Presenter: Rocio Bickei, MA, LPC

Adverse or traumatic events can initiate strong emotions and physical reactions, and they can have a short-term or long-term impact on a child’s overall well-being. This session aims to help participants identify common reactions to adverse and traumatic events, warning signs of developing mental health challenges, and how to support a child/youth after they’ve experienced one of these events.

Objectives: 

1. Participants will be able to define trauma and grief by providing 2 behaviors that are present in their students with diverse needs. 

2.  Participants will be able to label 3 common reactions to adverse or traumatic events/grief.

3.  Participants will be able to list 4 strategies to support children and youth after experiencing an adverse or traumatic event/grief.

Presenter: Valerie Q. Acosta, Autism Specialist YISD

Co-Presenter: Judith F. Solis, M.Ed.

Social stories are tailored narratives that teach students how to handle social situations by explaining cues and expected behaviors. They reduce anxiety, improve social skills, and build confidence by breaking down complex interactions into clear steps, helping students navigate social norms and develop greater independence.

Objectives:

1. Understanding Social Expectations: Students will identify appropriate behaviors and responses in specific social situations, improving their ability to recognize social cues and expectations.

2. Emotional Regulation: Students will learn strategies to manage emotions in challenging scenarios, helping them reduce anxiety and respond calmly.

3. Increasing Social Independence: Students will practice applying learned social skills in real-life situations, creating greater confidence and independence in social interactions.

Presenter: Jessica Martel, Certified Orientation and Mobility Specialist and Teacher for the Visually Impaired

Co-Presenter: Marissa Rogers, M.Ed., COMS

How to cross a street safely, one must follow several steps, such as identifying traffic signals, looking both ways, and judging the speed of oncoming vehicles. These skills are essential for navigating from simple crosswalks to more complex intersections and can lead to greater independence in using public transportation, rideshares like Uber, or para-transit services. However, students with disabilities may face challenges and some solutions include using auditory signals, practicing in low-traffic areas, or technology. To foster independence, educators/parents can employ task analysis to break down the crossing process into manageable steps, using backward or forward chaining to teach each step incrementally, and using simple language to ensure understanding. By starting this training early and gradually increasing the complexity of the tasks, students can build the confidence and skills needed for independent travel in the future.

Objectives: 

1. Participants will identify the steps in crossing a street and the skills needed to cross simple to complex intersections and what it can lead to (bus travel, uber, para-transit.....)

2. Participants will identify at least two problems that can arise for students with disabilities and at least one solution to each problem.  

3. Participants will be able to create a plan using task analysis, backward/forward chaining, and simple language to help students cross streets as independently as possible and what steps you can take now to foster independence in the future. 

Presenter: Judith F. Solis M.Ed.

Presenter: Paola Vasquez, Ph.D.

In this session, participants will explore practical strategies and tools to foster meaningful collaboration between general education and special education personnel like related services of a Speech Language Pathologist or SPED teacher. We will discuss the importance of creating a unified approach to instruction that meets the diverse needs of all students. Through best practices and interactive discussions, attendees will gain insights into overcoming common challenges and building strong, cooperative relationships between educators. Participants will leave equipped with actionable ideas and resources to implement collaborative teaching methods that enhance student outcomes and create an inclusive classroom environment.

Objectives: 

1. Participants will create a collaborative plan outlining at least two specific strategies for improving communication and teamwork between general education and special education teachers.

2. Participants will identify and agree on at least three shared instructional goals that both general and special education teachers can work towards in their classrooms.

3. Participants will leave the session with a written planned commitment to apply at least one new inclusive teaching practice in a classroom, designed to support collaboration between general and special education staff.