Workshops & Schedule

with Michael McSheehan

Multi-Tiered System of Supports (MTSS) and inclusive education are best realized when they rise together — each aligned with the other, their synergy making both stronger. What are the key actions we can take to build that unity? How can we design MTSS and inclusive education to reinforce, bolster and lift each other? Let’s explore what’s possible when we leverage inclusive education and MTSS together and develop actionable strategies to make a lasting impact in your school community.

with Julie Lang and Alyssa Rush

This session equips administrators and teachers with a framework to support general and special education teams in collaboratively planning inclusive instruction. Participants will explore how to guide educators in integrating Universal Design for Learning (UDL), differentiation, and Specially Designed Instruction (SDI) into unit and lesson planning. The session will model a structured planning process that school leaders can use to facilitate team discussions, provide coaching, and ensure instruction meets the diverse needs of all learners. Attendees will leave with practical tools and strategies to implement this approach at the school or district level, fostering a culture of collaboration and equity in instruction.

with Sara Jutcovich

In this interactive session, educators will explore the critical role of high-leverage practices (HLPs) in creating and supporting inclusive classrooms. Through practical strategies and real-world examples, educators will learn how to apply HLPs to foster student success, promote collaboration, and ensure all students thrive in inclusive settings. This training will empower special education teachers with the tools to enhance their teaching and drive meaningful inclusion in every classroom. This session will provide effective and meaningful strategies to help you create pathways to success for all students.

with Lauren Baldino, Ph.D.

Join us for an engaging session on inclusive education as we explore effective strategies for incorporating students with disabilities into special areas such as art, music, and physical education. This presentation will delve into the principles of Universal Design for Learning (UDL) and demonstrate how these frameworks can be applied to create accessible and enriching experiences for all students. Attendees will gain practical tools and innovative approaches to foster an inclusive environment, ensuring that every student can thrive in their creative and physical pursuits. Whether you’re an educator, administrator, or support staff, this session will empower you to champion diversity and inclusivity in your specialized programs.

with Jordan Fagan

Executive function skills—such as organization, time management, task initiation, and self-regulation—are essential for student success. Artificial intelligence (AI) has the potential to support students in developing and strengthening these skills through personalized tools and adaptive learning strategies. This presentation will explore how AI-driven applications can assist in fostering executive function, with practical strategies for implementation in the classroom.

with Michele Gardner, Arthur Aston, Bob Hulit, Jonathan Williams, Becky Charles Estain, and Sanjit Sundar

During this session, Arthur and Michele will facilitate a panel discussion with self-advocates around inclusive education and inclusive adult communities. Panel participants will share both their positive and challenging experiences from an educational, social, employment, and community standpoint. Panelists will include Raritan Valley Community College Achievement Center Alumni and Committee Members.

with Brittany Seeley

This workshop explores how restorative practices can create inclusive learning environments where all students feel valued, heard, and connected. Participants will learn strategies to build a strong sense of belonging, foster meaningful relationships, and address conflict through a restorative lens. Through interactive discussions and practical tools, educators will leave with actionable steps to cultivate a supportive classroom culture that embraces the strengths and voices of all learners.

with Michelle Lockwood

At various times students with disabilities may require adult support to access instruction, resulting in assignment of paraprofessionals. Research has shown paraprofessionals often assume too much responsibility for the student, become overprotective, inadvertently interfere with the student’s social interactions, and are sometimes viewed by parents and educators as the student’s primary teacher. Therefore, it is important to view use of a paraprofessional as a temporary measure, with plans established to fade support as much and as soon as possible to encourage independence. While a small number of published guidelines exist for determining the need for a paraprofessional, in the absence of widely accepted decision-making tools, schools are left to develop their own practices. This session is designed to provide participants with tips for doing so, as well as give access to tools that can be adapted for their own use.