survey In terms of the internal consistency, the measure of the knowledge instrument showed a Cronbach's alpha of .610 and a 2PL-IRT reliability of .756. The standard error curve indicated that the knowledge instrument can provide the most reliable and precise information for teachers with a 0.93 SD of theta estimate below the mean (0) of theta estimates. This analysis suggests that the knowledge survey will be useful to distinguish between teachers who do not have much knowledge for content compared to other teachers. Item Difficulty & Discrimination To account for 99.9% of teachers' knowledge level, the difficulty indices should be located between -3 SD and 3 SD (Embretson & Reise, 2000). According the criteria, item 2, 7, 9, 10, 13, 15, 22, 24, 27, 30, and 31 are potentially too easy. Except item 9 and 10, the nine items with less than -3 SD of b-parameter had correct answer rates of 80% or more. No items showed above 3 SD of b-parameter. Also, Baker (2001) defined that an a-parameter = 0.01 to <0.35 is considered very low, an a-parameter = 0.35 to < 0.65 is considered low, an a-parameter 0.65 to < 1.35 is considered moderate, and an a-parameter that is greater than 1.35 is considered high. According to this benchmark, more than half of the items (18 out of 32 items) are poorly discriminating teachers. Speaker(s): Hyojong Sohn, University of Florida Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 685ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Evaluating Emotional Intelligence Through the RULER Approach: A Critical Analysis Emotional intelligence has become an essential foundational skill of school readiness. Past literature explains how emotional intelligence has evolved throughout the years and continues to build awareness on understanding the emotional issues that can occur in academic settings and how teachers can be motivated to assist students struggling with their social and emotional competence (Zeidner et al., 2002). Since then, CASEL has partnered with other organizations to design a framework to assist students with developing social and emotional competence in the following areas: self-awareness, self-management, social awareness, relationship management, and responsible decision-making (CASEL, 2021). Research has shown that SEL benefits students’ academic achievement (Bavarian et al., 2013); youth development (Kramer et al., 2020); social and emotional competence (Brackett et al., 2012); and mental health (Dowling et al., 2019). Over 2,000 schools worldwide have found RULER to be beneficial for students in Pre-K and beyond (Brackett et al., 2019). The program was designed with the understanding that schools have to care and teach with the whole child in mind (Noddings, 2005; Rivers et al., 2013). Outcomes from this program have demonstrated an increases student’s academic success, student attentiveness, teacher attrition, teacher sensitivity, and mental health well-being while lessening problem behaviors (Brackett et al., 2012; Castillo et al., 2013; Castillo-Gualda et al., 2017; Cipriano et al., 2019; Hagelskamp et al., 2013; Herrenkohl et al., 2016; Reyes et al., 2012; Rivers et al., 2013; van der Merwe, 2010). As of today, RULER continues to promote school readiness through emotional intelligence across evaluation and innovation within university-school partnerships (Yale Center for Emotional Intelligence, 2021). The theory of EI has allowed schools to reform their culture and policies to make better places for students and teachers to learn (Jones & Hutchins, 2004). The development of emotional intelligence in schools has served multiple purposes and promises to predict educational and life outcomes (Lipnevich et al., 2016; Vesely et al., 2013). Using the RULER approach has generated successful results in schools to promote social and emotional competence, but underlying critical issues remain in the following areas: (1) academic achievement (Brackett et al., 2012; Cipriano et al., 2019; Hagelskamp et al., 2013; Rivers et al., 2013), (2) teacher efficacy (Castillo et al., 2013; Castillo-Gualda et al., 2017), (3) supportive learning environment (Hagelskamp et al., 2013; Rivers et al., 2013; van der Merwe, 2010), (4) social and emotional competence (Brackett et al., 2012; van der Merwe, 2010), and (5) cultural competence (Castillo et al., 2013; Castillo-Gualda et al., 2017; van der Merwe, 2010). Although specific critical issues were recently examined by the Yale Center of Emotional Intelligence (Brackett et al., 2019), there are still opportunities for improvement as SEL remains essential to developing students EI skills (Brackett et al., 2019). Speaker(s): Fanica Young, University of Central Florida Accountability Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	7D29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Everyday Agency for Critical Inclusion: Stories of Chinese Language Immersion Program Teachers The purpose of the study is to explore (1) teachers’ sensemaking and practice of their everyday agency for critical inclusive education, and (2) their perceived impacts of personal and contextual factors on agency for negotiating a system to better serve students with both language learning and special education needs. I will take a sociocultural approach to agency as a multidimensional, relational, and situational construct. Informed by Priestley et al.’s (2016) ecological framework and Pantic’s (2015) model for the study of teacher agency relating to the ways in which teachers perceive and enact agency upon their identity, competence, philosophy autonomy, reflexivity in response to their everyday teaching context. The proposed study is being conducted at a Chinese language immersion school, a lesser-researched bilingual context, over a four-month period. Four teachers, three general educators, and one special educator, at the school agreed to participate in the study. Guided by Priestley et al.’s (2016) ecological approach to teacher agency, in which teacher agency is mediated by the personal and contextual factors, this study is using different tools to examine different aspects and dimensions of teacher agency: (1) questionnaires for perceived agency relating to purpose, competence, autonomy, and reflexivity, (2) extensive narrative interviews for personal and professional life history, current teaching context, and reflections on the meaning of their experience and agency, (3) observations for practiced agency and (4) document analysis for the meso- and macro-level policy provisions. Narratives from other school staff will be collected via daily chats to gain a more comprehensive understanding of the school community. A preliminary examination of the data collected reveals three emerging themes. First, many studies on teacher agency highlight the importance of relational agency that emerges from purposeful collaboration with other professionals and from the active seeking of support from administrators (Pantic, 2015). The collected data yield a congruent finding that the major impact on one’s perceived and enacted agency is embedded in the supportive networks within the school community, including collaborations between general educators and special educators, the relationships between students and teachers, and the supportive ties between teachers and school leaders. Second, strict language separation policy, shortage of bilingual staff and teachers, and a lack of rigor Chinese language learning curriculum are the common contextual constraints leading to unequal access to and participation in Chinese language learning for students receiving special education services. With limited support from colleagues or administrators, Chinese language teachers may adjust their professional identity and act according to the problematic norms shared among all school staff. Lastly, taking leadership roles related to inclusive education is implied as a major manifestation of teacher agency. It can also enable further agentic actions leading to wider systematic changes. By becoming leaders who value inclusion as well as have the power to influence change, special educators can exercise higher levels of agentic actions to mediate, restructure, and reform practices and policies that perpetuate exclusion and discrimination. Speaker(s): Lingyu Li, University of Wisconsin-Madison Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Evolving Perceptions, Beliefs, and Attitudes of Prospective Special Education Teachers: A Longitudinal Study During this session, we shall present themes that highlight how pre-service teachers’ intentions about joining the special education field and working in urban schools changed between wave 1 (before student-teaching) and wave 2 (after student-teaching) of the study. In seeking to uncover more deeply why those intentions might have changed, we shall also present underlying themes of how student-teaching training in a dual-certification program influenced their perceptions, beliefs, and attitudes and how those in turn might have led to changes in their intentions. Borg (2001) defines belief as “the proposition which may be consciously or unconsciously held…[serving] as a guide to thought and behavior” (p.186). Attitudes constitute both an internal, cognitive component (an individual’s position or stance about an issue) and an external action component (how they behave as a result of that stance) (Pickens, 2005). Perceptions are the process by which a teacher views or interprets their environment and these are heavily influenced by the attitudes and beliefs that an individual holds about their environment (Pickens, 2005). We shall, therefore, present how those three processes functioned to influence pre-service teachers’ intentions in tandem with one another. Aims of session: 1)Contribute to the field’s understanding of why pre-service teachers’ intentions to enter the Special Education might change after experiencing the field throughout a dual-certification student-teaching training experience. 2)Offer recommendations on how to best protect and support prospective special education teachers against counter-productive beliefs and attitudes which could drive them to potentially leave the field during their first few years of teaching. 3)Offer recommendations on how to further support and promote pre-service teachers’ intentions and commitment to work in urban school settings. Speaker(s): Haya Abdellatif, University of Pittsburgh Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	First Year Alternative Route Teachers and Teacher Efficacy: A Case Study The data collected in this survey can help schools and districts when working with first year ARL special education teachers. Schools and districts can assign mentors to support first year ARL special education teachers in dealing with different factors that may impact their overall teacher efficacy. With improved efficacy, first year ARL special education teachers will improve in their teaching ability and support all students in their classroom. They will also have a better relationship with their parents by improving their communication with the parents of students in their classroom. Finally, the data presented in this case study will improve mentoring programs for schools when working with any first year teacher. The evidence of effectiveness from practice will be the real life experience of the teachers in this case study. Participants in this case study used evidence to make data-based decisions on their own effectiveness as first year teachers. They also discussed their lessons and how they used research based practices when working with students in special education. After hearing this presentation, participants will understand the importance of parent communication and support when working with students in a distance-based model. Participants will also understand the importance of creating mentor programs when working with first year special education teachers. Finally, participants will understand the importance of building teacher efficacy when working with first year special education teachers. Speaker(s): William Terrill, Northern Arizona University Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	For Whom is Special Education Appropriate?: A DisCrit Discourse Policy Analysis Findings from a study that utilized critical policy discourse analytic methods to identify the ways in which ambiguous language used in IDEA (2004) perpetuates differential reinforcement and implementation of substandard special education programs for low-income students of color with dis/abilities will be summarized in this presentation. In addition to the policy discourse analysis, and with the intent of privileging voices of those who are constituents of the United States public education system, a brief survey was also administered via social media outlets asking individuals to respond to two primary open-ended items, including: (1) How would you describe an “appropriate” education?; and (2) What would you consider to be “meaningful” progress in school? Findings from survey respondents who comprised both youth and adults will also be shared with session attendants. Furthermore, the specific language used in IDEA (2004) regarding the preparation of teachers who serve students with dis/abilities from marginalized backgrounds and the implications of such for teacher preparation programs will be discussed in greater depth. Finally, to promote active participation of session attendants, we hope to engage in a rich discussion around ideas for remedying the issues summarized, including proposed solutions from presenters and sessions attendants. Speaker(s): Lindsay Carlisle, University of Virginia Policies and Practices Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	High School Stakeholders’ Attitudes Toward Inclusion for Students with Disabilities: A Systematic Review For this poster session, the findings of a systematic literature review conducted to understand the existing literature on stakeholders’ attitudes about inclusion of students with disabilities at the high school level in the United States will be presented. A total of 21 articles were identified as meeting all inclusionary criteria. Teachers, students, student services and support staff, and parents/caregivers were all questioned on their attitudes about inclusion of students with disabilities at the high school level. Of the 21 studies, 15 questioned teachers about their attitudes on inclusion of students with disabilities making them the most studied stakeholder. Although an overwhelmingly majority of teachers and staff proclaimed that they had positive feelings toward inclusion, they did cite a variety of barriers and conflicting ideas about its feasibility. The most quoted was a lack of training which led to feelings of low self-efficacy towards their ability to implement inclusion effectively and efficiently. This lack of confidence by teachers to be able to implement inclusion within their pedagogical practice despite positive attitudes towards the concept is supported by the Theory of Planned Behavior (Ajzen, 1991). This poster will provide an overall presentation of the findings of the systematic literature review. These findings will then be explained through the Theory of Planned Behavior (Ajzen, 1991). This lens will provide a better understanding of why inclusion is not the norm for most students with disabilities despite identifying overall positive attitudes towards inclusion. Recommendations and implementations for professional development offerings will be identified. Speaker(s): Sarah Bubash, University Of Wisconsin-Madison Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Impact of COVID-19 for Life skills teachers Before the pandemic, there was no research on remote instruction for students with significant support needs. Therefore, teachers were scrambling to prepare effective remote instruction for students that need extensive support and much prompting. This study aims at describing life skills teacher’s experiences, through interviews, to assess their perspective on how COVID-19 has impacted their classroom and provide recommendations for special education teachers seeking additional support during distance learning. The first question examined what platform was used during the pandemic. All interviewees reported that between March through May of 2020, students participated in remote instruction. Three out of the four interviewees sent paper packets home and the other interviewee had a mix of online learning and paper packets. This school year 2020-2021, all interviewees reported that most students attended in person. Based on observations, it seemed when caregivers had the choice of online learning versus paper packets, paper packets were preferred. On the other hand, when caregivers had the choice of remote instruction versus in-person, most caregivers preferred an in-person platform. The second question addressed whether any evidence-based strategies were used for remote instruction. Three out of four interviewees mentioned the use of Unique Learning System. The third question required more probing to explain how caregivers were supported through remote instruction. All interviewees mentioned some sort of caregiver support. The fourth question asked if there was additional support provided for children with limited communication or children that had more significant needs. One teacher mentioned visual supports and another teacher mentioned access to a text to speech device. The fifth question looked at how students continued building on their adaptive skills. Two teachers mentioned students received online resources from the speech and language pathologist. In addition, two teachers sent activities home to continue building on their adaptive skills. The sixth question related to data collection and any observations the teachers have observed through data collection. All teachers were able to collect data, however, all teachers were unsure about the accuracy of data collected through caregivers. All teachers reported concerns about how much of the work was being completed independently by the student. The seventh question assessed their progress on IEP goals. During remote instruction, most students maintained their progress and a few students regressed. However, two teachers stated that in-person students made improvements on their IEP goals. Looking at the data collection and IEP progress, it can be implied that instruction was more effective during in-person, since data was inconsistent, and teachers observed regression or maintenance of skills during remote instruction. The eighth question asked interviewees to identify any benefits during the pandemic. Answers varied but a common theme seemed to be parent-teacher relationships. The last and question asked interviewees to identify any challenges during the pandemic. Interviewees seemed to discuss the challenges more in-depth. Though answers varied, the common theme seemed to be that the challenges revolved around student support at home. Speaker(s): Adriana Frates, Northern Arizona University Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Investigating the Impact of Pre-Service Teachers’ Attitudes Toward Inclusion and Metacognitive Processes When Identifying Classroom Accommodations in a Virtual Teaching Environment This poster session aims to aid the education field in understanding pre-service teachers’ attitudes toward inclusion and understanding of metacognitive processes by proposing a research study that will be used to study the identified and justified classroom accommodations in a virtual inclusive classroom prior to participants entering an internship experience. Students will be providing a baseline of what they know prior to their specific course addressing students with disabilities. Multi-modal data will be utilized to provide a snapshot of what students know and determine key areas of strength and areas for improvement for future success as classroom teachers. Speaker(s): Lynn Scott, University of Central Florida Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Pandemic Pivot!: Preparing Preservice Teachers for Collaboration Using UDL and Mixed-Reality Simulations In this session, we describe a virtual experience and share results of a pilot study designed to help develop collaboration knowledge and skills of 14 SpEd preservice teachers enrolled in the course, Science and Social Studies for Struggling Learners. Typically, the preservice teachers in this course complete a multi-part experience, The Collaboration Project, that requires collaboration with a GenEd teacher throughout the semester in a classroom setting. This year, due to the uncertainty of whether the preservice teachers would have access to a classroom setting, we decided to have them experience the project using a mixed-reality simulation. The simulation provided the preservice teachers the opportunity to practice, receive feedback, and experience collaboration with a GenEd teacher. Given the change in experience and the extremely positive feedback provided in past courses regarding the experience with the project, we asked the following research questions: (1) What are preservice teachers’ perspectives on participation in mixed-reality simulations to practice collaboration skills? and (2) How does participation in the project influence preservice teachers' a) perceptions of inclusion, b) understanding of roles and relationships in collaboration, and c) perception of collaboration skills. This pilot study utilized a pre/post collaboration survey (Driver et al., 2018) to measure preservice teachers’ beliefs about collaboration. Additionally, preservice teachers participated in focus groups immediately following the simulation and individual reflections one week after the simulation. This session will present details about the project, and preliminary findings from the pilot study examining preservice teachers’ beliefs about collaboration and their perspectives on using mixed-reality simulation to practice collaboration skills. Information shared is useful to researchers and practitioners as the project can be implemented in SpEd preservice teacher courses to support them in the critical role of collaboration with GenEd teachers. Speaker(s): Rachel Juergensen, University of Missouri Columbia Technology Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Pre-service Educators’ Perceptions of Culturally Responsive Teaching: a Qualitative Study This poster session will feature information on the methods, data, and implications of a qualitative case study conducted at a Midwestern University on preservice educators’ experiences with CRT. Through interviews and artifact analysis, the researcher will determine how preservice teachers understand CRT and how their understanding of CRT affects their praxis during their student teaching experience. Additionally, the researcher will gain insight about participants’ degree of preparedness for implementing CRT upon graduating. Results from the study will benefit teacher educators, researchers, university program directors, and preservice teachers by providing data that may guide decisions about how to more effectively prepare educators to be culturally responsive. Speaker(s): Malinda Forsberg, University of Wisconsin - Madison, WI Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Recruiting and Retaining Teachers of Color through Same-Race Mentoring The purpose of this session is to share outcomes of a same-race mentoring program for novice and pre-service teachers of color in an urban school district. This program is intended for all types of teachers, but serves a large number of pre-service special educators. Students of color are more likely to succeed when they have teachers who share their backgrounds. Positive outcomes of access to same-race teachers for students of color include higher expectations (Gershenson et al., 2016), fewer instances of exclusionary discipline (Lindsay & Hart, 2017), and improved student achievement (Dee, 2004). However, there is a shortage of teachers of color, especially in special education (Bettini et al., 2018), and same-race mentoring may play a role in recruiting and retaining more teachers of color (Scott, 2019). In a review of the literature, Ingersoll and Strong (2011) found that mentoring can improve new teachers’ classroom practices and their students’ achievement and is an effective method for improving retention for new teachers. These themes continue to persist in the current literature on mentoring programs. Quality mentoring affects retention and commitment positively for new teachers (DeAngelis et al., 2013) and alleviates some of the stressors that accompany beginning a career in teaching (Renbarger & Davis, 2019). New teachers who participate in mentoring develop stronger classroom skills (Stanulus et al., 2012), and mentors also benefit from the opportunity to reflect on their own teaching (Mathur et al., 2012). Participation in mentoring can also positively affect student achievement (Ehri & Flugman, 2018). Initial research has demonstrated that matching mentors to mentees by race and ethnicity can help to meet the unique needs of teachers of color (Lopez-Estrada & Koyama, 2009), especially for special educators (Scott, 2019; Scott & Alexander, 2019). During this session, I will describe the design and outcomes of a same-race mentoring program for teachers of color at a university center in an urban setting. Mentoring was provided to teacher residents through mentoring teams and to instructional assistants (IA) earning their license through a program with a single mentor. In the mentoring teams program, mentors were matched with one or two mentees. Mentors and mentee teams identified a problem of practice, such as engagement in virtual learning, building relationships, and work-life balance. Teams then met weekly to set goals related to their problem of practice and discuss successes and challenges. In the IA program, a single mentor oversaw 17 mentees and met with them individually to discuss problems of practice and set goals. Between the two programs, mentors and mentees identified 33 problems of practice in the Fall 2020 semester. Of those 33 problems of practice, participants reported progress for 17. Participants in the mentoring program provided positive initial feedback. Both mentors and mentees indicated they experienced growth and enjoyed the program. Participants of this session will develop new insights about the effectiveness and importance of same-race mentoring for new teachers of color and receive recommendations about developing and implementing similar programs in their school divisions or universities. Speaker(s): Rachel Bowman, Virginia Commonwealth University Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Scientific Inquiry for Mild to Moderate Intellectual Disabilities: A Literature Review A poster presentation will review the process and findings of the literature review. The aim of this literature review presentation is to communicate the effects and themes of science inquiry instruction for students with mild to moderate intellectual disabilities. Additionally, limitations, future research, and implications for practice will be explored. Speaker(s): Shalece Kohnke, University of Central Florida Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Seeing Stars: Increasing Reading Fluency for Middle School Students with EBD This session will present a single case design research study that seeks to answer the question: Is there a functional relation between direct instruction in phonemic awareness using the Lindamood Bell Seeing Stars curriculum and improved words read correctly per minute for middle school students with emotional behavior disabilities? The Seeing Stars curriculum offers an important opportunity to employ direct instruction in the classroom for struggling readers. Although direct instruction is an evidence-based practice for reading instruction, no single case studies exist using Lindamood Bell’s Seeing Stars curriculum. A group study by Torgesen et al. (2001) aimed to determine what conditions need to be present to remediate reading deficits for students with learning disabilities. Torgesen et al. (2001) note that very limited progress is typically made by students with learning disabilities in the resource classroom, where many students with EBD also receive their reading instruction. The authors call for additional instruction that accelerates the growth of reading achievement so students can reach average-level skills within a feasible amount of time and also asserts that different intensive instructional interventions, primarily explicit instruction in phonemic awareness and phonemic decoding, can produce similar results. Sadoski and Wilson (2006) considered the scaling up and use of Lindamood Bell reading curricula including LiPS, Seeing Stars, and Visualizing and Verbalizing in a school district with below-average reading scores on state-mandated tests. After beginning instruction using Lindamood Bell curricula, Sadoski and Wilson (2006) found that students in grades 3-5 outperformed comparable student groups in other schools on the state test for reading comprehension, regardless of designation as a Title 1 school. Only one additional study exists on the Lindamood Bell Seeing Stars curriculum for phonemic awareness. Christodoulou et al. (2017) conducted a study to determine the impact of using Seeing Stars reading curriculum but did not utilize a rigorous design and lacked a control group. The lack of research on this specific direct instruction reading curriculum led to this research study targeting middle school students with reading deficits receiving reading instruction in inclusive settings. This presentation will share preliminary results of a single case research study on the use of Seeing Stars reading curriculum with middle school students with overlapping behavior and academic needs. Speaker(s): Abbigail Long, University of Louisville Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6A5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Special and General Education Teachers’ Perceptions of Barriers to Data-Based Decision-Making for Students with Reading Disabilities Federal special education law requires that a student’s progress toward annual goals be monitored and reported at regular intervals. Additionally, the supreme court’s ruling in Endrew F. vs Douglas County School District (2017) specified that the IEP must be designed to produce progress appropriate given a student’s circumstances. Taken together, these documents create a clear legal mandate for ongoing data collection and for adjusting instruction in response to that data. Beyond the legal requirements for data use, a longstanding and growing body of research supports DBI driven by a progress monitoring system such as curriculum-based measurement (CBM) (Filderman et al., 2018; Jung et al., 2018; Fuchs et al., 2021). A number of factors have been associated with significant increases in student achievement in response to teachers’ use of data. These include applying data-utilization rules (Espin et al., 2021; Fuchs & Fuchs, 1986; Jimenez et al., 2012; Sandall et al., 2004) and graphing student data (Fuchs & Fuchs, 1986) as well as consistency and frequency of data collection. To engage in effective data practices, teachers must have the will, skills, and tools necessary for efficient data use. Generally, teachers express a belief in the importance of data-based decision-making and a desire to engage in effective practices (Cooke et al., 1991; Sandall et al., 2004; Wesson et al., 1984), but they are likely to experience barriers in the process. Espin et al. (2021) identified three potential barriers to teachers’ responsiveness to data: ability to read and interpret graphs, knowledge and ability to make instructional adjustments, and lack of appropriate instruction in DBDM. In the proposed session, we present findings from a qualitative investigation of upper elementary teachers’ descriptions of their own data use to inform reading instruction, including barriers experienced in collecting, interpreting, and using individual student data to make instructional decisions. We conducted focus groups with 10 upper elementary grade teachers of students with RD (5 special education and 5 general education teachers). Focus group sessions were transcribed verbatim and analyzed through an iterative process of generating codes and searching for themes. Teacher reflections on their own data use to improve instruction for upper elementary students with RD highlight barriers related to time, training, and trust. These findings have implications for teacher preparation and training in DBDM, as well as supports to foster teachers’ expertise in DBDM to improve outcomes for students with RD. Speaker(s): Erica Fry, University of Texas at Austin Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Special Education Pre-Service Open Digital Badge (ODB) Programs to Build Teacher Leaders Participants will learn how to create & implement open digital badge (ODB) programs in pre-service teacher special education pre-service or internship programs in the higher education setting including the current research behind digital badge programs to increase motivation, leadership, & community-based learning opportunities. The session will include the study of a piloted OBD program at a higher education pre-service teacher internship program & how the program uses it to increase new special education teacher proficiency in specific areas related to teacher success. A few of the badges that will be showcased include requirements for special education teacher candidates to (a) participate in school and community volunteer programs, (b) create a professional poster session, (c) earn a specialized technology ODB (such as Nearpod, Google, Flipgrip) and (d) increase family engagement. All available ODB options will align with one eight key activities of teacher leaders: schoolwide coordination efforts, curriculum decision-making, presentation of professional development (PD), school-wide improvement efforts, family and community involvement, educator preparation programs, action research, and social justice efforts (Nguyen et al., 2019; York-Barr & Duke, 2004) which show that teacher leaders extend their work beyond instruction for positive change within their school and community (Barth, 2011; Katzenmeyer & Moller, 2011). The session will include the rubric created for determining the completion of requirements for each badge, data collection methods, and survey results of the special education teacher candidates as it relates to their motivation to go above and beyond the requirements during their 1-year internship. The process of creating the program was created using the "O.U.T.L.A.S.T" acronym which stands for: Outline current pre-service teacher requirements; Uncover opportunities for learning extensions in the field (internship); Transition to a digital portfolio system with printable integration; Locate preferred digital badge system to create OBDs; Articulate rubric requirements to teacher candidates; Stay on top of data collection; Touch base with candidates throughout the internship through surveys, class/student recognition, guest lectures, and general course correspondence. Speaker(s): Krystle Merry, University of Arkansas - Fayetteville, AR Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Speducators Teaching Math - How it Makes Them Think, Feel, and Take Action This poster presentation can support educators who are interested in the feelings and thoughts that special education mathematics teachers have when planning and delivering mathematics lessons. By understanding these feelings and thoughts we can gain insight into their experiences and begin to consider the connections to their mathematics identity, preservice training, and in-service experiences. A qualitative analysis of the data will be presented using teacher quotations to illustrate these connections. In addition, this poster can support instructors of preservice programs and special education administrators to better understand the common actions cited by special education teacher participants related to addressing their strengths and needs in mathematics planning and instruction. Special education teachers must regularly work to stay current on mathematical skills and practices in order to be able to provide the instruction for students to meet those demands. This task can be stressful and overwhelming for teachers, especially as they try to meet the needs of their most at risk learners. This is of particular importance to consider for special education teachers whose teacher preparation programs require little to no explicit training in mathematics content instruction. The results of this study provide insight into these teachers experiences and provide possible directions for how to support special education teachers enhance their instruction of mathematics. There is a significant lack of research existing on the knowledge necessary for special educators to be effective mathematics instructors (Foegen & Dougherty, 2017). Yet in the research that is available, findings indicate little about special educators' experiences or knowledge and instead focus on the practices related to mathematics instruction. The purpose of this study was to analyze the relationships between special educator’s experiences (thoughts, feelings, and actions) and their various types of knowledge (subject matter knowledge, pedagogical content knowledge, and psychological knowledge) associated with teaching mathematics. Special educators were interviewed and asked to share their experience with planning and delivering mathematics instruction to students with disabilities. Qualitative analysis procedures were used and themes emerged indicating that special educators utilize the same mathematical knowledge sets that general educators do, but also possess other areas of knowledge that seem to be domain specific. In addition, special educators act in a variety of ways to build and supplement their own knowledge and skills in situations where they identify that they are lacking. Speaker(s): Courtney Barcus, University of Illinois at Chicago Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Steering the Way to Achievement: Inspiring the Future of Special Education Teachers Across the United States This presentation will provide information in the form of an interactive digital map on teacher preparation programs across the United States to increase the efficiency of recruitment and collaboration for higher education faculty, state education agencies and school districts, and prospective educators nationwide. Pertinent information such as location (zip code), service delivery (online/traditional/mixed-mode), and degree type (Certification, Bachelors, Masters, and Doctorates) are easily accessible to help individuals collaborate in the field of special education. Additionally, policymakers use tools and make decisions that affect students with disabilities in rural and urban settings (Rude & Miller, 2018). Additionally, researchers state that a diverse workforce would benefit students who the education system has disadvantaged due to their race and culture (Drake et al., 2021). The utilization of this online map with readily available demographics would increase organization and help to streamline the process of preparing individuals in the Special Education field. The importance of teacher preparation in special education is not new. The Office of Special Education Programs (OSEP) funded 5.1 million into the Teacher Quality Partnership Grant program to address the needs of effective special education teachers (OSEP, 2020). The Higher Education Opportunity Act (2008) requires that states and institutions report on teacher preparation. The Council for Accreditation of Educator Preparation (CAEP) drives procedures, and the National Council on Teacher Quality (NCTQ) reports on the state of personnel preparation. However, a cohesive tool for higher education faculty, states, and educators to identify such programs does not yet exist. Speaker(s): Michelle Patterson, University of Central Florida Tahnee Wilder Policies and Practices Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8229F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Surviving the 1st year: Prepared Teachers & Prepared Tool-Kits help make it happen! During this session, presenters will discuss the results of a focus group during which, first year alternative certification teachers portray their experiences regarding their first-year teaching, areas of concern, and tools they wish they had prior to or during their first year. The presenters will address how this information can be utilized to design a toolkit to assist first year teachers. This information and toolkit will be beneficial to practitioners as well as administrators in helping first year teachers have access to resources that will better prepare them for the classroom, hopefully increasing teacher retention in special education. This session will also be useful to members of higher education facilities and those that prepare future educators. AC programs seek to diversify the teaching profession as well as decrease teacher shortages in specific content areas or settings (Kee, 2012). AC programs have also helped to increase diversity among teacher candidates and ultimately teachers as well as access in rural communities (Brennan & Bliss, 1998; Lohmann et al., 2019; Feistritzer, 2005). AC programs employ teachers in both rural and urban settings. By improving the support AC teachers receive we will be directly impacting the educational outcome of students with disabilities. This study will provide support to teachers (as well as the students and families) from many different backgrounds and diverse groups. AC programs for teachers were developed to address the teaching shortage in the United States. Research has shown that teachers who do not feel fully prepared to meet the needs of teaching students with disabilities tend to leave the field. Sutcher et al. (2016) suggests that high teacher attrition rates could be linked to low-quality teacher preparation and that teachers that receive evidence based pedagogical training tend to stay in the field longer than those teachers that do not. The need for new resources and support for AC teachers is necessary to provide new teachers with not only the knowledge of evidence-based practices and high- leverage practices but also the tools necessary to implement the knowledge. By doing so, this toolkit will hopefully aid in the reduction of high teacher attrition in the special education field. Speaker(s): Lorita Rowlett, University of Louisville - Louisville, KY Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	The Application of Reading Interventions for Students with Autism Spectrum Disorder: A Systematic Review and Suggestions for Educators A conducted systematic review examined reading interventions for children with autism from kindergarten to 12 from 2010 to 2021. Additionally, since these students eventually progress in their education, there is an interest in older students with autism. Finally, there are suggestions for teachers and other educational personnel stated in the current literature effectively implemented in the classroom. This review required four inclusion criteria, a) students had to be in grades pre-kindergarten to 12, b) students had to have an autism spectrum disorder regardless of the prevalence of comorbidity, c) the article must include a form of reading intervention that targets at least one of the following areas: i) reading comprehension, ii) reading fluency, iii) verbal language skills as an outcome, iv) the methodologies had to be random control trials, quasi-experimental, or single-subject designs, v) published studies were from 2010 to 2021, and vi) studies had to be in English. The definition of reading comprehension is the ability to make sense of written text regardless of the complexity of the material. Put it another way; this ability can range from words to paragraphs. Three sets of entered keywords included a) autism or asd or autism spectrum disorder or asperger's or asperger's syndrome or autistic disorder or aspergers, b) reading interventions or strategies or best practices, and c) elementary school or primary school or grade school elementary school or primary school or grade school or k-5 or junior high or middle school or grade 6 or grade 7 or grade 8 into six databases: PsycArticles, PsycInfo, Education Source, ERIC, MEDLINE, and Psychology and Behavioral Sciences Collection. The initial search yielded 415 articles, and seven were selected based on inclusion criteria. Conducted forward and backward searches led to four additional reports and a total of 14 pieces. This information will be presented in a PowerPoint and the aim of the session is to explain the processes of conducting this review. Alongside that, as stated in the abstract and problem sections, suggestions are provided on how to integrate psychometrics and standardized assessments in the decision process of determining appropriate interventions are also stated. Speaker(s): Mark Tapia, University of Texas Austin Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	The Impact of a Teacher Residency Program on Special Education Teacher Retention This presentation highlights the need for more research on attrition and retention outcomes of special education teachers who complete a residency program. Our study showed that residents did not feel adequately prepared for the classroom without the yearlong program. Researchers, practitioners, and current policymakers need to be aware of this to gain a better understanding of why special education teachers may choose to stay or leave the field. This content will be useful for other educators, including school principals and human resources authorities who supervise and hire teacher educators. The presentation aims to share the voices of special education residents from a residency program and the reasons why they stay or leave. Speaker(s): Christine Powell, Virginia Commonwealth University Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	The Potential of and Barriers to the Utilization of the Role of the Literacy Coach as Continuing Education for Teachers This session will provide a summary and analysis of the current research surrounding the role of the literacy coach (LC) and point to the importance of this school-based role to mitigate the alarming discrepancy between what teachers should know to teach reading effectively and what they actually do know when they enter the classroom. Chalfant et al. (2011) and Deussen et al. (2007) have both highlighted that research on what makes the role of the literacy coach effective has yet to keep up with the growing desire to use this role and the increase of funds thrown at this position, specifically at the federal level. This literature review will aim to answer the following questions: (1) What is the role of the literacy coach? (2) What makes a literacy coach most effective? (3) How should literacy coaches be prepared?, and (4) What are barriers that are preventing literacy coaches from effectively facilitating improved reading instruction and intervention. Additionally, this presentation aims to illuminate any holes in the literature that need to be filled by future research. According to Walpole and Blamey (2008), the literature and research surrounding the role of the literacy coach supports the conclusion that there is not currently a solidified definition of an effective literacy coach and that currently effectiveness is dependent on isolated situations. The International Literacy Association (ILA) has attempted to standardize this role with a set of standards in 2017. The standards highlight that literacy coaches must have strong foundational knowledge in literacy, a grasp on curriculum, instruction, assessment and evaluation in reading, understand how diversity and equity are indistinguishable from reading instruction, how learners and literacy climate affect learning, how technology can be used, to be a literacy leader in the school through on-going professional development, and have a practicum experience to gain this level of expertise. It is first concerning how much literacy coaches are expected to be able to do in schools. Second is is even more concerning that these are the expectations provided universities and elementary school districts and there is still confusion over the role of these literacy professionals and a lack of standardized training for individuals hired as a literacy coach (Wepner& Quatroche, 2011). There is so much room for farther research to better understand what the most important role for these educators should be. What roles they are working in now has been well defined thanks to multiple, large-scale surveys (Bean et al., 2015; Hathaway et al., 2015). Now researchers need to follow up this research to identify if there are literacy coaches able to encompass all that the standards and literature is expecting of this role, and if so, how can training programs be developed to ensure more educators are able to become an effective literacy coach. Speaker(s): Talia Campese Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	The Relationship Between Stress, Coaching and Educator Success The standards movement, with its focus on measurable student outcomes and accountability, has resulted in societal demands and changes to the nature of education (Busch et al., 2005). As a result, retaining a stable teaching force is critical to quality student learning (Pugach et al., 2009). According to the National Center for Education Statistics (NCES), of the beginning teachers in 2007–08, seventeen percent were not teaching in 2011–12 (Gray & Taie, 2015). Nationally, U.S. teacher attrition rates historically have ranged from 5.1% in 1992 to 8.4% in 2008, a difference of 3.3 percentage points (Sutcher et al., 2016). In a workforce of 3.8 million, this seemingly small amount adds about 125,000 to the annual demand for teachers (Carvere-Thomas & Darling-Hammond, 2019). Our findings will contribute to our understanding of coaching and the needed support of educators in their knowledge, beliefs, and affective response while participating in coaching. The invaluable companionship provided through the coaching process can provide supports to decrease teacher attrition rates and increase student outcomes. Additionally, our project will improve educators’ future pedagogical methods resulting in climates conducive to collaboration and inclusive practice. Henceforth, further supporting educators in service and support of the implementation of the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.). Speaker(s): Kiera Anderson, UCF Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	The Relationships Between Families of Refugee Students with Disabilities and their Teachers: Challenges and Strategies to Overcome This presentation provides a current literature review about the relationships between families of refugee students with disabilities and their special education teachers and will be presented in a poster-session format. It will provide a practical, practitioner-oriented approach for special educators in addressing challenges they may face when teaching students with disabilities who are also refugees. The strategies provided will be evidence-based and will be able to be used immediately and effectively for special education teachers who are practicing in the field. Current research demonstrates a gap in the literature surrounding refugee family and special educator relationships. In an era where cultural diversity has become a forefront issue in education systems, the education of refugee students falls directly at the top of ensuring equity for all students regardless of race, culture, language, or background. For special education teachers, this subject is timely and relevant as the U.S. continuously brings more refugee children to resettle in the country, including children with disabilities. Many challenges exist in the relationships between refugee families with students who have disabilities and their child’s respective special educators. These include differences in cultural perspectives between families and special educators, communication challenges between both groups, and difficulties in evaluating students for special education services (Cummings & Hardin, 2017; Francis et al., 2017; Hurley et al., 2014; Tadesse, 2014). To address some of these challenges, there are many strategies that can be utilized by special educators, including inspiring teachers to be researchers, nurturing respect and trust among families and teachers, and encouraging effective approaches for communication among both groups (Francis et al., 2017; Hurley et al., 2017; Tadesse, 2014). Speaker(s): Roba Hrisseh, George Mason University Diversity Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 7F29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Universal Design for Transition The session will explain the Universal Design for learning and its connection to the Universal Design of Transition. The three principles that guide UDL include multiple means of representation, multiple means of expression, and multiple means of engagement including a discussion of the Universal Design for Transition and details the characteristics of the framework. Presenters will present a current research study on adequately preparing special education teachers to support students’ academic and transition needs with a disability through an online module. The Universal Design for Transition is designed for the middle and high school years. It can assist special education teachers in enhancing self-determination skills, developing individual education plans to student goals and interests, plan multiple assessments to measure student growth as they explore career possibilities, and support the essential components of adult life. Speaker(s): Regina P. Howard Frazier, Virginia Commonwealth University Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Use your Time Wisely: Group Behavior Skills Training via Telehealth for Alternate Certificate Teacher Preparation Alternative certificate (AC) programs have been developed across higher education to attract and train potential teacher candidates in order to address the teacher shortage in the United States (Chamberlin-Kim et al., 2019). One empirically supported training method used in higher education is Behavior Skills Training (BST). Kirkpatrick et al. (2019) conducted a systematic review focusing on BST to teach evidence-based practices (EBP) to service or preservice teachers and identified 12 studies that support the use. However, the authors concluded there is still a growing need to evaluate BST against the quality indicators of this design based on What Works Clearinghouse (WWC) standards. The study being presented aims to evaluate BST against quality indicators, and expand the literature to include the use of BST in a virtual, group setting. Higher education is increasingly shifting to online formats in order to accommodate geographical distance limitations and time-constraints of adult learners. Gaps in literature support the need to examine the effectiveness of BST when implemented in different modes. In addition, due to time constraints of providing 1:1 training in a university setting, evaluating the use of BST in a group setting is necessary. This poster session will present the results of a single case research study evaluating the effectiveness of behavior skills training (BST) delivered in a telehealth setting to teach a group of alternate certificate (AC) special education teachers to implement the evidence-based practice of constant time delay (CTD). This study will directly address programming for alternative certificate teachers working with students who have moderate to severe intellectual disabilities (MSD) and include how educators can more efficiently provide training on evidence-based practices in MSD. In addition to presenting the current study, the session will provide step-by-step guides and training resources for practitioners or higher education faculty on BST and CTD. Participants will leave with the knowledge to conduct group training through BST, which can be utilized for paraeducator training, parent training, and more. Speaker(s): Mary Elliott, University of Louisville Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6A5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Using Guided Notes in Higher Education The purpose of this session is to discuss the use of guided notes within higher education settings. Research has show that guided notes prove helpful in K-12 education and especially for students with learning disabilities. While the current study did not show guided notes as a more effective tool, the use of guided notes was preferred by students and may have contributed to increased course organization. The current study was done with high performing graduate students which may have contributed to null results, however, guided notes may prove valuable in higher education for students with disabilities. This session will discuss ways in which guided notes can be used as leverage to increase online instructional engagement, support student needs, and promote organized coursework. Speaker(s): Anna Myers, University of Virginia Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 685ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Using High Leverage Practices to Engage Families through Technology This poster presentation will provide practitioners with information and tools for utilizing high-leverage practices in the classroom to support families as partners in their child’s education. Topics covered will include: a) organizing and facilitating effective meetings with professionals and families, b) collaborating with families to support student learning and secure needed services, c) holding regular check-ins with families, d) using technology to hold virtual meetings and share regular communications with families regarding their child’s school work and activities with tips and clear expectations for families, e) understanding barriers experienced by families and how to overcome them, f) virtual IEP meeting tip sheets, g) using graphs and visuals to share data on student progress, h) providing links to translation services for families to ensure they can access all communications, and I) using surveys to gather information about the strengths and culture within the family. The poster will also address the use of numerous (at least five) apps or other technologies that can be utilized to communicate more effectively with families, such as: Guardian Google Class, ChoiceWorks Calendar, and MyHomework. Speaker(s): Nancy Young, University of Arkansas Partnerships Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Using Social Media to Build Relationships This session will prepare pre-service teachers to handle social media in their classroom and also reflect on their own current social media practices. The session will begin by reviewing current news containing teachers and social media. These will reflect the most current up-to-date of the conference. Discussion will be used to gage the level of comfort participates have using social media. Additionally, I will use a pre-assessment strategy to gather information about the types of social media participants use. This will help shape the remaining interactive presentation. Attentional will be given to policies and procedures about keeping students safe when using social media. This includes how to use social media as a pre-service teacher. Then, tips and strategies will be given about developing social media to appeal to communities and parents. Again, this will be done through discussion and collaboration. As an additional note, I will be conducting social media research with a group of pre-service teachers beginning in the fall. I will be studying their social media platforms, how they interact, and use the platforms. My research questions include how pre-service teachers use social media to collaborate, how pre-service teacher use social media, and how preservice perceive their use of social media changes over time. This will be a year long study. Speaker(s): Stefanie McKoy, University of Arkansas Partnerships Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Video Modeling and Performance Feedback in Higher Education: A Literature Review The goal of this literature review is to describe the current trends in research regarding video performance feedback to identify ways in which it can be utilized to support university students in the online learning environment. Previous research has identified student engagement as a contributing factor to academic success online and that one way to encourage student engagement is through video exemplars, feedback videos, and video modeling (Ghilay & Ghilay, 2013; Glenn, 2018; Hemmeter et al., 2011; Lewis & Ewing 2016; Northey et al., 2015; Thomas et al., 2017; Xie & Huang, 2014). Identifying the current themes and gaps in the literature has the potential to identify future research opportunities. Speaker(s): Kate Snider, University of Louisville College of Education & Human Development Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Why Bother Staying? A Systematic Review of Early Career Special Educator Retention Factors This session will provide an overview of identified literature focused on the retention of early career special educators. The purpose of this systematic literature review is to examine the influences on early career special educators’ decisions to remain in the field by answering the following question: What factors contribute to retention of early career special education teachers? The focus on retention was intentional to expand the narrative beyond special educator attrition. Peer-reviewed empirical studies published in academic journals focused on special educators in the United States working within the first five years of their career were included for review. Inclusion criteria also required explicit expression of retention and attrition factors and responses from special educators. Intervention studies were excluded. Eight studies published between 2001 and January 2019 from four databases, plus ancestral searches, met the inclusion criteria for this systematic literature review. Studies utilized quantitative, qualitative, and mixed methods approaches, and were grouped based on participants’ years of experience (i.e., first-year, three or fewer, and five or fewer). Relationships and support, teacher training, and positive school climate emerged as factors supporting early career special educator retention. Despite a direct focus on retention, attrition is also explored. The session will expand upon the results of this systematic literature review to more closely examine retention factors and provide a possible rationale for the continued attention on attrition. A call for future research focusing on enacted, rather than intended, retention of early career special educators will be included in this session. The session format will include a brief overview of the literature review and findings, followed by discussion questions posed for consideration by session participants (i.e., the session audience). Discussion questions will include: How do the retention factors identified in the literature review compare to your own observations when you have worked with early career special educators? How can teacher educators use this information on retention to improve our own practice? In addition to the points that I have raised, how might a focus on retention be better for our field than simply focusing on attrition? Speaker(s): Elizabeth Sikora, University of Wisconsin Preparation, Certification, Induction Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 6B5ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Words Matter: A Mixed Methods Study of the Language of Equity, Diversity, and Inclusion in Schools of Education Future teachers need opportunities for constructing frames of references around the concepts and practices of valuing and defining diversity, and teaching for equity and inclusion through deliberate professional and personal critical reflection and discourse. Bogotch (2002) notes that social justice is different from good teaching and moral leadership. So too, equity and inclusion are both concrete practices and a way of knowing and belief systems about how to honor the humanity of all of our learners. Universities and teacher preparation programs must take direct action and do more than “talk the talk.” They must also “walk the walk” of inclusive, equitable, and socially just learning for all students through the opportunities they offer future educators to experience transformational learning. Future educators need hands-on, evidence-based strategies and opportunities to apply them as well as theoretical understandings for how to respond to the diverse needs of their learners. Communities, teachers, researchers, and students rely on TPPs to produce educators that prepare the next generation of learners and develop future citizens with the skills needed for the workforce. Cavanna et al. (2021) discuss the importance of a clear vision with both structural and conceptual coherence aligned to that purpose, integrated within and across the teaching and learning experiences in a TPPs. Program coherence allows TPPs to determine not only the “what” but the “how” they are teaching which can, in turn, allow them to measure if future educators are in fact learning the skills and dispositions they say they are teaching. Without rich knowledge of and deep understanding of the issues surrounding diversity, equity, and inclusion TPPs and COEs will not be able to develop successful programmatic approaches. Words matter. Results from this study demonstrated while there were similarities in diversity and equity related language across COE statements and coursework titles and descriptions, use of the term “inclusion” was extremely limited. There were also discernible differences between the transformative language of COE statements and titles and course descriptions. Harry & Klingner (2007) wrote that language in and of itself is not the problem; the belief system that the language represents is. Transformative learning experiences (Mezirow, 1997) are the result of challenging a learners “frame of reference.” Socially just schools are built by teachers who understand and commit to culturally responsive pedagogy and practice that challenges social and educational inequities (Annamma & Winn, 2019). COE’s and TPPs must have coherent visions and language that emphasize and act on the need for transformational change in our educational system. This session will present findings from this small mixed methods study aimed at providing a current view of coherence across sampled university mission and/or vision statements and required course titles and descriptions related to equity, inclusion, and diversity. Participants in the session will have an opportunity to review the method and results of this study and consider the implications for their respective programs. Speaker(s): Reagan Mergen, George Mason University Activism Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A529F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 7E29F049-4C76-EB11-80EC-F6B8F9B5AAD5 695ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 5:00 PM CST	Working Toward “Achievement”: Key Considerations for Providing Access to Equitable Opportunities to Students with Disability Labels This study explored the factors key personnel consider when planning, scheduling, and implementing individualized supports for students with disability labels. Additionally, this study worked to identify the supports available to help staff to better support students with disability labels with achievement as well as the supports that are made accessible to students with disability labels. Finally, this study analyzed the process school personnel use to continually evaluate the successes and barriers of the current system. I identified high schools that have demonstrated achievement for students with disability labels using snowball sampling and typical sampling. Snowball sampling was implemented to identify high schools that had high levels of student achievement defined as students participating in leadership opportunities, community work experiences, internships, social activism, and other forms of community engagement. I contacted local organizations asking them if they were able to identify any high schools that exhibit a strong commitment to providing community involvement for students. This sampling was used to identify forms of achievement that may not show up on a standardized assessment. Typical sampling was implemented to identify high schools that exhibited high levels of academic achievement. Typical sampling was implemented to identify high schools that had been able to close the academic achievement gap between students with and without disabilities on the state report card. After high schools were identified for this study, I reached out to the school principals to perform snowball sampling in order to identify the personnel at each school who worked closely with assessing the individualized supports for students with disability labels. Once the participants were identified for this study, I conducted a series of three to five observations of the planning meetings that assess the supports in place for students with disability labels. In addition to observing the planning meetings, I conducted semi-structured interviews of each participant in this study. I interviewed each participant individually before I began the process of conducting my observations of the planning meetings. Once my observations were concluded, I conducted a second interview individually of each participant to ask clarifying questions based on what I observed or did not observe during my observations. Speaker(s): Kyle Resch, University of Wisconsin-Milwaukee Research and Inquiry Location: Rio Grande Ballroom	Location: Rio Grande Ballroom	2021110414:0017:00 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 675ED755-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5 6C5ED755-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 11:00 AM - 11:50 AM CST	(Re)producing Special Education In this session, I provide recommendations for pre-service teacher preparation based on the findings from a study that used critical discourse analysis to analyze 31 photographs found in the first chapter of four introductory special education textbooks. Overall, findings suggest that the photographs and their accompanying captions deliver ideas to their viewers about the value of disability, issues about access, and the identity of special education as a field. Since students remember the photographs in their textbooks (Goldstein, et al., 1983), and photographs add to the structured Discourse on how preservice teachers understand the world and how to interact with it (Rose, 2016), examination and understanding of the visual messages delivered to pre-service teachers is vital. The findings of this study revealed that textbooks consistently deliver messages directing readers to omit the disabled identities of students with disabilities in favor of oppressive white ableist ideology through ideas that favor ignoring or “not seeing” disability, rather than noticing and valuing the unique needs and differences. The photographs and captions also situated disability prejudice as an event of the past, inferring that in the present individuals with disabilities no longer face discrimination. Finally, the photographs also showed classrooms with only one teacher present in the room despite special education teachers interacting and collaborating with a host of other professionals (i.e. speech language pathologists, occupational therapists, general education teachers) throughout the day (Solis, et al., 2012). The narrative that teachers independently meet all the needs of their students omits the necessity of teacher collaboration. These photographic presentations of disability and education paint a picture of a field that is comfortable with continuing its current structure. These messages are troubling since they ignore the disability community and their fight for recognition of disability as a positive identity, omit current issues of inequality, falsely claim that the current special education system is without need of restructuring, and present an outdated understanding of effective teaching practices. In this presentation, a detailed description of the findings, with multiple examples, will be presented. Through these explanations, teacher educators will have an introductory understanding of how to recognize these messages within the visuals they use within their own teaching practices. Suggestions and resources for how to address problematic visuals within the classroom will be provided, along with where to find positive, equitable, and realistic visual representations. Speaker(s): Sarah Bubash, University Of Wisconsin-Madison Single Paper Session Preparation, Certification, Induction Location: Post Oak	Location: Post Oak	2021110511:0011:50 001	FRI, NOV 5	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 4:00 PM - 4:50 PM CST	Assistive Technology (AT) Alternative Special Education Teacher Cohort This session will delve into the overview of the project and research supporting assistive technology integration in special education teacher preparation programs. Resources and materials will be shared and reviewed related to the areas of AT and multimodal literacy developed in the AT special education teacher cohort. Additionally, qualitative and quantitative research findings will be shared out related to participant growth, knowledge, and skills related to AT and multimodal literacy. This project proposes to positively impact working with graduate students from underserved rural communities with the majority of our alternative teacher candidates teaching in rural school districts. Additionally, this project will promote evidence-based literacy instruction practices and HLPs by focusing on assistive technology in our special education teacher preparation program. Questions we hope to answer in this project, (1) what are the best ways to promote special education program implementation of researched assistive technology literacy supports; and (2) will authentic use of technology tools support future special education teachers in promoting appropriate accommodations for their K-12 students? Puentedura (2012) proposed an approach to teacher technology implementation from basic inclusion of technology to the transformative level, the Substitution, Augmentation, Modification, and Redefinition (SAMR) model. The model has also been used for teacher learning communities to categorize the incremental changes teachers move through as they become transformative technology users (Hogan, 2010). Jonassen, Howland, Marra, and Crismond (2008) suggested the model integrates the five “principles of meaningful learning with technology: (1) active (2) constructive (3) intentional (4) authentic (5) cooperative” (p. 82). Session outline: I. Overview & rationale of AT Cohort with university special education teacher preparation program II. AT Cohort professional development materials and resources related to AT using iOS (iPad), Multimodal Literacy, and technology integrations in K-12 special education programs III. Technology integrations in teacher candidate learning using etextbooks and multimodal literacy supports IV. Next steps in project and research implications for teacher preparation programs Speaker(s): Tara Mason, Western Colorado University Single Paper Session Technology Location: Post Oak	Location: Post Oak	2021110416:0016:50 001	THU, NOV 4	A629F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 8:00 AM - 8:50 AM CST	Community Partnership Providing Transition Services for At-Risk Students with Disabilities The goal of this project is to prepare secondary teachers and school leaders to identify and support at-risk students with mild disabilities, such as dyslexia or high-functioning autism, through transition services. These students may not qualify for special education services, but struggle to complete high school/post-school goals and would benefit from transition services. Significant numbers of students may be impacted. This project intends to reach 225 unduplicated students with transition services. In the participating school district, 86% of students are economically disadvantaged. Project services include: • Identify a lead transition faculty member in each high school (veteran teacher with strong skills for mentoring and training others and experience working across the school with students and teachers). The lead transition teacher will be trained to lead transition services with at-risk students with disabilities and in training colleagues in the school. • Provide training and follow-up support to lead faculty and other school-based faculty for planning and implementing transition plans. Training will include 3-5 hours of face-to-face training to identify at-risk students with disabilities, determine transition resources and individual needs, and understand how to develop transition plans. Trainings will be recorded and archived for future professional development opportunities. In addition to monthly meetings with transition teams, follow-up will include UTA faculty-developed instructional digital modules, which will made available online for ongoing transition support. Training topics include 1) implementing best practices in transition planning, 2) transition assessment, 3) transition and cultural diversity, 4) self-determination, 5) achieving post-school outcomes, 6) strategies for school completion for students with disabilities, and 7) working with families. These transition modules are developed in collaboration with preservice teachers at the university. • Host a series of professional development workshops open to all faculty and staff. • Co-host monthly transition meetings with school-based transition teams. • Organize two district-wide transition fairs for students and families. • Provide digital and printed resource materials Data collection for this project is ongoing. Data collection will include graduation rates for participating schools, parent and student, parent, and teacher satisfaction surveys. The emphasis of this presentation will be on the digital modules created to train and support teachers and on the collaboration with preservice teachers in their creation. Speaker(s): Teresa Doughty, University of Texas at Arlington John Romig, University of Texas at Arlington Ambra Green, University of Texas at Arlington Bree Ann Jimenez, University of Texas at Arlington Single Paper Session Partnerships Location: Post Oak	Location: Post Oak	2021110508:0008:50 001	FRI, NOV 5	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8029F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Friday, Nov 05, 2021	Friday, Nov 05, 2021 9:00 AM - 9:50 AM CST	Differentiated Instruction and Choice Activities through Creativity, Critical Thinking, Communication, Collaboration The session will be interactive and include discussion presenting strategies, tips, and classroom management ideas. Focus will be placed on differentiated instruction and choice activities through creativity, critical thinking, communication, and collaboration in the classroom and online. The session will review the purpose and research of differentiated instruction as well as provide additional resources for continued professional development. The majority of time spent will be placed on collaborative activities with participants engaged in differentiated activities to discuss the application of choice and differentiation in their own classrooms. This way, participants leave with ready to implement activities for their own classrooms. Speaker(s): Stefanie McKoy, University of Arkansas Krystle Merry, University of Arkansas - Fayetteville, AR Multiple Panel Session Technology Location: Post Oak	Location: Post Oak	2021110509:0009:50 001	FRI, NOV 5	A129F049-4C76-EB11-80EC-F6B8F9B5AAD5 A229F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 10:00 AM - 10:50 AM CST	Getting to Know CIDDL: Technology Trends, Needs, and Resources for Preparing Special Educators. As identified in the literature there is a strong need to increase the effective use of educational technology in special education and teacher education. This session will start by highlighting how a newly funded center has been designed to support the field of special education teacher education and related service personnel preparation in the adoption and use of educational technology. The session facilitators will then interactively take session participants through the findings of the center’s 2021 needs assessment. This national needs assessment provides a detailed understanding of some of the needs and trends related to technology use and personnel development. For instance, results revealed that a majority of higher education faculty in special education were interested in learning more about the technology used by special education professionals (63%), how technology is used to support students (57%), and Universal Design for Learning (61%). The session will present more comprehensive methods, including our national sampling, and results. The participants will learn how the findings of the needs assessment are being utilized to inform support, services, and research the center is doing to increase faculty capacity to use educational technology. When learning about current trends and needs, facilitators will provide the participants with opportunities to clarify and ask questions about specific findings of the needs assessment. Upon sharing the findings of the 2021 needs assessment, the session facilitators will demonstrate how the center has developed materials and/or undertaken work to support the field’s needs. Session participants will then learn where they can access free resources and participate in center activities. Throughout the interactive session, participants will be provided an opportunity to ask questions, provide feedback, and engage with center resources/activities. This session will align its design to Universal Design for Learning (UDL) and support multiple means of content representation, engagement, as well as provide various means for participants to take action and/or express their understanding. Speaker(s): James Basham, University Of Kansas Department of Special Education Eleazar Vasquez, University of Central Florida Kathleen Zimmerman, University of Kansas Sean Smith, University of Kansas Matthew Marino, University of Central Florida Ling Zhang, University of Kansas Multiple Panel Session Technology Location: Post Oak	Location: Post Oak	2021110310:0010:50 001	WED, NOV 3	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 A929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8429F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 10:00 AM - 10:50 AM CST	Growing Your Own; Special Education Teacher Agency in a Residency Model Literature. Our study identifies how a teacher residency model advanced SET agency for inclusive practices for students with disabilities through modeling, practicing and enacting advocacy in field experiences. Borrowed from medical training, teacher residency programs feature a year-long mentorship in which a preservice SET trains in the same educational setting with a mentor for the entirety of the school year (Wasburn-Moses, 2017). This experience at one school site for an entire year affords preservice SETs an opportunity to observe a mentor navigating collaborative dilemmas and relational conflict naturally occuring in the field, and then, in turn, practice and enact collaborative work under the guidance of their mentor (Theisen-Homer, 2021). Statement of the Problem. Much scholarship discusses how collaborative relationships support the inclusion of students with disabilities, however, little is known about how special education teacher residency programs and how the year-long field experiences unique to the residency model might shape a preservice teacher’s attitudes and behaviors towards inclusion and advocacy. Methods. Our proposed paper session will share our qualitative evidence of early career SET’s perspectives and experiences advocating for students with disabilities in their residency training and in their first teaching years. Qualitative evidence includes responses to open-ended interview questions and focus group questions. Consistent with our phenomenological qualitative approach, our presentation will share stories and quotes from respondents, to enable session attendees to gain a nuanced understanding of how advocacy and agency were modeled by mentors and cultivated by the fieldwork placements (Moustakas, 1994). Relevance. We will demonstrate the broader relevance of our findings through asking attendees to apply our conception of SET teacher agency to current and future teacher preparation contexts. Building on the conference theme of Steering into the Future, we will pose questions to attendees about how teacher educators can a) build SET agency through leveraging the mentor or master teacher relationships and b) learning about student and family contexts in coursework and applying their knowledge of students to advance practices on behalf of students. Our research supports the conference topic Preparation, Certification and Induction because we believe that our conceptualization of agency illuminates how teacher residency programs can seize upon opportunities to advance inclusion of students with disabilities through the extensive fieldwork. For example, our resident alumni believed that the year-long residency field work deepened their understanding of a student’s family context, which, in turn, helped them advocate for the student’s needs to their school colleagues during the individualized education plan meeting.Our findings appeal to a variety of interest groups; we anticipate teacher educators across general education and special education will benefit from our findings. Speaker(s): Ilene IVINS, Alder GSE Troya L Ellis, Alder Graduate School of Education Multiple Panel Session Preparation, Certification, Induction Location: Post Oak	Location: Post Oak	2021110410:0010:50 001	THU, NOV 4	A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 1:00 PM - 1:50 PM CST	Lessons Learned from Writing a Special Education Research Methods Text This interactive session will share how we developed an inclusive special education research methods textbook. Authors will share the process used to develop the conceptual framework, craft a proposal, select a publisher, and navigate the peer review process. Strategies we used for writing, collaborating, and developing text content will be shared and discussed along with the development of instructor resources and materials. Templates and resources will be provided. Participants will be encouraged to share questions and contribute to the interactive presentation. Speaker(s): Brittany Hott, University of Oklahoma Corey Peltier, University of Oklahoma Kathleen Randolph, University of Colorado Colorado Springs Sarah Heiniger, University of Oklahoma Multiple Panel Session Research and Inquiry Location: Post Oak	Location: Post Oak	2021110413:0013:50 001	THU, NOV 4	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8829F049-4C76-EB11-80EC-F6B8F9B5AAD5 8329F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 2:00 PM - 2:50 PM CST	Modeling the use of High Leverage Practices in a Virtual Environment Teacher preparation programs (TPPs) have begun incorporating the use of high leverage practices (HLPs) into their curriculum. With the advent of virtual instruction, PSTs need an opportunity to learn about how to use HLPs in this setting as well as a traditional classroom. This session will present a strategy for modeling and practicing the HLPs in the Instructional domain with PSTs during their teacher preparation coursework. First, we will review the HLPs from the instructional domain and we will then demonstrate ways to model and practice with these skills. We will provide examples of effective use of HLPs in the virtual setting by giving participants access to lesson plans and anecdotal evidence. We will go through a sample lesson and discuss how the different instructional HLPs can be incorporated. Participants will be given access to case studies that detail effective use of HLPs in classrooms through the lens of PSTs. We will also provide participants with a sample lesson to model HLPs within their own instruction. The discussion will include how to utilize HLPs in instruction, assignments, and activities to build capacity in PSTs. The session will include a discussion of relevant technology tools to support the use of HLPs as well as instructional design principles relevant to a virtual classroom. The intent of this session is to share materials that can be used to incorporate HLPs from the Instructional domain into a virtual classroom, to demonstrate how to teach and model these skills, and to discuss possible assignments and activities that will provide authentic practice opportunities. Virtual instruction is likely to remain a vehicle for delivering instruction to certain students or in certain contexts, so it is critical for teacher preparation programs to provide PSTs the strategies to deliver engaging and research-based instruction in virtual environments. Speaker(s): Kat Alves, Longwood University Brandy Brewer, University of Louisville Single Paper Session Preparation, Certification, Induction Location: Post Oak	Location: Post Oak	2021110314:0014:50 001	WED, NOV 3	9429F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9629F049-4C76-EB11-80EC-F6B8F9B5AAD5 9929F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Wednesday, Nov 03, 2021	Wednesday, Nov 03, 2021 3:00 PM - 3:50 PM CST	Neurodiversity in the Classroom: Teaching Implications of a Neurological Perspective The field of neurology is rapidly growing- what is known about the brain has significantly expanded over the past few years, and its findings have significant implications for how teachers interact with children. When information enters the brain, it begins at the cerebellum which determines how well the physical body is doing- the cerebellum determines pain and balance and motor movement. It also provides access and information to the amygdala, which is responsible for anxiety and emotional regulation. The amygdala and the hippocampus, deep in the center of the brain as part of the larger limbic system, regulate emotions and behaviors. It is this relationship that teachers must understand when managing behaviors. It is no accident that Maslow’s hierarchy, and Kaufman’s “transcendent ship” (2020) of learning follow this neurological wiring. However, understanding that children are wired in this way is only one aspect of instruction and behavior management. Teachers must understand the order in which emotional regulation occurs. First, people must feel safe physically, and then emotionally. Once they feel safe, they can regulate their emotional and attentional connections. Then, once those aspects are satisfied, they can then regulate their frontal lobes to make choices and good decisions. Children with disabilities such as autism, anxiety, and ADHD are diverse in their neurological wiring, leading to the concept of “neurodiversity” and different ways of responding to them. This session will provide a neurologically-based model of behavior and classroom techniques that helps teachers prioritize how they are with children “instead of focusing on what they do to children” (Delahooke, 2019, p. 21) through a “top down/ bottom up” approach. By modeling and preparing teachers to work with diverse populations, they learn how to determine what the behavior is communicating rather than focusing on its function. Then, by presenting opportunities for children to play, teachers provide opportunities to engage other parts of the brain and soothe the over-stimulation of the limbic system. Finally, by engaging the frontal lobe, children become active problem solvers. You must first regulate, then relate, then educate (Delahooke, 2019). Speaker(s): Claire Hughes, College Of Coastal Georgia Single Paper Session Preparation, Certification, Induction Location: Post Oak	Location: Post Oak	2021110315:0015:50 001	WED, NOV 3	A329F049-4C76-EB11-80EC-F6B8F9B5AAD5 A429F049-4C76-EB11-80EC-F6B8F9B5AAD5 A829F049-4C76-EB11-80EC-F6B8F9B5AAD5 9329F049-4C76-EB11-80EC-F6B8F9B5AAD5 8629F049-4C76-EB11-80EC-F6B8F9B5AAD5 8129F049-4C76-EB11-80EC-F6B8F9B5AAD5 9529F049-4C76-EB11-80EC-F6B8F9B5AAD5 9C29F049-4C76-EB11-80EC-F6B8F9B5AAD5
Thursday, Nov 04, 2021	Thursday, Nov 04, 2021 2:00 PM - 2:50 PM C