Presentations

Teamwork Training for Special Education Teachers

  • Alenka Polak, University of Ljubljana, Faculty of Education

The Garden PLOT: Developing Collaborative Student Teaching Opportunities for Inclusive Classrooms

  • Regina Brandon, San Diego State University
  • Estella Chizhik, San Diego State University

The Quality of Life of a Person with Deaf-Blindness

  • Metka Knez, University of Ljubljana, Faculty of Education
  • Ingrid Žolgar Jerković, University of Ljubljana, Faculty of Education
  • Jerneja Novšak Brce, University of Ljubljana, Faculty of Education
  • Damjana Kogovšek, University of Ljubljana, Faculty of Education

A New Framework for Instruction in Co-Taught Classes

  • Wendy J. Rodgers, University of Nevada Las Vegas

Subjective Inclusion and Subjective Normalcy

  • Janez Krek, University of Ljubljana, Faculty of Education

School Connectedness: Mentoring to Prevent Students with Disabilities from Engaging in At-Risk Behaviors

  • Therese M. Cumming, University of New South Wales
  • Robbie J. Marsh, Mercer University

The Challenges in Measuring Universal Design for Learning in Classroom Settings

  • J. Emmett Gardner, University of Oklahoma

Universal Design for Learning and Culturally Responsive Teaching: Ensuring Inclusive Classroom Environments

  • Nicole Dobbins, North Carolina Agricultural and Technical State University
  • Cathi Draper-Rodriguez, California State University, Monterrey Bay

Physical Education for Children with Autism Spectrum Disorder

  • Tim Pušnik, University of Primorska, Faculty of Education
  • Tadeja Volmut, University of Primorska, Faculty of Education
  • Boštjan Šimunič, Science and Research Centre, Koper

Accessing Services for Children with Autism Spectrum Disorder

  • Cori M. More, University of Nevada Las Vegas

Professional Development of Speech and Language Therapists and Teachers who Work with Students Who are Deaf and Hard of Hearing

  • Jerneja Novšak Brce, University of Ljubljana, Faculty of Education
  • Damjana Kogovšek, University of Ljubljana, Faculty of Education

Why Teachers Don’t Sustain Evidence-Based Practices Beyond Continuing Professional Learning

  • Sharolyn D. Pollard-Durodola, University of Nevada Las Vegas

Smartphones and Learning Research: Implications for Educators

  • Kendall Hartley, University of Nevada Las Vegas

Vocabulary Instruction Delivered through Online Modules: Implications for Design And Classroom Use

  • Matthew Love, California State University, San Jose

Character Strengths of Special Education Students

  • Polona Gradišek, University of Ljubljana, Faculty of Education

Factors Influencing Resiliency: A Gendered Perspective

  • Vita Jones, California State University, Fullerton
  • Dawn Person, California State University, Fullerton

Academic Conversations in Science: Implications for Students with Disabilities Who are Bilingual

  • Tracy Griffin Spies, University of Nevada Las Vegas

Using the Concrete-Representational-Abstract Sequence with Integrated Strategies to Improve Mathematics Achievement

  • Bradley J. Kaffar, St. Cloud State University

Teacher Attitudes Toward Linguistic Diversity in the Context of Science Education

  • Margarita Huerta, University of Nevada Las Vegas
  • Tiberio Garza, University of Nevada Las Vegas

A Peer Project with Adults with Disabilities: Implementation in an Introductory Special Education Course

  • Yun-Ju Hsiao, Washington State University, Tri-Cities

Tracking the Outcomes: A Teacher’s Guide to Effective Data Collection

  • Kimberly J. Paulsen, Vanderbilt University
  • Alexandra Da Fonte, Vanderbilt University

Improving the Social Validity of Applied Behavior Analysis

  • Therese M. Cumming, University of New South Wales

Supporting Children’s Multimodality in Culturally and Linguistically Diverse Early Childhood Contexts

  • Alain Bengochea, University of Nevada Las Vegas
  • Sabrina Sembiante, Florida Atlantic University

Special Education and Speech and Language Programs from a Student Perspective

  • Katja Rakovec, University of Ljubljana, Faculty of Education

Literacy Education and Families: A Program and Its Progress

  • Jeff Gelfer, University of Nevada Las Vegas

Addressing Barriers to the Implementation of Tier 2 Social and Emotional Learning Interventions

  • Joseph John Morgan, University of Nevada Las Vegas
  • Holly Teyler-Crowder, Delta County School District 50J

Myth and Ritual Rights of Passage to Aid in the Developmental Progression of Adolescents And Young Adults

  • Oscar Sida, Great Basin College

Disability Awareness Among Law Enforcement Officers

  • Lindsay Diamond, University of Nevada Reno

Autism and the Police: Supporting Children and Families with Law Enforcement Encounters

  • Tara C. Raines, University of Denver
  • Devadrita Talapatra, University of Denver

Leveraging Social Media to Create Supportive Parental Involvement

  • Francisco Usero Gonzalez, University of Houston

Universal Design for Learning in No, Low, and High Technology Classrooms

  • Sue O’Neill, University of New South Wales

Language Policies in the Classroom: The Example of El Plan de Educación Bilingüe In Paraguay

  • Elizabeth Greer, University of Nevada Las Vegas

Maternal Literacy Beliefs and Practices: Effects on Children’s Oral Language Development

  • Jorge E. Gonzales, University of Houston