The Summer Decathlon Challenge is now over. If you would like to watch any of the webinars below, you will be redirected to our Webinars archive. We are no longer offering the opportunity to earn certificates of attendance and continuing education credits for this series.
Our fall webinar series, “Results Matter: Closing the Achievement Gap” kicks off September 20, featuring webinars by Dr. Alan Coulter, Dr. Kimberly Gibbons, and Dr. Mary Morningstar. To register for this free, three-webinar series, click here.
This summer you can earn earn up to 15 hours of professional development in the PresenceLearning Decathlon Challenge. Just watch our 10 self-study webinars covering some of the most persistent challenges facing special education administrators, educators, and related services professionals: behavior and school climate, ASD-related issues, engaging older students, inclusion, and legal pitfalls.
You will receive a certificate of attendance for each webinar completed with a passing quiz score and submitted feedback survey, which can be used for professional development purposes at your discretion. This series totals 15 contact hours; ASHA and NASP members can respectively earn up to 1.5 CEUs and 15 CPD credits. To earn credit, you must sign-in, attend the webinar in full, and complete the quiz (with a passing score of 80% or better) and feedback survey at the end. For webinar-related accommodations or modifications, please contact firstname.lastname@example.org.
Please note: If you have previously earned credit for one of these webinars, you are not eligible to receive additional credit for that same webinar.
School administrators are seeking a deeper understanding and new strategies to serve a growing population of students with autism. An overburdened system and the Common Core’s emphasis on language and communications skills has created a sense of urgency to find the best approaches to giving them appropriate access to the curriculum.
Providing services for children with autism is a growing challenge. Special educators and families are hungry for advice and encouragement. Autism is usually portrayed as a checklist of deficits: difficulties interacting with others, sensory challenges, and repetitive–sometimes disruptive– behaviors. Therapy has focused on eliminating “autistic” symptoms. Now there’s a different perspective and a new approach– a major shift in the way educators and parents understand autism and help students with autism succeed. The groundbreaking techniques revealed in this webinar are essential for teachers, special educators, and parents of children with autism.
Change agents — leaders in special education– are transforming ways to help older students cope with ASD, attention deficits and related problem behavior that interferes with learning. What does the latest brain research suggest about how we can individualize services, help these students pay closer attention to oral instruction, develop self-regulation skills, complete assignments on time and meet their educational goals? Get insights and practical advice about results-oriented practices for educating middle and high school students who have been diagnosed with these disorders.
With growing concerns about behavior issues that disrupt the learning environment, educators are seeking new evidence-based strategies to help students with challenges in social communication and emotional regulation. This webinar is an overview of The SCERTS Model, which helps create positive school climates. SCERTS prioritizes developmental areas of Social Communication, Emotional Regulation, and Transactional Support — critical foundations for student success — socially and academically — while preventing problem behavior. Strategies utilizing a team approach will be provided that optimize school success for students, and that integrate knowledge and practice from a variety of disciplines.
Using data to make better decisions about student behavior is a cultural and environmental shift impacting special educators, administrators, and counselors alike. While we continue to observe and document cases related to behavior problems, there is a heightened need for easier and more reliable ways to determine the effectiveness of behavioral interventions. Now we can clearly define what influences a child’s maladaptive behavior and apply the most appropriate methods. During this webinar, we’ll explore a range of practical data-driven solutions that will transform your schools into more positive settings for teaching and learning.
The use of reactive disciplinary approaches such as seclusion, restraint, and out-of-school suspension has gained much attention recently, with numerous exposes, government reports, and proposed federal legislation. There is compelling evidence that these approaches are often dangerous for students and create a negative school climate. The challenge to schools seeking to reduce their use of these procedures is determining what their teachers and staff will do instead. Positive behavior support strategies offer an evidence-based alternative that emphasizes prevention of challenging behavior and systematic instruction in positive social skills. By embracing these new approaches we will experience improved school climate and learning environments that foster student achievement and enhanced morale for school personnel and families.
Helping at-risk students has become an increasingly complex job for special educators. Amidst the rigor of new curriculum standards and the ever-growing impact of technology, we are challenged to help all students be ready and eager to learn when they enter the classroom. Distractions, fears, and lack of social emotional competence especially impair minority students from gaining what they need from their school experience. Providing effective ways for students to acquire social emotional skills will allow them to succeed with their studies and their lives. Dr. Ed Dunkelblau, a world-renowned expert in SEL will unpack the specific skills, explain why they are important, and during the audience Q&A, you’ll get answers to your questions about how incorporating SEL skill acquisition strategies will empower at-risk students in your schools.
Trying to modify behavior in the typical reactive mode has not proven effective. Students who need help the most benefit least from discipline as usual. It’s time to transform our thinking and our practices so at-risk students can achieve. The Collaborative and Proactive Solutions (CPS) model does just that. Collaborative and Proactive Solutions are described by Dr. Ross Greene in his influential books The Explosive Child, Lost at School, and the recently released Lost and Found. We’ll take a close look at the CPS model and show why it has been associated with dramatic reductions in adult-child conflict, challenging behaviors, disciplinary referrals, detentions, suspensions, seclusion, and physical, chemical, and mechanical restraints in schools around the world. Join us for this provocative presentation and question and answer session, a powerful and practical conclusion to our three-part series.
School administrators know: blunders can and do occur in the development and implementation of educational programs for students with disabilities. Process- or content-related mistakes can be the basis for finding a school system has denied FAPE (free appropriate public education). All school personnel should be trained about the development and implementation of IEPs, especially with the expected impact of the shift toward emphasis on student achievement. Educators and SPED staff must do their best to engage parents in the IEP process and to avoid mistakes that may lead to litigation and that could be fatal to a school system’s legal position. This presentation will highlight five practical “do’s and don’ts” that SPED administrators need to remember when implementing the requirements of the IDEA and when training staff to do so.
Data confirms what all special educators experience. Our vision of inclusion has not been achieved, particularly for children of color. What can we do to reduce instances of inappropriate identification of minority students for special education services? How can we learn to use a cultural lens to examine our current attitudes and practices for our at-risk students? What new approaches will open doors for them to succeed? Join your colleagues as one of nation’s leading consultants on inclusionary practices presents the major themes, provides strategies and practical tools, and addresses tough questions from a nationwide audience about the underlying causes of racial and ethnic disproportionality in special education.