Guest guest Posted May 15, 2002 Report Share Posted May 15, 2002 In a message dated 5/15/02 8:14:23 PM Pacific Daylight Time, ckc@... writes: << 5th Annual Nazareth College Institute on Inclusive Education & Supporting the Achievement of All Learners http://www.naz.edu/pub/~include >> Thanks CK...this one is close enough for me to attend. Gail :-) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 16, 2002 Report Share Posted May 16, 2002 Hey guys - just wanted to put in a plug for this conference, especially for anyone that lives within convenient distance of Rochester NY. It is FANTASTIC! Last year, Jimmy's entire education team attended (regular ed teacher, special ed teacher, paraprofessional, guidance counsellor) and found it to be a very helpful and positive experience. I'm going this year for the first time - but I've also heard wonderful things from other parents who have attended in previous years. > 5th Annual Nazareth College Institute on Inclusive Education & Supporting > the Achievement of All Learners > > http://www.naz.edu/pub/~include > > Nazareth College, Rochester NY > June 26-28, 2002 > > FREE of charge > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 16, 2002 Report Share Posted May 16, 2002 > Thanks CK...this one is close enough for me to attend. I heard Dr. Black speak last night, and he was very good. It's close enough for me too, but the dates are all wrong. Let us know how it goes. CK, Mom to Ian (2/89), (9/90), and Rose (6/94) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 17, 2009 Report Share Posted June 17, 2009 From: a Lieb Date: Tuesday, June 16, 2009 12:00 pm Subject: [NJCIE] Summer Inclusion Conference [1 Attachment] NJCIE There are still parent scholarships available for the Summer Inclusion Conference. Parents are welcome to all teacher workshops. There is a parent strand on July 9, also. Contact njcie@... for more information. The Conference Brochure is attached.. a a S. Lieb, Esq, President & CEO New Jersey Coalition for Inclusive Education 9 Auer Court, Suite H East Brunswick, NJ 08816 (P) 732-613-0400 (F) 732-390-7696 njcie@... An opportunity for general and special education teachers, general and special education administrators, Board of Education members, families, pre-referral teams, related services professionals, paraprofessionals, teachers-in-training, self-advocates and others to learn the skills needed to support students with disabilities within general education settings. Reflection Instruction Inclusion Hands-on Solutions for Educators & Families JULY 8 AND 9, 2009 NEW JERSEY COALITION FOR INCLUSIVE EDUCATION Summer Inclusion Conference Host Location: The College of New Jersey (TCNJ) Brower Student Center 2000 Pennington Road Ewing, NJ 08628-0718 Presented by: New Jersey Coalition for Inclusive Education LOGO HERE 7th Annual District Co-Sponsor: Perth Amboy Public Schools http://njcie.net ACCESSING THE GENERAL EDUCATION CURRICULUM FOR STUDENTS WITH DISABILITIES In the past many educators believed that the need for intense instructional support for some students with disabilities excluded them from being provided with access to the general education environ-ment. However, research has docu-mented the benefits of access to the core curriculum for students with disabilities. A study by Browder, Flowers, et. al. (2004) found that functional skills and academic skills need not be competing priorities. By using state standards and the student's individual needs as the basis for the IEP, both can be addressed. The Individuals with Disabilities Educa-tion Improvement Act of 2004 (IDEA, 2004) has had significant impact in requiring what students with disabilities will learn in school. The Act continues to focus on accountability and assessment of how these students are progressing within the general education curriculum. No Child Left Behind (NCLB) requires that states establish challenging standards for all students and measure their progress against standards in reading, math and science. These requirements emphasize that state achievement standards must constitute the curriculum framework for all students. In addition, New Jersey now requires that all students must be assessed on prescribed standards and strands in each content area in language arts literacy, math and science for grades 3 through 12. in this issue: The majority of students with IEPs will be able to make progress in the general education curriculum with minimal adaptations. For the small percentage of children who require a modified curricu-lum, the standards and outcome measures will be related to the academic content, but this will not prevent teachers from integrating functional, academic, social and communication goals into their instruction. The strategies in this newsletter will guide you toward provid-ing greater access for all students, including those with significant disabili-ties. For example, you will find a 7-Step Process for creating a standards-based IEP, i.e., one which begins with consider-ation of the child's strengths and needs vis-à-vis the core curricular content standards, state assessments and general education curriculum in the child's school (Lynch & , 2008). This linkage is important to ensure that the student is not being taught skills in isolation, but in tandem with what a child his/her age is expected to know and be able to do. It is important to follow the lesson plans from the general education curriculum, as doing so will: - Set high expectations for students in terms of learning content - Provide direct instruction on the same standards as students of the same age - Address a variety of standards throughout the school year - Allow active participation in general education classes - Work with peers, in a variety of settings - Embed IEP skills in the activities - Work on functional sills that occur in the routines these activities require - Offer opportunities to develop friendships/relationships (Clayton & Burdge, 2003) - How to improve IEPS for the general education environment - A 7-Step process in the develop ment of a standards-based IEP - Examples for the 7-Step process - P U G A C H & W A R G E R -and it matters for all students. ENDORSED BY THE NJEA PROFESSIONAL DEVELOPMENT INSTITUTEReflection Instruction Inclusion Reflection is central to the work of everyone involved in creating inclusive schools. This kind of reflection is more than thinking about school as we drive to work, eat lunch, make dinner, or work with our students. It is finding new approaches to an area or challenge using tools such as journals, action research, mentoring, etc. and gaining new perspective on best practice by going to workshops and engaging in contemplative dialogue with others. (a Kluth) The goal of this Conference is to inform and inspire educators and families with new information and strategies to help them reflect on and develop classrooms which support all learners. Reflection REGISTRATION & BREAKFAST AT BROWER STUDENT CENTER - 2nd Fl. 8:15-8:40 WELCOME & KEYNOTE 8:45-9:30 WORKSHOPS: SESSION 1 9:35-11:05 WORKSHOPS: SESSION 2 11:10-12:40 LUNCH 12:45-1:40 WORKSHOPS: SESSION 3 1:45-3:15 Agenda 2 Among Our Nationally Recognized Presenters Hands-on Solutions for Educators & Families Scanlon is an Associate Professor of special education in the Lynch School of Educa-tion at Boston College. He conducts research on strategic approaches to content-area learning and literacy for adoles-cents and young adults with learning disabilities. He also researches effective literacy interventions for children with Asperger's Syndrome. Formerly, Dr. Scanlon was an assistant scientist at the University of Kansas Center for Research on Learning. As the author of several learning strategies and instructional models, nearly fifty research publications and book chapters, and two books on special education practices, Dr. Scanlon provides a wealth of information for teachers throughout the country. Frey is a Professor of Literacy in the School of Teacher Education at San Diego State University (SDSU). She is a recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities. Her research interests include reading and literacy, assessment, intervention, and curriculum design. Dr. Frey has co-authored several books on literacy and diverse learners and teaches a variety of courses in SDSU's teacher-credentialing program on elementary and secondary literacy in content area instruc-tion, classroom management, and supporting students with diverse learning needs. Eugene Edgar, a Professor at the University of Wash-ington, has been a national leader in the reflective practice movement. His research interest is in the role of schools in nurturing the knowledge, skills, and dispositions to be good citizens. Dr. Edgar was the University of Washington's Honors Faculty Scholar from 2005 to 2007 and is a Senior Fellow in the Comparative History of Ideas Department. Dr. Edgar was presented with the University's Outstanding Public Service Award in 2000 and the D. Clowes Award for the Advancement of Learning Communities in 2004. These 2 interactive and information-packed days will provide you with ideas and strategies to benefit all diverse learners. This year's conference offers 21 workshops per day, 3x the number of workshops in two separate parallel strands presented by TCNJ's Center for Assistive Technology and Inclusive Education (CATIES) to which conference attendees are welcome. There is something for everyone: educators, families, administrators and self-advocates! Enjoy! 3 WELCOME previous years! The 13 strands include Reflection Instruction Inclusion Keynote: Student Reflections on Inclusion Three young adults will share their reflections and insights about inclusive education from their public school experiences and how to make it better! Presenters include: Blasia Antinoro, Student, Bordentown High School; Kurt Gallucci, Student, Stockton College; Nevin, First Cerebral Palsy of NJ, State Special Education Advisory Committee Administrator Strand Considering Assistive Technology: The Basics: This workshop will provide an overview of assistive technology available to students with disabilities. Learn a deci-sion making process to enhance the educational experiences of students with disabilities in literacy, communication, and independent living and the infusion of assistive technology within the context of instructional approaches. Presenter: Jerry Petroff, Ph.D., Center for Assistive Technology and Inclusive Education, TCNJ Achieving Student Outcomes through Inclusive Educational Opportunities: A Focus on Students with Severe Disabilities: This workshop will address the current evidence based practices in assessment and curriculum / instruction for students with severe disabilities and complex needs. Participants will be given the opportunity to problem-solve around the issues that face local school districts and families in balancing general and func-tional curriculum goals. Presenter: Margaret Lashbrook, Edu. Consultant, DE Augmentative Communication: Boardmaker: Exploring the Possibilities (Hands-on Lab), Pre-registra-tion required: Boardmaker is a com-puter program that allows parents and teachers to create visual strategies to illustrate routines, books-just about anything! If you find yourself repeating the same things over and over, these visual strategies can help! Presenter: Jeannette Vanhouten, AT Specialist, Advancing Oppor-tunities, Inc. (formerly known as Cerebral Palsy of New Jersey) Creating an Inclusive School District (Two Session Workshop): Whether encouraged by the Department of Education or significant research which shows that students achieve more in general education classrooms, administrators across New Jersey are revisiting how to educate students with disabilities in less restrictive settings. In this two morning session, Ms. Mieczkowski will share insights of what worked-and did not work-in her district's move toward inclusion. Presenter: Ann Mieczkowski, Supervisor of Special Education, Appoquinimink School District, Odessa, DE Assistive Technology & Students With More Complex Needs Strand 4 JULY 8 Hands-on Solutions for Educators & Families Students In Urban & Secondary Schools Strand Focusing on Learning Processes that Make Inclusion Work for All: A variety of research validated practices for structuring classrooms, lesson planning, teaching lessons, student group-ing and student practice can help all learners keep up with the demands of the classroom and curriculum. In this practical session teachers will learn how to organize classroom routines and lessons to maximize learning by all. Presenter: Scanlon, Ph.D., Lynch School of Education, Boston College Promoting Academic Growth through Youth Cultural Competence (YCC): Teaching youth-at-risk of life failure must include engaging, relevant and culturally competent instruc-tional practices. Most youth who fail in traditional school settings, will not succeed with continued use of lecture, drill and practice. Focus will be on using YCC to change this dynamic, as a com-ponent of inclusive education Presenters: Jerry Petroff, Ph.D., Assistant Professor, TCNJ; Lori Godorov, Executive Director, The Work Group; Cop Lieu, Community Service Supervisor, The Work Group Avoiding the Meltdown: Verbal De-escalation Techniques for Use with Middle and High School Students: Relying exclusively on reactive, conse-quence based discipline policies is associated with increases in problem behavior. This session will provide practical ideas for preventing behavior problems and will focus on a process to help participants determine appropriate strategies to use at each level of a student's behavioral outburst. Presenter: Lockwood, Positive Behavior Support Specialist, NJCIE Community of Practice And Support: This strand represents the sum-mer conference of the NJCDB Statewide Community of Practice and Support to address the unique educational needs of students who are deafblind. Supported by a USDOE-OSEP federal grant, the primary focus will be on NJCDB's training and technical assistance project that fosters the capacity of state, local and family systems to better educate New Jersey youth with deafblindness within general education programs and settings. TCNJ-NJ Full Day Strand - Deaf Blindness (NJCDB) Collaborative Teaming Strand Co-Teaching I & II: A Framework for Effective Instruction, (Target Audience, Co-Teaching Teams (Pre-registration required): This two session, workshop will emphasize general and special education teacher roles, responsibilities, professional issues, co-teaching models, decision making (1st session), and planning (2nd session). Presenters: Bonni Rubin-Sugarman, Director of Special Services, Haddon-field Public Schools; , Teacher, Cherry Hill Public Schools Integrating Therapy to Support Access to Instruction: This session will provide a rationale for integrated therapy and a collaborative team approach. Strategies for assessment, instructional planning, and service delivery will be presented, and supports for effective teamwork, discussed. Presenter: Kientz, MS, OTR, Visiting Assistant Professor, Stockton College 5 JULY 8 JULY 8 Supports and Assessment Strand Reflection Instruction Inclusion Developing Literacy in A Diverse Classroom Strand An Array of Supports for Including Students with Disabilities in General Education (Target Audience, CST members): This workshop will focus on the use of curricular/instructional modifications, consultation services, assistive technology, positive behavior supports, teacher aides, supplementary instruction, and in-class resource programs. A process for IEP decision making to select appropriate supports and implementation considerations will be addressed. Presenter: O'Dea, Special Education Consultant, NJ Department of Education, OSEP Data Driven Instruction: Fast and Easy Solutions for Taking & Organizing Data to Plan Direct Instruction: On-going assessment is the way to ensure we are using our limited teaching time efficiently to help students progress. Come explore some fast, simple assessments, ideas to manage data, and ways to collaboratively analyze this information to plan instruction for students in inclusive settings. Presenters: Joan Pabisz-Ruberton, Supervisor of Student Services and teachers, on Township School District, Mullica Hill Writing Goals that Support Assessment and Accountability: Writing meaningful goals is the key to determining whether your student is making progress in prioritized areas. This workshop will focus on prioritizing goal areas, developing useful present levels of performance, and following criteria to ensure the goals are observable and measurable. Presenter: To be identified Creating Inclusive Teacher Leaders in Literacy: How It's Done: Participants will review effective instructional approaches and technology-based support systems for general and special education teachers engaged in collaborative reading instruction in inclusive settings. Hands-on strategies will reduce barriers and build confidence in teaching reading in a co-teaching environment. Presenter: , Ed.D., Assistant Professor of Education, Georgian Court University A Picture Becomes A Thousand Words: Using Wordless Picture Books in Inclusive Classrooms: Explore the possibilities of using wordless picture books to teach and assess reading and writing skills and strategies. These trade books are readily available from libraries and publishers and are a hit with readers at all levels. Participate in hands-on activities that have been field tested with emergent and experienced read-ers, first grade through graduate school. Presenter: Kathleen A. Froriep, Ph.D., Assistant Professor, Georgian Court University What Every Teacher Should Know about Literacy Instruction and Differentiated Instruc-tion in Order to Design Differentiated Literacy Instruction: Effective differentiated literacy instruction requires teachers to use well de-veloped knowledge bases in both high quality literacy instruction and differentiation. Participants will review the most important principles from those knowledge bases and suggestions for taking steps to begin differentiating literacy instruction in classrooms, including an application to social studies instruction. Presenter: Helene , Ph.D., Assistant Professor, TCNJ 6 Hands-on Solutions for Educators & Families Becoming a Reflective Educator Strand Reflection: Unpacking Teaching Artistry Come explore the notions of reflection as an important part of the process for improving instruction for students with disabilities. In this enlightening keynote, Dr. Edgar will guide listeners through the broad idea of reflection and position reflective practice in classrooms that include students with disabilities. Presenter: Eugene Edgar Ph.D., Professor, University of Washington Keynote: 7 Learning from Children: Using Observation and Description to Address a Wide Range of Needs and Challenges in an Urban Elementary Classroom: In this workshop, attendees will explore the connection between differentiated instruction and watching children at work. Through close observation and description of what children produce in classrooms, we will aim to see each one's abiding individuality and to use what we learn to plan more responsive instruction. Presenter: Gillian Maimon, Teacher, School District of Philadelphia Creating Rubrics for Classroom Assessment: Classroom assessment allows educators to evaluate and measure student achievement while helping them to shape and improve instruction and student understanding. In this workshop, participants will learn how to create a rubric that is responsive to classroom learning and instruction. Ways to communicate rubrics to students and families will also be addressed. Presenter: Ann ph, Special Education Consultant, NJ Department of Education, OSEP Cracking the Code: How Classroom Teachers Can Use Action Research to Explore (and Solve) Inclusive Classroom Challenges: Four, K-12 classroom teachers and their university-based instructors will discuss the ways that the reflective practices of action research allowed them to address real-life tensions in the inclusive classroom. The presentation focuses on practical methods, personal discoveries and on-going questions that might have been missed through other methods. Presenters: Alan Amtzis, Ph.D., Assistant Professor, TCNJ and Classroom Teachers JULY 9 OUR VENDORS AND EXHIBITORS' DISPLAYS LOCATED ON THE 2ND FLOOR Visit: Reflection Instruction Inclusion Inclusion Insights for Families Strand Beyond Rewards and Consequences: A Parent's Introduction to Positive Behavior Support (PBS) in Schools: Have you ever been called by school about your child's behavior? Have you ever felt confused about your role in helping the school support your child's behavior? This session will provide answers to these questions and strategies for supporting your student at home and school. Presenter: Lockwood, PBS Specialist, NJCIE Focused on Inclusion: Why are some parents in a district more successful than others in getting their children with more complex needs included? This workshop will share insights from NJCIE parents who have been success-ful in obtaining more inclusive placements for their children. Presenter: Moderated by Ann Comparetto, Director of Parent Programs, NJCIE Panel Q & A for Parents: A panel made up of parents, a Director of Special Services, a CST member and a special education attorney will answer questions from families regarding inclusion. Come and be part of an interactive brainstorming session among individuals with different perspectives of the process. Presenters: Moderated by NJCIE Preschool Inclusion Strand Public Schools; s, Supervisor of Early Childhood, Joann VanGulick, Speech Thera-pist, Hoboken Public Schools Using Developmentally Appropriate Practice to Meet the Varied Needs of the Preschool Child: Explore the basics of devel-opmentally appropriate practice (DAP) in the preschool curricu-lum. DAP emphasizes the impor-tance of play and child-initiated, active learning. Learn how to use these principles to create learning centers and activity-based instruc-tion as a means to teach instruc-tional goals through play in the inclusive preschool classroom. Presenter: Sandy Shields, Teacher, Dumont Public Schools, Adjunct, Felician College focus on a variety of hands-on strategies and activities to embed fine motor skills into the routines of the preschool day in the inclusive preschool environment. Presenter: Sandy Shields, Teacher, Dumont Public School, Adjunct, Felician College Creating an Inclusive Preschool Program: An Interactive Panel Presentation: A panel of administrator-teacher teams share insights from their experiences developing success-ful integrated preschool programs within their districts. Interactive dialogue among audience mem-bers and the panel will follow. Presenters: Stirling Zio-bro, Early Childhood Supervisor; Bravo, Teacher, Asbury Embedding Strategies for Developing Fine Motor Skills in the Preschool Classroom: During the preschool years, children are developing fine motor skills that are the precursors for many school-aged skills, including writing. This workshop will 8 JULY 9 Hands-on Solutions for Educators & Families Hands-On Elementary Strand 9 Teaching Math in an Inclusive Classroom: This hands-on workshop will provide ideas and practice with making elementary school mathematics meaningful and appropriate for learners with a range of needs. Participants will engage in activities that provide access to the curriculum for all students in the differentiated classroom. Presenter: Sharon Sherman, Ed.D, Professor, TCNJ Technology Tools that Support Struggling Readers: We will demonstrate several assistive technol-ogy tools that can provide access to print and curricu-lum for students whose reading comprehension skills are below grade level. Using these tools can address a serious obstacle to successful inclusion. Presenters: Amy Dell, Ph.D., Professor, Director, Adaptive Technology Center for NJ Colleges at TCNJ; and Tammy Cordwell, TCNJ We Love to Write!: Developing a Writers Workshop for All Students: A 3rd grade co-teaching team will present ways to differentiate the teaching of writing so all students experience success. Ideas for mini lessons, Writers Notebooks, integrating tech-nology and project based learning will be shared. Learn how to move individual writers forward while building a love of the writing process. Presenters: -Joy Schultz and Pooley, Third Grade Co-teaching Team, Haddonfield Beyond Teaching, to Learning Strand For a Range of Students In the General Classroom: Using a Gradual Release of Responsibility to Support All Students (Part 1): All teachers want their students to become independent learners, but even motivated students struggle to take on the cognitive load that comes with new learning. This session will focus on the purposeful applica-tion of a research-based instructional design frame-work. In this session, participants will learn about its application in a variety of elementary and secondary content area settings. Presenter: Frey, Ph.D., Professor, San Diego State University Using a Using a Gradual Release of Responsibility to Support All Students (Part 2): In this continuation from Part 1, participants will look more closely at the collaborative and independent phases of instruction as they apply to students with and without disabilities. In addition, we will discuss the ways in which a gradual release model can be used to make decisions about accom-modations for students who need them. Presenter: Frey, Ph.D., Professor, JULY 9 PARENTS ARE WELCOME AND ENCOURAGED TO ATTEND ANY WORKSHOP Note: Reflection Instruction Inclusion 10 REGISTRATION INCLUDES ALL FEES: NJCIE professional development programs are designed to satisfy the criteria and state requirements for travel by school district personnel. DISCOUNTED CONFERENCE FEES: Available for current NJCIE members and for school-based teams of 2 or more people from one school registering for both days. Registrations must be received in the same envelope. See the registration form for details. REGISTRATION: To register, complete and mail the enclosed registration form to: NJCIE, 9 Auer Court, Suite H, East Brunswick, NJ 08816. Sign-in begins at 8:15 a.m., July 8 and July 9, on the 2nd floor of the Brower Student Center at TCNJ, 2000 Pennington Road Ewing, NJ 08628-0718. ON-SITE REGISTRATION: Spots may be available for on-site registration. Please call NJCIE at 732-613-0400 by Monday, July 6 to determine if spaces are available. PROFESSIONAL DEVELOPMENT HOURS: NJCIE is registered as a continuing education provider (#4273) by the New Jersey Depart-ment of Education. Professional development certificates will be available for each workshop attended (5.5 hours per day). This conference is a NJEA approved event. REFUNDS: Conference plans and expenses are based on pre-registration. There are NO REFUNDS after June 1, 2009. Substitute attendees are welcome without penalty with prior notification. LOCAL HOTELS: For information about hotels close to the TCNJ campus, go to http://www.tcnj.edu/~pa/about/hotel.html. DIRECTIONS: TCNJ's Brower Student Center is located at 2000 Pennington Road Ewing, New Jersey 08628-0718. TCNJ Directions: http://www.tcnj.edu/~pa/about/directions.html Campus map: http://www.tcnj.edu/~pa/maps/ Parking: You may park in Lots 3-6 (Student Parking) in front of the Brower Student Center. JULY 9 High Stakes in High School: 25 Successful Strategies from an Inclusive Classroom (Two Sessions, Parts I and II): Lagares will share his self-developed professional toolkit that combines research based practices to creatively craft lessons for diverse learners within a demanding, fast-paced, high stakes curriculum. Twenty-five successful strategies for effective high school inclusive classrooms will be shared in detail. These suggestions include practical ways to integrate study skills to help students self-prepare for culminating examinations and transitioning into college. Presenter: Lagares, Principal Intern, Bronx Lab School Assistive Technology to Support Inclusion in the Middle School and Secondary Classroom: (Pre-registration Required): This hands-on workshop will give participants an opportunity to download e-text files and explore scan/read technology as methods to provide access to print for students whose reading comprehension skills are below grade level. Presenters: Amy Dell, Ph.D., Ellen Farr, Adaptive Technology Center for NJ Colleges at TCNJ Hands-on Secondary School TCNJ Full Day Strand Promoting College for Youth with Developmental Disabilities: This conference strand is on the post-secondary education opportunities for youth with developmental & intellectual disabilities. Sup-ported by the NJ Council on Developmental Dis-abilities, these workshops are appropriate for youth with developmental disabilities, their families, teachers and local school district personnel and focus on establishing college as a viable option for youth, (18-25). Specific sessions will be docu-mented in conference materials at registration and prior on the Project Website-currently under construction. This course is offered for up to 1.1 ASHA CEUs (Intermediate level, professional area).Hands-on Solutions for Educators & Families FIRST NAME: ______________________________________________________ LAST NAME: ______________________________________________________ ADDRESS: _______________________________________________________ CITY: __________________________________________________________ COUNTY: ______________________ STATE: __________ ZIP: ________________ WK. PH.: ________________________________________________________ HM. PH.: ________________________________________________________ FAX: __________________________________________________________ EMAIL: _________________________________________________________ CONFIRMATION BY EMAIL ONLY-PRINT CLEARLY PLEASE CHECK: _____ PARENT _____ PROFESSIONAL TITLE: ____________________________________________ SPECIAL ACCOMMODATIONS: ____________________________________________ MAIL PAYMENT OR PURCHASE ORDER TO: PHONE: 732-613-0400 FAX: 732-390-7696 9 AUER COURT, SUITE H EMAIL: NJCIE@... EAST BRUNSWICK, NJ 08816 WEB: HTTP://NJCIE.NET __________ P.O. FOR OFFICE USE ONLY __________ CHECK __________ CREDIT DISTRICT _______________________ SIC 2009 REG # ___________________ NJCIE Reflection NJCIE's 2009 Summer Inclusion Conference Instruction Inclusion REGISTRATION DISCOUNTED FEES NJCIE Members Only! Circle the Appropriate Choice Early Bird Submit By June 1st Submit After June 1st Individual Members, Both Days $190 $215 Organizational Member Team, Both Days (2 or more members attending both days). Registrations must be submitted together. $180 pp $210 pp Individual Member, One Day Only ______ Wed. ______ Thurs. $115 $140 CURRENT UNDERGRADUATE STUDENTS: (ID Required) - $40 registration fee PER DAY PLEASE NOTE: NJCIE Individual Memberships are available at an annual fee of $35. Organizational Memberships are $100 annually and entitle those registering as members of a team from that organization to a discount as indicated above. NO REFUNDS- Conference plans & expenses are based on pre-registration. If you must cancel, we regret that we cannot offer refunds or release purchase orders after June 1, 2009 REGISTRATION CLOSES ON JULY 1, 2009. FOR ONSITE REGISTRATION CALL US BY JULY 7, 2009 PRE-REGISTRATION IS REQUIRED for the Following Four Workshops ONLY: _______ (July 8) Co-Teaching 1, with Bonnie Rubin-Sugarman & _______ (July 8) Co-Teaching 2, with Bonnie Rubin-Sugarman & _______ (July 8) Augmentative Communication: Boardmaker, with Fred Tchang Payment: CARD #______________________________________________ EXPIR. _________ NAME AS IT APPEARS ON CARD: ______________________________________________ VISA OR MASTERCARD (CIRCLE ONE) SIGNATURE__________________________________________________________ Non-Member Fees Circle the Appropriate Choice Early Bird Submit By June 1st Submit After June 1st Individual, Both Days $205 $240 Team Person, Both Days (A person attending as part of a team, consisting of 2 or more people, attending BOTH days). Registrations must be submitted together. $195 pp $230 pp Individual, One Day Only ______ Wed. ______ Thurs. $130 $155 CHECK #__________________ P.O. #___________________ PYMT AMT__________________ _______ (July 9) Assistive Technology - Middle School, with Amy Dell & Ellen FarrNONPROFIT U.S. POSTAGE PAID East Brunswick, NJ PERMIT NO. 98 NEW JERSEY COALITION FOR INCLUSIVE EDUCATION District Co-Sponsor: Perth Amboy Public Schools Host Location: The College of New Jersey (TCNJ) New Jersey Education Association National Down Syndrome Society New Jersey Department of Education - Office of Special Education Programs The ARC of New Jersey Advancing Opportunities, Inc. (formerly CP of New Jersey) New Jersey Association of School Psychologists New Jersey Speech Language Hearing Assoc. Statewide Parent Advocacy Network New Jersey Association of Speech Language Specialists Thanks: 21 Workshops PER DAY! Same Great Prices as in 2008! Host Location: The College of New Jersey Brower Student Center 2000 Pennington Road Ewing, NJ 08628-0718 District Co-Sponsor: Perth Amboy Public Schools Highlights: Reflection Instruction Inclusion Hands-on Solutions for Educators & Families NEW JERSEY COALITION FOR INCLUSIVE EDUCATION, INC. 9 AUER COURT, SUITE H EAST BRUNSWICK, NJ 08816 2 0 0 9 SUMMER I N C L U S I O N C O N F E RENCE- ENDORSED BY THE NJEA PROFESSIONAL DEVELOPMENT INSTITUTE TO OUR SPONSORS JULY 8th & 9th, 2009 7th Annual Summer Inclusion Conference Two Different Parallel Strands Presented by TCNJ CATIES content with academic and functional curricula. The Journal of Special Education, 37(4), 211-223. Clayton, J. & Burdge, M. (2003). Accessing general curriculum module and workbook. Inclusive Large Scale Standards and Assessment Group, University of Kentucky. Giangreco, M., Dennis, R.E., Edelman, S.W. & Cloninger, C.J. (1994). Dressing Your IEPs for the General Education Climate: Analysis of IEP Goals and Objectives for Students with Multiple Disabilities. Remedial and Special Education, 15(5) , 288-96. Lynch, S. & , P. (2008). Developing standards-based individualized program objectives for students with significant needs. Teaching Exceptional Children 40(3), 36-39. Holbrook, M.D. (2007). A seven-step process to creating standards-based IEPs. Project Forum, NASDE Pugach, M. & Warger, C. (2001). Curriculum matters: Raising expectations for students with disabilities. Remedial and Special Education, v 22(4), 194-196. IN THE NEXT ISSUE: Applying Universal Design for Learning (UDL) principles allows for increased access to the general education curriculum. Our next issue will explain and identify methods to implement UDL in order to enhance access for all students. IS A PUBLICATION OF THE NEW JERSEY COALITION FOR INCLUSIVE EDUCATION. VOL. 2, ISSUE 2 DECEMBER 2008 ACCESSING THE GENERAL EDUCATION CURRICULUM 9 Auer Court, Suite H East Brunswick, NJ 08816 TEL 732 613 0400 FAX 732 390 3319 WWW.NJCIE.NET EMAIL: njcie@... EDITOR: ORAH RAIA DESIGNER: JACI RAIA Quote Link to comment Share on other sites More sharing options...
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