Finding the “Fuel” for Learning through Engagement  

Emily Rubin, MS, CCC-SLP

Description:  Findings of research in social neuroscience has made us more aware of the important role we have to ensure our learners feel connected and engaged in order to learn, develop literacy skills and academic milestones.  This session will focus on creating a universal design where engagement is a “fuel” for learning across the neurodiverse learning styles of our students.  Consistent with a Universal Design for Learning (UDL) framework, SEE-KS provides freely accessible tools that participants will be able to use for measuring student engagement and enhancing instruction to get the “hook,” present information in different ways, and foster different modes of expression within everyday classroom lessons.  This keynote session will introduce the Social Engagement Ladder, a tool for measuring learner engagement that is freely accessible.

 Learning Objectives:

1. Identify how neurodivergent learning styles are critical to appreciate when designing learning environments to enhance active engagement

2. Define three critical elements of active engagement that are predictive of our learner’s academic achievement and emotional well-being

3. Identify a tool for measuring learner engagement

Location/Capacity: Ballroom A / 300

Voices of Experience: A Panel of Autistic Perspectives on Educational Success

Erin Clemens, Autism Advocate, Jessie Hopgood, Autistic Advocate, & Summer Armstrong, MAT, IECE

Panel Discussion Facilitated by Tracy Belfield, EdS

Description:  This interactive panel brings together autistic adults who will share their educational journeys, providing educators with authentic insights into effective supports and missed opportunities within school settings. Through facilitated discussion and Q&A, panelists will reflect on strategies that promoted their success, barriers they faced, and recommendations for creating inclusive learning environments. By centering autistic voices and lived experiences, this session moves beyond theory to practical understanding, helping educators implement evidence-based practices. Participants will gain actionable insights to enhance their approach to supporting autistic students across grade levels and educational contexts. This session is more than a presentation—it's a dialogue that bridges understanding and transforms educational practice.

 Learning Objectives:

1. Challenge existing misconceptions about autism and education

2. Learn practical approaches to create more inclusive classrooms

3. Gain perspective from those who have lived the educational journey

 Tentative Location/Capacity: Ballroom C / 96

Teaching on the Edge of Trauma and Autism: Practical Strategies for Educators

Christy Bryce, EdD

Description:  What if behavior is more than meets the eye? In this session, educators will explore how trauma-informed practices and specially designed instruction intersect to support autistic students. You'll gain practical, brain-based strategies to foster self-regulation, reduce behavioral challenges, and build inclusive environments where all students can thrive.

Learning Objectives:

1. Participants will explore how trauma shapes learning, behavior and development in children

2. Participants will investigate how trauma-informed practices can be tailored to support autistic students

3. Participants will examine specific co-regulation strategies that strengthen emotional and behavioral support for autistic students

 Tentative Location/Capacity: Meeting Room 201 / 54

Supporting Autistics Through Puberty

Kim Howard, MA

Description:  Puberty can be challenging time of life for everyone. All students deserve and need information to process the many changes occurring during this time of life. In this session we will discuss resources and strategies for supporting autistics through puberty. 

 Learning Objectives:

1. Participants will leave with an understanding of how puberty can affect children with autism

2. Participants will leave with an understanding of special concerns for children with autism during puberty

3. Participants will leave with resources that they can use in their environment

 Tentative Location/Capacity: Meeting Room 211 / 36

Leveraging Resources 

Mike Miller, MEd

Description:  Leveraging Resources can assist in strategically achieving a desired outcome. Those outcomes can be through regional university based multi-disciplinary evaluation centers, caregiver supports, or through Kentucky Medicaid supports.  Evidence-Based Practices enhance success, and we will have discussions of availability of integrated student supports for educators to consider.

 Learning Objectives:

1. Understanding what services are available in Kentucky

2. Review what integrated supports may include - mental and physical health care needs

3. Learning about role and importance of active family and community engagement which includes coordination of the community, school, and families

 Tentative Location/Capacity: Meeting Room 136A / 32

Employment First: What It Means for Kentuckians with Disabilities and Those Who Support Them

Katie Wolf Whaley, MSW

Description:  Kentucky has one of the highest rates of people with disabilities and one of the lowest rates of people with disabilities who are employed.  This session will talk about Employment First - what it means, why it matters and how it can impact services and supports you provide. We will discuss a variety of services available, such as Pre-ETS for students, Vocational Rehabilitation and Medicaid waivers, to help disabled Kentuckians go to work and how non-vocational professionals can help in this process.

 Learning Objectives:

1. Discuss the history and priority of Employment First in Kentucky

2. Identify ways professionals can help clients connect with vocational supports, in high school/transition time/ as adults

3. Learn what good employment supports look like and how other professionals can assist their clients to be successful in the job search process and at work

4. Receive resources about vocational planning, from early childhood - high school and the service system

 Tentative Location/Capacity: Meeting Room 14 / 42

Enhancing Large Group & Circle Time: Engaging Every Student with Adaptive Strategies & Materials

Nancy Lovett, PhD & Melissa Bazzell, MEd

Description:  Large group and circle time provide valuable opportunities for connection, learning, and community-building in education settings. However, keeping all students actively engaged - especially those with diverse learning needs - can be challenging. 

This session will explore practical strategies and adaptive materials that make large group activities more interactive, accessible, and meaningful for every student.  Participants will gain hands-on experience with tools that promote engagement, discover ways to incorporate movement and sensory-friendly practices, and leave with actionable ideas to create a more inclusive learning environment. 

 Learning Objectives:

1. Identify key challenges students may face during large group and circle time and explore how adaptive materials and strategies can address these barriers

2. Discover a variety of engaging, inclusive techniques that support diverse learning styles, sensory needs, and communication preferences

3. Implement practical, hands-on strategies to create an interactive and accessible large group experience that fosters participation and engagement for all students

 Tentative Location/Capacity: Meeting Room 15 / 42

Enhancing Social Emotional Engagement for Learners who are Before Words and at Emerging Language Stages Using a Universal Design for Learning Framework

Emily Rubin, MS, CCC-SLP

Description:  This session will focus on creating a universal design where engagement is a “fuel” for learning for students who are communicating before words through body language, gestures and facial expressions as well as those who are at the emerging language stage, using spoken words, picture symbols, sign language or other symbolic forms.  Consistent with a Universal Design for Learning (UDL) framework, SEE-KS provides freely accessible tools that participants will be able to to get the “hook,” present information in different ways, and foster different modes of expression within everyday classroom lessons for children at before words and emerging language stages.  This breakout session will introduce the SEE-KS Quick Reference Tool, a tool for identifying evidence-based UDL strategies for enhancing engagement. 

 Learning Objectives:

1. Identify three domains of essential instructional strategies that foster the emotional “hook,” provide information in different ways, and foster student expression within academic activities for learners who are before words and at emerging language stages

2. Identify practical strategies for enhancing learning engagement for learners who are before words and at emerging language stages

 Tentative Location/Capacity: Ballroom C / 96

Teaching Social Skills for Student Success: Practical Skills for Social Growth 

Michelle Antle, EdS

Description:  This professional development session will equip educators with knowledge and strategies to effectively teach social skills to students with autism in any educational setting. Participants will explore how to identify and prioritize essential social skills based on individual student needs. Through hands-on activities and provided materials, educators will practice implementing evidence-based techniques that foster meaningful social interactions to help students become “life ready.” The training will emphasize a strengths-based, inclusive approach to support students in developing confidence and competence in social communication and interaction.  

 Learning Objectives:

1. Identify and Prioritize Social Skills – Educators will learn to determine which key social skills need to be targeted for instruction while also considering a student’s developmental level and social-emotional strengths and weaknesses

2. Implement Evidence-Based Strategies – Participants will explore and practice research-supported methods to effectively teach and reinforce social skills

3. Engage in Hands-On Activities – Educators will actively participate in interactive exercises using provided materials to develop practical strategies for fostering social skill development in their classrooms and school communities

 Tentative Location/Capacity: Meeting Room 201 / 20

*** please note the very limited capacity of this session - max 20 participants ***

Functional Communication Training to Address Dangerous Behavior in Schools

Jon Burt, PhD

Description:  Functional Communication Training (FCT) is a well-known and widely practiced technique used to replace dangerous behavior with effective communication for individuals with limited language skills. This presentation will review practical functional assessment techniques and introduce a skills-based teaching package that includes delay and denial tolerance training. 

 Learning Objectives:

1. Participants will define Functional Communication Training (FCT) and identify the two main components of the procedure

2. Participants will design and conduct a mock functional analysis

3. Participants will practice a shaping procedure to develop a complex functional communication response

 Tentative Location/Capacity: Meeting Room 211 / 36

How Do I Teach This Student? Implementing Evidence-Based Practices to Best Support Autistics in General Education

Enid Hurtado-Stremming, MEd, Heather Dougherty, MS, & Therese Vali, MEd

Description:  This session highlights practical, evidence-based strategies that promote meaningful inclusion of autistic and neurodiverse students in general education classrooms. Drawing from their work in a Jefferson County Public School elementary setting, presenters Enid Hurtado-Stremming and Heather Dougherty share insights and real-world applications that have led to successful outcomes for students and educators alike.

Enid Hurtado-Stremming will explore the unique learning characteristics of autistic students and introduce evidence-based practices shown to be most effective in supporting their academic and social success. Heather Dougherty will detail how these strategies were implemented in a general education classroom, including her role in coaching and collaborating with the classroom teacher to ensure fidelity and impact.

Attendees will leave with a practical toolkit of techniques and coaching strategies that can be immediately applied in inclusive settings to support diverse learners.

 Learning Objectives:

1. Explain the rationale behind using specific evidence-based practices to support autistic learners in inclusive classrooms

2. Demonstrate how to implement at least two evidence-based strategies in a general education setting

3. Assess the impact of coaching and collaboration between special and general educators on student outcomes

 Tentative Location/Capacity: Meeting Room 136A / 32

Building Resilience: Hands-On Strategies for Educator Mental Health & Self-Care

Darcie Taggart, ATR-BC, LPAT-BAS, LPCC-S, RPT-S

Description:  This session offers an active, experiential approach to understanding and managing stress, promoting healthy lifestyles, and cultivating personal resilience. Through guided activities and reflective exercises, participants will recognize the symptoms of stress, engage with effective coping strategies, and develop personalized self-care plans to support long-term mental wellness.

 Learning objectives:

1. Participants will actively engage in identifying stress symptoms and practicing management techniques through hands-on exercises

2. Participants will experience and apply strategies that foster a healthy lifestyle and enhance overall physical and mental wellbeing

3. Participants will develop a personalized resilience toolkit to strengthen stress management skills and promote ongoing positive mental health

 Tentative Location/Capacity: Meeting Room 14 / 42

A.T. the Intersection: Where Universal Design for Learning and Assistive Technology Come Together

Marcie Bridges, MAE

Description:  Explore the powerful synergy between Universal Design for Learning (UDL) and Assistive Technology (AT). This session will illuminate how proactively designing learning experiences with UDL principles can minimize the need for retrofitted accommodations and create more inclusive environments for all learners. Discover how AT tools can then strategically address remaining individual needs and further enhance access and engagement. Participants will gain practical strategies and examples of how to seamlessly integrate UDL and AT to empower diverse learners and foster equitable educational opportunities.

 Learning Objectives:

1. Participants will be able to explain the complementary relationship between Universal Design for Learning (UDL) principles and Assistive Technology (AT) in creating inclusive learning environments

2. Participants will be able to identify at least two practical strategies for integrating UDL principles into instructional design to proactively address diverse learning needs and reduce the reliance on reactive accommodations

3. Participants will be able to recognize at least two examples of how specific Assistive Technology tools can be strategically implemented to further enhance access and engagement for individual learners within a UDL framework

 Tentative Location/Capacity: Meeting Room 15 / 42

Enhancing Social Emotional Engagement for Learners Who are Developing Their Language Competence and Conversational Using a Universal Design for Learning Framework

Emily Rubin, MS, CCC-SLP 

Description:  This session will focus on creating a universal design where engagement is a “fuel” for learning for students who are communicating at the conversational level, using multimodal forms of communication.  Consistent with a Universal Design for Learning (UDL) framework, SEE-KS provides freely accessible tools that participants will be able to get the “hook,” present information in different ways, and foster different modes of expression within everyday classroom lessons for children at conversational language stages.  This breakout session will introduce the SEE-KS Quick Reference Tool, a tool for identifying evidence-based UDL strategies for enhancing engagement.

 Learning objectives:

1. Identify three domains of essential instructional strategies that foster the emotional “hook,” provide information in different ways, and foster student expression within academic activities for learners who are developing their language competence and conversational

2. Identify practical strategies for enhancing learning engagement for learners who are developing their language competence and conversational

 Tentative Location/Capacity: Ballroom C / 96

Autism Identification in Kentucky: Bridging Medical and Educational Perspectives

Michelle Antle, EdS

Description:  This training will provide Kentucky educators with a clear understanding of the distinction between an autism diagnosis made by medical/mental health professionals and eligibility for special education services under the Individuals with Disabilities Education Act (IDEA). Participants will explore the legal and practical implications of each, including the criteria used in medical and educational settings, and how these determinations impact student support. The session will emphasize collaboration between educators, families, and medical professionals to ensure students receive appropriate services and supports. 

 Learning objectives:

1. Differentiate between medical diagnosis and educational eligibility – Educators will understand the key differences between a clinical autism diagnosis (based on DSM-5 criteria) and special education eligibility under Kentucky’s IDEA criteria

2. Understand the evaluation and eligibility process in Kentucky schools – Participants will learn about the required components of an educational evaluation for autism eligibility, including assessments, team decision-making, and state-specific guidelines

3. Enhance collaboration between educators, families, and medical professionals – Educators will develop strategies to communicate effectively with families and outside providers to bridge gaps in understanding and ensure students receive comprehensive, individualized support

 Tentative Location/Capacity: Meeting Room 201 / 54

Small Shifts, Big Impact: Meaningful Conversation Tips for Behavior Change 

Jon Lee, PhD

Description:  Want to inspire positive change in others? Join us for an interactive session based on Motivational Interviewing! We'll explore simple, yet powerful conversational techniques that can boost motivation and encourage growth. Leave with practical tools you can use immediately and enjoy a light-hearted and engaging learning experience. 

 Learning objectives:

1. Participants will describe the foundational theory of Motivational Interviewing, and how it can benefit daily interactions with parents

2. Participants will practice utilizing the conversational skills of Motivational Interviewing

3. Participants will learn a specific technique for providing information while honoring autonomy

 Tentative Location/Capacity: Meeting Room 211 / 36

Empowering Partnerships: Building Sustainable Family-School Collaborations for Autistic Students

Tracy Belfield, EdS 

Description:  This session explores evidence-based approaches to fostering meaningful family-school partnerships that support autistic students' success. Through real-world case studies spanning three years of implementation, participants will learn practical strategies for moving beyond traditional parent activities to true engagement. The presentation examines how to identify and remove common barriers, implement effective parent training models, and create sustainable systems that empower families as equal partners in their children's education. Attendees will gain concrete tools for developing family resource supports, structuring effective training sessions, and measuring implementation success.  

 Learning objectives:

1. Identify key differences between parent activities and meaningful parent engagement to build stronger school-family partnerships

2. Learn practical strategies for implementing family training programs that include visual supports and home-based interventions

3. Develop an action plan to overcome common barriers to family engagement using evidence-based practices

 Tentative Location/Capacity: Meeting Room 136A / 32

When the Body Talks, Are We Listening? Recognizing and Supporting Autistic Sensory Processing Needs in the Elementary School Setting

Lindsay Eubanks, MEd, OTR/L

Description:  This session offers educators & school staff a clear, practical understanding of sensory processing and how it affects learning, behavior, and engagement in elementary students. Through relatable examples and classroom-specific scenarios, participants will explore all eight sensory systems—including “hidden” senses like interoception and proprioception—and learn how sensory differences show up in real school routines. Attendees will walk away with practical strategies to reduce visual/auditory overload, support regulation, improve classroom participation, and recognize common sensory patterns such as seeking, avoiding, and under-responsiveness. Designed by an experienced school-based OT, this session equips teachers with realistic tools that don’t require a classroom makeover—just a more informed lens.

 Learning objectives:

1. Identify key sensory processing patterns and how they may present in classroom behaviors (e.g., sensory seeking, avoiding, under-responding)

2. Understand how the eight sensory systems—including hidden senses like interoception and proprioception—impact regulation, attention, and participation in school routines

3. Explore classroom-friendly tools and strategies that can be used to support sensory needs across a variety of school settings, including academic and social environments

 Tentative Location/Capacity: Meeting Room 14 / 42

What’s New with Autism in KY? 

Tal Curry, LCSW

Description:  This session will highlight the KY Advisory Council on Autism and Office of Autism recent efforts to create resources with autistics to better support autistic youth children, youth, and families. Session will highlight several resources including a resource sheet to support community members who support someone newly diagnosed with autism. The resource sheet highlights key actions for users to take as well as why these actions are important, and links to specific resources.  This resource sheet reflects collaboration between autistic adults, parents of autistic children, healthcare providers, and school staff.

 Learning objectives:

1. Learn basic overview of KY Advisory Council on Autism and Office of Autism 

2. Learn about state updates and resources that effect your work

3. Explore opportunities for how resources shared can be used in your work

 Tentative Location/Capacity: Meeting Room 15 / 42

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