Upcoming Trainings

Description:

During this training, transition-age students and their parents will learn important transition and postsecondary terms, tips on how to prepare for the transition IEP meeting, what to expect in a transition IEP meeting, how to stay engaged and motivated throughout the transition process, and self-advocacy tools and resources for students.

Learning Objectives:

• Important transition and postsecondary terms
• Tips on how to prepare for the transition IEP meeting
• Know what to expect in a transition IEP meeting
• How to stay engaged and motivated throughout the transition process
• Self-advocacy tools and resources for students

 

Presenters:

Ann Zielke is the Parent Training and Information Center Trainer for WI FACETS. As a parent who understands firsthand the complexity of navigating the special education system in Wisconsin, she is passionate about the importance of accessible and informative parent education and training. She is a fierce advocate for her daughter and all children with disabilities and she looks forward to serving families across the state with WI FACETS.

 

Lisa Stewart has been serving families through the help desk at WI FACETS for over three years. She has experience with special medical and educational needs with her two young boys and is passionate about helping families who are going thru similar experiences. Lisa has a bachelor’s degree in biology and loves the outdoors, and can often be found in her garden or hiking with her dog.

This webinar will be translated into Spanish

Este seminario web será traducido al español

Description:

Our workshop will include an expert panel of providers currently working in the Birth to 3 Program. They will walk participants through the Birth to 3 process, using real experiences and stories to bring the program and many of its varied nuances to life. The panel will provide time for questions and answers throughout the presentation.

Descripción:

Nuestro taller incluirá un panel de expertos de proveedores que actualmente trabajan en el Programa de Nacimiento a los 3 Años (Birth to 3). Ellos guiarán a los participantes a través del proceso de Birth to 3, utilizando experiencias reales e historias para dar vida al programa y a sus muchos y variados matices. El panel brindará tiempo para preguntas y respuestas durante toda la presentación.

 

Learning Objectives:

Participants will understand the approach and responsibilities of the Birth to 3 program

Families will gain understanding of their rights throughout the Birth to 3 program process

Participants will learn strategies for maximizing participation and support for the child and family enrolled in Birth to 3

Objetivos de Aprendizaje:

Los participantes comprenderán el enfoque y las responsabilidades del programa de Nacimiento a los 3 Años (Birth to 3).

Las familias adquirirán un mejor entendimiento de sus derechos a lo largo de todo el proceso del programa Birth to 3.

Los participantes aprenderán estrategias para maximizar la participación y el apoyo para el niño y la familia inscritos en Birth to 3.

 

Presenters:

Aryn Slack has been a provider for the Birth to 3 Program since 2016, and began also working for the WI Birth to 3 Professional Development system, RESource, in 2022. Prior to that she spent years as an advocate for children and adults with a variety of abilities and diagnoses. She is passionate about engaging and empowering families she supports.

Aryn Slack ha sido proveedora del Programa de Nacimiento a los 3 Años (Birth to 3) desde 2016 y también comenzó a trabajar para el sistema de Desarrollo Profesional de WI Birth to 3, RESource, en 2022. Antes de eso, pasó varios años como defensora de niños y adultos con una variedad de habilidades y diagnósticos. Le apasiona involucrar y empoderar a las familias a las que apoya.

Melissa Vélez comes to Portage Project with 30+ years of education and experience that has supported both typically developing and exceptional children and their families. Melissa currently provides training and technical support for the Part C Early Intervention programs, as well as the Portage Guide 3 Child Assessment tool.

Melissa Vélez llega a Portage Project con más de 30 años de educación y experiencia apoyando tanto a niños con desarrollo típico como a niños con discapacidades y a sus familias. Actualmente, Melissa brinda capacitación y apoyo técnico a los programas de Intervención Temprana de la Parte C, así como sobre la herramienta de evaluación infantil Portage Guide 3.

 

Description: While research studies show that autistic learners are more likely to be bullied than their neurotypical peers, there are ways to prevent this form of relational aggression, which may be considered disability harassment. There are four distinct types of bullying associated with children with autism. Learn to recognize them and how to work with educators and coaches to neutralize the behavior in a way that doesn’t blame the victim.

Presenter: Chelsea Budde raised and was taught by her two (now adult) neurodivergent children, both of whom were diagnosed with autism in early childhood. Each child went on to receive several other diagnoses into their adolescence, some connected to their neurology and some not. What she learned through their shared and distinct experiences inspired both the co-founding of a now-defunct nonprofit organization as well as Chelsea’s Vocation, which publishes a podcast of the same name. For nearly two decades, she has helped families and educators better understand autistic children’s neurology, so they can make neuroaffirming choices in their parenting and education.

Learning Objectives:

• Define/Describe bullying in the context of a school setting as it applies to autistic students.
• Identify at least one type of bullying that might be considered disability harassment.
• Learn strategies to prevent or reduce bullying behaviors in community settings.

Description:

PDA (i.e., Pathological Demand Avoidance) is a pattern of behavior that leads to an individual in avoiding or resisting even the seemingly simplest of “demands” such as getting dressed or feeding oneself and causes immense stress in educational settings. Our list of tools is ever-growing, but what if we were missing part of the story? This presentation will explore how something called PRAXIS contributes to PDA behavior patterns and how we can help our children feel seen/felt/understood WHILE ALSO continuing to inspire growth and change.

 

Presenter:

Cassie Wilcox is an occupational therapist specializing in sensory integration therapy and integrative health practices. She works with children and their caregivers, particularly parents and teachers, to support optimal quality of life in the home and community environments. She uses play-based techniques and caregiver education to help reshape an overtaxed nervous system so that one may meaningfully engage in self-care, learning, motor, or social activities. She takes a strong family-systems approach to her work and believes that an empowered parent leads to a regulated child.

 

Learning Objectives:

Identify at least two reasons that a person who fits the PDA profile may have a stronger need for autonomy compared to the average individual.

Identify at least two underlying areas that may need to be addressed in a child who has challenges with praxis skills.

Identify at least two strategies or activities that can be executed in the home or learning environments to support a child with praxis challenges.