10:45 am - 12:00 pm
Workshop Session One

1A & 2A | The Development and Identification of Writing Disorders

DOUBLE SESSION
PART 1: 10:45 am - 12:00 pm
PART 2: 1:45 pm - 3:00 pm

This session will focus on the developmental process and complexity of writing and discuss the indicators of the breakdown of writing from the developmental perspective as well as acquired neurological perspective. We will examine issues which impair the writing process such as automaticity,  spelling error patterns, movement dysfunction, idea generation and translation, word recognition, working memory, phoneme to grapheme correspondence, and agraphia/dysgraphia. Writing samples will be examined with remediation strategies offered. 

Nicholas Montano, M.A.  Assistant Principal, New Haven Adult and Continuing Education. Over 30 years of  research in the study of written expression disorders, including development, breakdown of writing.  Local/national presentations in medicine, psychology, counseling, education, and forensics.

1B | From Struggling Reader to Strategic Reader

This session will focus on strategies to help the struggling reader develop into a strategic reader.  We will explore a framework for reading which emphasizes before, during, and after-reading strategies.  This session will center on three fundamental questions: How do strategic readers prepare to read? What strategies do good readers use while reading? and How do good readers extend meaning beyond their text? A question/answer session will follow this presentation.

Aileen Halloran, M.Ed. More than 25 years experience in CT adult education programs.  Currently CREC trainer providing professional development to adult education teachers in ESL, Writing Strategies for classroom teachers, Mutilcultural Education.  Board of Directors of CONNTESOL, CTNAME (CT chapter of the National Association for Mutlicultural Education).

1C | Strategies for Helping High-Functioning Persons with Acquired Brain Injury Maintain Employment

This session will focus on Acquired Brain Injury(ABI) characteristics which most often effect learning and maintaining employment. Participants will be exposed to strategies which will diminish the deficits and enhance the functioning of persons with ABI in both settings.

Richard O’Brian, M.Ed. Reading, Language Arts, Central Connecticut State University. Taught for 18 years at a private school for students with a variety of learning differences, ranging from students who possess Asperger’s Syndrome to those with specific language-based weaknesses, as with reading and writing. Working towards certification as a reading consultant.

1D | Provisions, Problems and Possibilities: What We Know Today About the New  I.D.E.A.

This session will provide a survey of recent developments in the law as a result of recent legislative changes to the Individuals with Disabilities Act and the new regulations put in place as a result of the new statute.  The presenters will provide an overview of the new  I.D.E.A. legislation and regulations and will discuss their implications for higher education. Recent legal cases concerning I.D.E.A. will also be discussed.

Mia Mercurio, Ph.D., Education. Assistant Professor of Education, Department of Early Childhood and Childhood Education at Lehman College, University of New York. Areas of interest include reading disabilities and education law.

Charles Morse, Esq. Associate, law firm of Jones Day, New York, New York. Areas of expertise include civil procedure, appellate litigation.

1E | Exploring the Power of Animals to Teach and Heal

Participants will learn about the power of animal assisted interventions in building social skills, increasing self-esteem, assisting with affect regulation and increasing positive attention and outcomes in education and behavior.  We will explore  new communication techniques through interactions with a therapy animal as well as learn about TagTeach interventions.  Case studies and therapy dog interactions will be demonstrated. EXPECT ACTIVE PARTICIPATION.

Kate Nicoll, M.S.W./LCSW  Nationally recognized expert incorporating animals into clinical, educational settings. Founder/Director, non-profit Soul Friends,Inc. Provides innovative clinical, educational programs for children, promoting healing benefits of the human-animal bond and nature. 18 plus years of clinical experience working with children, families coping with loss, trauma, grief, illness. Author of well-received Soul Friends: Finding Healing with Animals.

1F | JOB CORPS: Connection Between Education and Vocation Under Federal Guidelines

This session will discuss the importance of the relationship between education and vocation in order to compete in this 21st Century.  Participants will also hear about the success of Job Corps and why it’s been around for so long.  Session will include current students who will share their transitional experiences regarding the vocational and educational aspects of Job Corps.

Joyce Jackson, Job Corps, Hartford

1G | Teachers!  Are You Ready to Organize for your Class and Students?

Students are not the only ones who have to prepare for class,-the teacher does, too!  In this session participants will learn several ways to get their materials organized in preparation for teaching.  Participants will also learn several techniques to help their students organize their paperwork.

JoAnne M. Grabinski is Ready to Organize! M.B.A. Rensselaer Polytechnic Institute. 14 plus years experience as a corporate project manager. 10 plus years in leadership, event planning. Director of Communication and Technology, Connecticut chapter, National Association of Professional Organizers. President, Women & Families Center, Meriden.

1:45pm-3:00pm
WORKSHOP SESSION TWO

2A & 1A | The Development and Identification of Writing Disorders

DOUBLE SESSION, PART 2 ( See Part 1, Session 1A)

2B & 3B | You Mean My Job Options are What!!!??!?

DOUBLE SESSION
PART 1: 1:45 pm - 3:00 pm
PART 2: 3:15 pm - 4:30 pm

Five coaches/counselors present and discuss issues of Assessment, Planning and implementing creative solutions for job and life problems. Each will discuss their unique approach, providing example and case studies. A breakout session to develop creative  solutions to common problems such as Impulsivity, Social Skills deficits, learning styles, time management and task transition will take place.

Roberta Hurley, B.S. Special Education, Northeastern University. Over 23 years experience with people with disabilities including management of employment services for a rehabilitation agency. Vocational Rehabilitation Coordinator for the State of Connecticut Department of Mental Health and Addictions Services. Works with several schools in the area of transition.

Hank Lerner, M. Ed.,  NCC,  LPC Connecticut Licensed Professional Counselor, Master’s Degree in Rehabilitation counseling. Owns Rehabilitation Resources specializing in private sector vocational rehabilitation,  counseling, psychotherapy.  Consults with various rehabilitation agencies. Testifies in state, federal courts regarding vocational issues.

Randall Prose, M. Ed. Vocational Administration, Ohio University. 10 years experience, vocational administrator in the role of School-to-Work coordinator. Currently transition coordinator for FUTURES, Middletown.

Jane Rudner,  M.S.W. Columbia University. Coaching Certification, Coaches Training Institute and the Optimal Functioning Institute. Maintains private practice in Woodbridge, CT working with individuals and families to successfully negotiate ADD/HD issues to achieve satisfying life paths.

Charlene Southergill, M.A. University of Hartford, Special Education focus. Worked 35 years as a Special Education teacher, South Windsor. Outstanding Teacher Award from CT Down Syndrome Council.  Outstanding Young Educator Award, South Windsor Jaycees. Currently job coach with Transitional Employment Unlimited, Torrington.

2C | Jabberwocky: Reading Strategies for ESL Students

What are some of the cues that help students read and understand English? This session will help teachers to identify effective techniques to improve ESL students’ reading skills. Through hands on activities participants will explore and expand their concept of reading in order to maximize use of various strategies in the classroom.

Laurie DiGalbo, M.Ed. 31 years in the field of Rehabilitation. Developed policy programs and delivered training in Connecticut and nationally relating to acquired brain injury. Author of Connecticut’s Home and Community Based Services Waiver for Persons with ABI.

2D | AT LAST! Low Cost and No Cost Solutions to Adaptive Technologies

This session will provide examples of low cost and no cost solutions to adaptive technologies. Participants will gain information and resources that will help to leverage the technology they already have to maximize accessibility for all users. The session will include demonstrations of adaptations for users of all ages and applications.

Joshua Smith, M.A. Educational Leadership.  Has worked for seven years as a Coordinator of Educational Technology.  Currently works with AREA Cooperative Educational Services.

2E | Understanding How the World will Change from Entitlement to Eligibility

This session will focus on the important differences between the entitlement of public education for children and the adult world of programs and services based on eligibility. This will be an opportunity to learn important information, ask questions and discuss strategies for future planning and transition. Families spend much the first two decades-helping a child with a disability, receive the services they are entitled to under the law. The next decades will look very different.  YOU CANNOT PLAN TOO WELL OR TOO EARLY.

Susan B. Monteleone, M.A.  Coordinator, State of Ct Board of Education & Services for the Blind. Has spent the past 40 years as an educator, counselor. Has worked with very young children up to elderly adults.  BELIEVES THE ISSUE IS NEVER THE ABILITY OF THE PERSON TO LEARN,  BUT RATHER THE ABILITY OF THE TEACHER TO TEACH.

2F & 3F | Young Adults with ASD and the Transition to Adult Life

DOUBLE SESSION
PART 1: 1:45 pm - 3:00 pm
PART 2: 3:15 pm - 4:30 pm

This session will focus on young adults with Autism Spectrum Disorders (ASD) and their transitions from school to adult life. Session leaders will provide in-depth information on the needs of  adults with ASD, share useful strategies for educating and supporting individuals with ASD and discuss transition case studies with a focus on the planning process.

Marijke Kehrhahn, Ph.D. Director of Teacher Education, Associate Professor of Adult Learning, UCONN. Transition planning consultant, Connecticut’s Transition Systems Change Grant. Advisory Board, Connecticut Autism Spectrum Resource Center.  Involved in transition planning with individuals with disabilities and their families for 20 years.

Lois Rosenwald  Founder, Asperger/PDD Support Network of Greater New Haven. Founder/Co-Director,  CT Autism Spectrum Resource Center, a Statewide Non-profit.

2G | Jobs First Employment Services Delivery:  Linking Service Delivery Structure to Universal Design Principles

A panel will discuss the Jobs First Employment Services client flow process (beginning with the Temporary Family Assistance application process and ending with job search skills development) and the services/accommodations available at the CT Works Centers that assist customers with overcoming barriers to employment initiating independence of cash assistance. Focus will be on utilizing the principles of universal design, creating user-friendly environments usable by all workforce development customers.

Alice Frechette Johns, B.S. Welfare to Work Program Manager, CT Department of Labor, Wethersfield, Ct.  Over 20 years experience working with individuals in need of social and cash assistance services. Oversees Welfare to Work unit statutorily responsible for providing employment services to Jobs First recipients. Welfare to Work ensures this goal.

3:15pm-4:30pm
WORKSHOP SESSION three

3A | Focus on Fluency: Key Concepts and Classroom Implementation (YMCA Read to Succeed) STAR-The Adult Educators Toolbox for Teaching Reading Across All Content Areas

Current reading research has identified fluency skills as a critical piece of being a “good reader”.  Presentation will include key concepts of literacy with the main focus on fluency. ‘Hands on’ activities and materials will be received that will be useful in the classroom, small groups, and one-on-one situations. Session will be helpful for parents, volunteer literacy as well as trained instructors, with or without a reading background. Participants will also get an overview of the STAR Pilot Project, piloted in Connecticut and five other states to implement it nationally.  We will introduce key components of teaching reading across all adult education content areas.  Assessment, alphabetics, fluency, vocabulary, comprehension and post testing will be addressed. We will also present how the three key participants (educators from Hartford, Bridgeport & New Haven) successfully incorporated the tools into their regular curricula.

Kristen Thole, M.Ed. Special Education. Program Coordinator, YMCA Read to Succeed Program. Coordinator, teacher training program in ESL, bilingual education, Apache Tribe through Northern Arizona University.

3B & 2B | You Mean My Job Options are What!!!??!?

DOUBLE SESSION, PART 2 ( See Part 2, Session 2B )

3C | Universal Design in Education and Employment Settings

Back by popular demand! Universal Design, a term that originated in the field of architecture, refers to the “creation of products and environments that are usable by all people without the need for adaptation or specialized design”. The principles of Universal Design can be applied in education, training and employment settings to meet the needs of individuals who struggle with learning and processing information. In this session, participants will explore basic guidelines of typography for creating readable text and increasing access to print and computer-based information (e.g. colors, fonts, spacing); effective techniques for information delivery; organization and retention strategies; and creating user-friendly processes for a wide range of students and customers.

Patricia Anderson, Ph.D.  Educational Psychology/Special Education. Associate Educational Consultant/Transition Coordinator, State Department of Education, Bureau of Special Education. Over 30 years experience with adolescents and adults with learning disabilities.  Served on the Advisory Board for the National Adult Literacy and LD Center in Washington, D.C. Areas of interest include diagnostic assessment, program development for adults with LD, transition to college and employment, legal aspects of accommodations.

3D | Expressions: “Stumbling Blocks” to Reading and Listening Comprehension

In this session, participants will recognize and appreciate the comprehension difficulties caused by expressions that are heard and read daily. Expressions include idioms like “take it on the chin”, collocations such as “a host of”, phrasal verbs like “put off”, proverbs like “if the shoe fits, wear it” and foreign phrases such as “en masse”. The session offers activities and reference material, for both the teacher and the learner, that will improve listening and reading comprehension.

Mark Schmidek, M.A.  Speech Language Pathologist, Berlin Public Schools. Speech/Language Pathologist: Schmidek Associates, 1972-1976. Co-authored a university textbook,  Guide to Narrative Language,  published by Thinking Publications, 1997. Authored reference book and manual for expressions, The Expressionary, published by Academic Communications Associates, 2003. Has given several presentations including Columbia University,  Boston Children’s Hospital.

3E | Achieving Success with Assistive Technology

This session will focus on how reading comprehension, organizational and voice recognition software has benefited students in their transitional goals. Text to speech reading tools and voice recognition technology will be demonstrated. The session will be open for questions from the attendees that are interested in pursuing these technologies as well as how one considers being evaluated for these technologies.

Enrico Melchiorri  President, EM Enterprises. 14 years experience assessing, implementing assistive technology tools to allow students and adults to achieve success in their education and vocational goals. Consultant, Yale and Quinnipiac Universities, Newtown and New Canaan Public Schools, Department of Social Services, Acquired Brain Injury Program.

3F | Young Adults with ASD and the Transition to Adult Life

DOUBLE SESSION, PART 2 ( See Part 1, Session 2F )

3G | What Else Works? Alternative and Complimentary Treatments - ADHD

This session will provide an overview of a variety of alternative and complimentary strategies and treatments for ADD/HD executive functioning deficits. Participants will gain an understanding of the many non-pharmaceutical treatment options and why they are especially helpful for managing and capitalizing on ADD/HD. Case studies will be provided and participants will be allowed extensive question and answer opportunities.

Nina Shea, M.S.W.UCONN School of Social Work. Nina has worked for the past five years as an Executive Functions Coach offering alternative and complementary services for people with AD/HD. Nina has also worked as a school social worker.

Cynthia Ambrose is a Certified Yoga Instructor and has certification in Thai Yoga Massage. She began practicing yoga 7years ago following a back injury. She specializes in yoga for people with AD/HD and emotional regulation challenges.

Dr. Patrick DiFrancesco has been in practice as a chiropractor for 15 years, helping patients to establish optimal health. Chiropractic medicine balances the nervous system while helping to manage conditions such ADD and other neurological disorders.

Terry DuMais is a nutritionist with a Masters degree in natural Health. She has a special interest in Pediatric nutrition. Prior to her work as a nutritionist, she spent 20 years in the field of Human Services.