Strengths-Based Approaches to Supporting Autistic Students
In this talk, Meg Ferrell, MS, OTR/L draws from the latest research and the lived experiences of dozens of Autistic adults to share a detailed exploration of the Autistic neurotype. Through videos and sound recordings, you'll hear directly from Autistic adults with a variety of identities describing their experiences of accessing services, culturally-responsive care, the presumption of competence, self-advocacy, and more.
Meg then teaches a process for creating support plans in a way that draws from our Autistic students' strengths. She'll walk you through one case study to demonstrate how to use the process and then support participants to complete a second case study together as a group. You'll leave with the confidence and experience to apply strengths-based, neurodiversity-affirming treatment planning to your own work so that you can truly center the deepest well-being of your Autistic students.
About the Presenter:
Meg Ferrell, MS, OTR/L is an occupational therapist and the founder of Learn Play Thrive, LLC. Along with her Autistic colleagues and consultants, Meg teaches and trains therapists how to use an in-depth understanding of Autistic learning styles and strengths to become more confident and effective in their work. Meg previously worked in early intervention, schools, clinics, and as a clinical faculty member for UNC Chapel Hill’s TEACCH® Autism Program. At Learn Play Thrive, she now collaborates with Autistic adults to create neurodiversity-affirming continuing education trainings that are practical, strengths-based, and transformative.
Meg's website, learnplaythrive.com, has free resources, a podcast, and continuing education courses for therapists who are ready to truly go deep into their work with Autistic kids.
Intentionally & Explicitly Teaching Executive Functioning Skills
Several research studies suggest that well-developed executive function skills are more predictive of academic success than psychometric measures of intelligence. Mastering skills such as planning, organizing, time management, working memory, emotional control, focus and attention, self-reflection and metacognition provides a valuable entry point for improving academic performance, persistence, and self-efficacy. Although parents and teachers expect children to use these skills to negotiate many of the demands of childhood and adolescence, executive function skills are rarely explicitly taught, practiced, or coached. Thankfully, these skills can be intentionally and explicitly taught. Repeated practice provided in the classroom can then transfer to life-long learning experiences. This workshop will not only increase your understanding of executive function skills but will also provide you with practical ways to promote and coach their development in your students.
About the Presenter:
Connie Risser is an instructor for the National Institute for Learning Development as well as a coach and mentor for educators. Connie provides professional development for schools using her experience as the director of a school designed for students with learning difficulties. She is a professionally certified educational therapist with a master’s degree in education. She also loves to throw clay on a pottery wheel or do all forms of art with her grandchildren.
Literacy for Diverse Learners
This course provides educators with the tools and strategies to deliver accessible literacy instruction for special education students with complex communication needs and diverse abilities. Participants will explore evidence-based practices that promote meaningful access to reading, writing, and communication for all learners, including those who do not yet demonstrate an interest in reading or letter/sound knowledge. The course emphasizes the integration of augmentative and alternative communication (AAC), assistive technology, and differentiated instructional techniques to support student engagement and success. Educators will learn how to design and adapt literacy activities that align with individual abilities, communication goals, and academic standards. Through hands-on activities, case studies, and collaborative problem-solving, participants will gain practical skills for implementing inclusive literacy practices. The course also highlights the importance of fostering emergent literacy skills, language development, and self-expression for all students. By the end of the course, educators will be equipped to create literacy-rich environments that empower students to actively participate in their learning. This training is ideal for teachers, SLPs, and other professionals seeking to enhance literacy outcomes for learners with disabilities.
About the Presenter:
Ashley Larisey is a Speech-Language Pathologist who is passionate about empowering children and young adults through communication. She designs learning experiences that are meaningful, engaging, and focused on the overarching goal: language that reflects a child’s true message, and communication that is universally understood.
Don’t Stop Believin’: Integrating Visual Supports into Classroom Routines and Instruction for Diverse Communicators
In this course, participants will explore strategies for integrating visual supports into classroom routines and instructional activities to support diverse communicators. The session will cover the creation of visual supports that align with a variety of augmentative and alternative communication (AAC) systems, from low-tech tools like core boards to high-tech AAC devices. Participants will also learn how to design visuals that embed vocabulary pathways, supporting language development and communication growth.
Participants will gain access to online resources for creating low-tech visuals, along with direct links to computer applications that help build device-specific visual pathways. To maximize the learning experience, it is recommended that participants bring their computers and iPads with communication applications, if available. Prior to the course, please install Chat Editor, NuVoice, and the free companion version of TD Snap on your devices.
By the end of the course, attendees will be equipped with practical tools, digital resources, and ready-to-use strategies for embedding visual supports into classroom instruction, creating a communication-rich environment that empowers every student.
About the Presenters:
Claire Smith
Claire Smith is a dedicated educator with over 20 years of experience in the field of special education. Having spent the majority of her career as a self-contained special education teacher, Claire has a deep passion for working with students with intellectual disabilities and Autism. Her expertise extends beyond the classroom, as she has also served for 8 years as an instructional and behavioral coach, where she provided guidance and support to fellow educators in implementing effective teaching strategies and behavioral interventions.
Claire holds a Master's degree in Educational Leadership and a Bachelor's degree in Special Education, equipping her with both the academic knowledge and practical experience necessary to create inclusive, supportive learning environments. Additionally, Claire has earned her ATP (Assistive Technology Practitioner) certification, further enhancing her ability to integrate technology into the learning process to meet the diverse needs of her students.
A strong advocate for the empowerment of students with unique learning needs, Claire remains committed to fostering an environment of growth and success for every child she works with, while also mentoring and coaching her peers to do the same. Her professional journey reflects her unwavering dedication to education and her passion for improving the lives of students with the most significant needs.
Jason Jobb
Jason Jobb is a dedicated instructional coach with over 16 years of experience in education. With a deep passion for supporting both educators and students, Jason has spent the first 10 years of his career as a Special Education teacher, and for the past 6 years, he has applied his expertise as an Instructional Coach, empowering teachers to refine their practices and enhance student learning outcomes.
Jason holds a Master's Degree in Special Education and a Bachelor's Degree in General Education, equipping him with a strong foundation in teaching diverse learners. He has a proven track record of developing and delivering evidence-based practices and strategies that promote inclusive, effective, and engaging learning environments for all learners.
A recognized thought leader in education, Jason had the honor of presenting at the ICEC Conference in 2022, where he shared his insights on trauma-informed practices for supporting both students and teachers in the classroom and the community. His work continues to focus on fostering collaboration, innovation, and continuous improvement in educational settings.
Alexis Segovich
With 24 years of professional experience, Alexis is a highly accomplished Speech-Language Pathologist and educational leader with advanced degrees in Communication Disorders and Educational Leadership. She has worked extensively in healthcare and schools, specializing in complex communication needs. For over a decade, Alexis has also served as a certified assistive technology professional, helping students with diverse abilities access communication tools and strategies.
In both clinical and educational settings, Alexis has demonstrated expertise in integrating a wide range of AAC tools, from core boards to advanced technology solutions. Her work focuses on creating inclusive communication environments where every student can thrive.
As a seasoned presenter, Alexis delivers engaging and informative professional development workshops, empowering educators, therapists, and support staff to adopt practical, evidence-based approaches for enhancing communication access. She is dedicated to fostering collaboration and ensuring that all students, regardless of their abilities, have a voice.
Trauma-Informed Approach to Building a Classroom Community
This engaging and practical workshop focuses on how educators can create supportive, inclusive classroom communities by integrating a trauma-informed approach into their teaching practices. Participants will learn about the impact of trauma on student behavior, learning, and social-emotional development, and explore strategies for fostering a safe and nurturing environment that promotes resilience and belonging for all students.
The course will cover key principles of trauma-informed education, including understanding the signs and symptoms of trauma, building strong relationships with students, and implementing trauma-sensitive classroom practices. Educators will gain tools to help manage classroom dynamics, reduce triggers, and promote emotional regulation. The workshop will explore ways to cultivate a sense of trust, belonging and safety.
By the end of the workshop, participants will have a deeper understanding of how trauma affects students and be equipped with actionable strategies to create a classroom community where every student feels valued and supported. Whether you're a seasoned educator or new to trauma-informed practices, this course will provide valuable insights to transform your classroom into a safe, inclusive space that promotes emotional healing and academic success.
About the Presenters:
Lynn Moynihan
Lynn Moynihan is an experienced educator with over 20 years of dedication to supporting students and families.She currently is a Behavioral Coach at SASED. She holds a Master's in School Social Work from the University of Illinois at Chicago's Jane Addams College of Social Work. Throughout her career, Lynn has been committed to fostering a positive and inclusive learning environment, utilizing her expertise in social work to address the diverse needs of students. Her passion for education and student well-being continues to inspire those around her.
Beth Bergfeld
Beth Bergfeld is a seasoned educator with a passion for student success. She holds both a Bachelor’s degree and an ED.s from Indiana University. She earned a Master’s degree in Counseling and Counselor Education from the University of Notre Dame. With extensive experience in both academic and counseling settings, Beth is dedicated to supporting students' emotional and academic well-being, and she is committed to fostering a positive learning environment.
Universal Protocol Development and Staff Training: Increasing Safety, Dignity, and Joy
Universal Protocols (Uni Pros) are systems of interaction to eliminate crisis situations for learners who engage in severe problem behavior. Uni Pros are to be used prior to skill-based treatment (SBT) or outside of sessions in which SBT is being implemented. They are designed collaboratively with staff members to meet the organization’s unique needs.
Uni Pros emphasize safety and dignity for learners and staff, and they are designed to improve client/student-staff rapport. Uni Pros are also designed with the assumption that people receiving specialized services have experienced multiple adverse events and/or repeated stressful situations that are to be considered for staff to develop trusting and productive relationships.
The goals of the protocols are to (a) increase joy for learners—that is, to increase the extent to which clients/students are happy, relaxed, and engaged throughout the day, (b) prevent escalation to severe problem behavior by removing events/interactions that commonly evoke problem behavior and by pairing the precursors with positive stimuli to reduce severe problem behavior, (c) teach clients that staff are not adversarial but rather are there for them, and (d) to increase staff job satisfaction.
About the Presenter:
Dr. Claire Egan is a Board Certified Behaviour Analyst who currently serves as a Director of Semiahmoo Behaviour Analysts, Inc. (SBAI), as well as being the Founder and Director of the Kindergarten Readiness Program for young children with autism spectrum disorder (ASD). Claire received her Masters degree in Special Education from Columbia University, and her PhD in Psychology from the National University of Ireland. She completed a Post Doctoral Fellowship in Learning and Assessment at the Hong Kong Institute of Education, where she was also an Adjunct Professor of Special Education and Educational Psychology. She has worked as Co-Director of Education for the Cork CABAS School, and Director of Education for the Children’s Institute of Hong Kong. Claire has provided supervision to individuals seeking certification in behaviour analysis in Ireland, Hong Kong, and now in British Columbia. She has presented her research at local and international conferences and has published her research in the Journal of Applied Behaviour Analysis, and the Psychological Record. Claire recently served a term as Member at Large for Elections for the British Columbia Association for Behaviour Analysis, and continues to be involved in building the capacity of practitioners in British Columbia to provide high quality and student-centered behavioral services.
Writing Defensible IEPs: Best Practices for Effective IEP Documentation
This 5-hour professional learning workshop is designed to equip educators, special education staff, and service providers with the skills and knowledge necessary to write legally defensible and high-quality Individualized Education Programs (IEPs). Participants will learn to create IEPs that meet legal requirements, address the unique needs of students, and ensure compliance with both state and federal regulations.
The workshop will cover essential components of the IEP, including present levels of performance, measurable annual goals, accommodations and modifications, and the use of data to support decision-making. Attendees will also explore strategies for ensuring clarity and specificity in IEP documentation to prevent misinterpretation or challenges. Through interactive discussions, case studies, and practical examples, participants will gain confidence in writing IEPs that are both effective in promoting student progress and legally sound.
Whether you're a novice or experienced educator, this course will provide valuable insights to enhance your ability to write comprehensive, well-documented IEPs that support student success and uphold legal standards.
About the Presenter:
Ms. Engler received her undergraduate degree from Northwestern University in 1976 and worked as a high school Spanish teacher before earning her J.D. degree from Loyola University of Chicago in 1980. For the past four decades, her school law practice has been concentrated in the areas of special education/disability law and other student issues. Ms. Engler has successfully represented school districts and special education cooperatives throughout Illinois in administrative and judicial proceedings, including proceedings under the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, over the years. Ms. Engler is a member of many professional organizations in the fields of law and education and has served as an Adjunct Professor at Loyola University’s School of Law and School of Education and on the Illinois Attorney General’s Special Committee on Special Education, the Illinois Council of School Attorneys’ Executive and Special Education Committees, and the Special Education Advisory Board of National-Louis University. She regularly lectures on special education and other school law topics at local, state and national conferences, training programs, and webinars, and has frequently been recognized by Chicago Magazine as an “Illinois Super Lawyer” in the area of schools and education. In 2018, the second edition of Ms. Engler’s resource guide, “Assistive Technology In Special Education,” was published by LRP Publications.
Behavioral Building Blocks: Supporting Students for Success
This session is designed for paraprofessionals, RBTs, and general education teachers who are seeking to understand foundational principles of behavior and apply best practices to support students within the preschool through transition classroom settings. Participants will gain knowledge in the areas of proactive behavior and relationship strategies, data collection, preference assessments, prompting, executive functioning, and responding to a variety of behavioral challenges. Collaboration with peers, hands-on activities, and practical classroom-based strategies will be emphasized during this training.
About the Presenters:
Dr. Dorota Celinska
Dr. Dorota Celinska earned a doctorate in special education and educational specialist degree and licensure in school psychology. She has been an instructional and behavioral coach at SASED for over a decade. In this capacity, she has collaborated with teachers, teams, and administrators to address improvements at the systems and individual student levels. She is an author of multiple peer-referenced publications and presentations on cultural and linguistics aspects of discourse and culturally relevant instructional practices.
Dr. May Ahn
Dr. May Ahn has been dedicated to supporting students who are diverse learners within the field of education for over 25 years. In addition to a background in applied behavior analysis, Dr. Ahn has a doctorate in school psychology from Loyola University and a masters in counseling from the University of Southern California. This is her 16th year serving as a school improvement instructional coach at SASED, where she collaborates with educators to enhance student outcomes and foster a positive learning environment. Her passion and commitment to student success continues to inspire those she works with.
Connections Through Crisis: Maintaining Student Dignity in the Most Challenging Situation
Participants will be challenged to think critically about what student dignity truly means as educators within the school setting for students of all ages and disabilities. Together we will walk through the impact of trauma on learning and behavior and the importance of utilizing a proactive approach. Participants will leave this session with tangible ways to maintain and build relationships, dignity, and self-advocacy for our learners.
Target Audience: Licensed teachers, social workers, school psychologists, and principals or administrators who work with students with significant challenging behaviors and are interested in exploring new behavioral research.
About the Presenters:
Caitlin Dalton
Caitlin Dalton is a Board Certified Behavior Analyst with 15 years of experience in education. Caitlin graduated from Illinois State University with her degree in Special Education and began her career as a special education teacher in Grundy County Special Education Cooperative’s self-contained autism program. She then taught at Illinois’s first BCBA owned/operated private therapeutic day school before teaching in and developing the middle grades self-contained autism program at Troy 30-c.
She graduated from Florida Institute of Technology with her Master’s degree in Behavior Analysis and has extensive experience providing behavioral consultation for individuals with disabilities in schools, group homes, clinics, and familial homes. She is passionate about providing trauma-informed behavioral interventions for students with severe problem behaviors and is a strong advocate for meeting one’s needs in the least restrictive environment.
When not working as a BCBA, Caitlin enjoys traveling, running, reading, and using behavioral principles to train her cat (and other animals)!
Kaite Quilico
Kaite Quilico holds an LBS1 from Roosevelt University and certification through the Applied Behavior Analysis Graduate Certification Program at the Florida Institute of Technology, subsequently becoming a Board Certified Behavior Analyst.
Since 2015, she has worked in self-contained programs in public schools, supporting students who require behavioral, emotional and social support. Her early experience as an LBS1 sparked a passion for understanding behavior, leading her to deepen her expertise in behavior analysis.
Kaite is dedicated to shifting mindsets around behavior by promoting trauma-informed practices and guiding others to view behavior through a different lens. She strives to equip educators with tools and understanding needed to foster a supportive and responsive learning environment.
Elizabeth (Lizzy) Vander Woude
Lizzy Vander Woude is an 18 year veteran educator. She is currently serving as the Assistant Director of Programs and Services at SASED. She began her career as a teacher at Southeast Alternative School. Lizzy then worked in St. Charles D303 for 11 years serving as a self-contained special education teacher and instructional coach. Lizzy is a lifelong learner herself with a Master's and Doctorate degree in literacy education from Judson University and a Master's degree in Educational Leadership, Organization, and Entrepreneurship from Harvard University. She worked, for a brief time, as a principal fellow in Boston Public Schools, consulting with district administration and principals. Lizzy's passions for education include best practices for curriculum and instruction, family engagement, and designing innovative and inclusive programs and services for all.
Let's get Visual and Use Your Core for Communication!
If you want to maximize your use of paper-based visual supports and strategies to promote successful communication and participation in the curriculum, this session is for you! This workshop will identify evidence-based, light technology tools that you can use in your classroom today. Participants will learn why and how visual systems are implemented in the classroom; and discuss strategies to seamlessly embed these supports into academic activities.
At the conclusion of the workshop, participants will identify three paper-based AAC supports to promote communication in the classroom environment, identify visual supports to facilitate behavior, list at least three implementation strategies for use of visual supports in the classroom, and identify three free resources to obtain visual supports to use in the classroom to support student participation and understanding of classroom routines.
About the Presenter:
Heather Miller Schwarz is a highly experienced Speech Language Pathologist who has been serving at UCP Seguin of Greater Chicago since 2005. Throughout her career, Heather has worked with individuals of all ages, specializing in enhancing communication abilities for those with a wide range of speech and language challenges. With a deep commitment to improving quality of life through communication, she has developed a strong expertise in augmentative and alternative communication (AAC) systems. Prior to joining UCP Seguin, Heather worked as an AAC Specialist for six years, where she honed her skills in providing innovative solutions for individuals who face significant communication barriers.
Heather's educational background includes a Master of Science in Communication Sciences and Disorders from Saint Xavier University, as well as a Bachelor of Science in Speech and Hearing Science from the University of Iowa. These academic achievements laid the foundation for her comprehensive understanding of speech therapy and the intricacies of communication disorders. Her passion for the field is evident not only in her clinical work but also in her commitment to professional development and the advancement of AAC technology.
In addition to her role at UCP Seguin, Heather is a respected presenter with Infinitec, where she shares her knowledge and expertise with other professionals in the field. Her contributions to the speech-language pathology community are highly valued, and she is recognized for her ability to connect with audiences and provide practical insights that can be applied in clinical settings. Heather continues to be a dedicated advocate for individuals with communication needs, constantly striving to expand her skills and share her expertise with others in the field.
This 5-hour interactive session invites EC-12 general and special education teachers, as well as related service providers, to explore how instructional frameworks can enhance student engagement. Participants will analyze their current practices, learn strategies for building inclusive and dynamic learning environments, and develop actionable plans for growth. Using insights from Mapping Professional Practice: How to Develop Instructional Frameworks to Support Teacher Growth, this session will include collaborative activities, case studies, and goal-setting exercises. By the end, educators will leave equipped with practical tools to foster meaningful engagement for all learners.
About the Presenters:
Dr. Kerry Shanahan
Dr. Kerry Shanahan is a passionate instructional coach with a knack for helping teachers boost student engagement and independence. She holds a doctorate in educational leadership from USC, where her research focused on culturally responsive teaching and preparing future educators. She earned her master’s in urban education with a special education focus and a bachelor’s in elementary education from Illinois State University.
At SASED, Kerry supports educators in refining their instructional practices, tackling classroom challenges, and fostering professional growth. She’s known for creating professional development sessions that are practical, engaging, and packed with strategies teachers can use right away.
When she’s not coaching, Kerry enjoys traveling, crafting, and spending time with her husband and two little ones.
Julia Homan
Julia Homan is an experienced special education professional with over 25 years of service in the field. She holds a Master of Science in Education (M.S. Ed.) from Purdue University, with a specialization in Special Education and a focus on Curriculum and Instruction. Julia is also a certified Assistive Technology Professional (ATP), having received her certification from the University of Illinois at Chicago (UIC) in 2021.
Throughout her extensive career, Julia has worked in various school districts, contributing her expertise to a broad range of special education disciplines. She is passionate about creating inclusive learning environments that empower students with diverse needs to succeed. With a deep commitment to improving educational outcomes, Julia combines her strong background in curriculum development, instructional strategies, and assistive technology to support students and educators alike.
Julia’s breadth of experience, along with her ongoing professional development, allows her to be a dedicated advocate for students and an invaluable resource in the field of special education.