Please Join us for our Summer Institute! June 22-24, 2021

One $75 fee includes all sessions, however some sessions have limited capacity.  Please select all of the sessions you'd like to attend, as there will be a Zoom link for each of them.  Registration deadline is June 16, 2021 at 5:00PM.

This conference is ACT 48 credit approved.  You'll be provided with links for the post course test for the sessions you attended.  Once you complete the test on-line, you'll be forwarded to the ACT 48 credit application form.

Is your school district currently receiving IncludeMe technical assistance?  If so you may attend at no cost!  Contact your IncludeMe consultant for the discount code.

Please note that all sessions will be recorded for record-keeping, quality assurance, and training purposes.

This form stopped accepting submissions on June 16, 2021 5:00 pm EDT.

Day 1 : June 22, 2021 

  • 8:15-8:30 Welcome
  • 8:30-10:00 Keynote: What Educators Need to Know about Trauma Dyane Carrere
  • Break
  • 10:15-11:30 Trauma Informed Teaching  The Arc of PA

Day 2: June 23, 2021

  • 8:15-8:30 Welcome
  • 8:30-9:45 (Choose 1 Session) The Arc of PA
    • Choice 1: Hidden Curriculum and Social Capital (Capacity limited to 40)
    • Choice 2: Dispelling Myths: Hiring Individuals with Disabilities (Capacity limited to 40)
  • 9:45-10:00 Break
  • 10:00-11:15 Empowering Teachers (self-advocates) The Arc of PA
  •  Break
  • 11:30-1:00PM Keynote – Presuming Competence Stephen Hinkle

Day 3: June 24, 2021

  • 8:15-8:30 Welcome
  • 8:30-10:00 Keynote Universal Design Daily Supporting All Students in the Diverse Classroom Paula Kluth
  • Break
  • 10:15-11:15 UDL – Framework for Inclusive Classrooms The Arc of PA 
  •  Break
  • 11:30-1:00PM Keynote – Equity by Design Mirko Chardin


Session Descriptions

Trauma Informed Teaching

From Understanding to Action: What Educators Need to Know About Trauma

This practical, educator-oriented keynote will provide definitions and understandings regarding stress, trauma and pervasive trauma (the “what”). It will examine the physiological and psychological impacts of trauma – connecting what we see on the surface with its underlying causation (the “why”). Specifically, the concepts of attunement/attachment/trust and regulation will be addressed. Following a Universal Design approach, this session will provide participants with an overview of practical strategies that not only support students with trauma histories but also are likely to be effective with a broader group of students (the “how”).

  • Trauma-Informed Classroom Strategies: Safety, Regulation and Relationship (Breakout Session): This session will expand upon the foundation laid in the keynote and will further examine school practices that effectively support students with trauma-histories.  Participants will learn how to prevent behavior issues, support productive learning and nurture resilience through establishing consistent, calming routines, teaching regulation skills, and building trusting relationships.

Empowering Teachers for Transition Planning

Transitions can be one of the most challenging aspect of a student’s journey.  Each student goes through their own unique path, periods of growth, and opportunities for change. 

In this interactive session, participants will engage with inclusion experts and self-advocates. We plan to discuss transition from the get-go, strategies to empower students, and first-hand lived experiences of what did and did not work.

Hidden Curriculum and Social Capital

What are the unwritten rules of the classroom, the cafeteria, the school? How do students navigate (and learn) those unwritten rules – especially students with disabilities that may impact social development and functioning and/or communication? How does social capital and the relationships we develop help us to learn the unwritten rules of school life? Can an increased social capital increase a student’s opportunity to build natural supports?

Dispelling Myths - Hiring Employees with Disabilities and Creating a Diverse Workforce

This presentation will share research based facts on employment of individuals with disabilities, such as reduced absenteeism, increased revenue, and improved safety performance. Focus will include how student transition teams can create individualized work experiences as they support students with complex needs transition to employment using the tools of customized employment. Attendees will also be provided with creative examples of how some businesses have implemented simple strategies to make their workplaces more inclusive and accessible to a diverse workforce, including communication methods, alternate format handbooks and documents, and making break rooms more accessible.

Presuming Competence

During this session, attendees will be asked to rethink how we plan and support individuals with disabilities (both students and adults). Supporting self-determination in where we live and with whom, where we work, and what we do in our lives will be discussed in the context of recognizing and supporting the competence, interests,  and determination of students we support. The possibility for students with disabilities to live in the. community of their choice, attend college and/or post-secondary education, and work for a living wage will be emphasized. 

Universal Design Daily: Supporting All Students in the Diverse Classroom

It’s undoubtedly important to teach in ways that honor learning differences and to structure lessons that are engaging, varied, and appropriately challenging. However, in this era focused on universal design for all, it is also critical to explore the underlying habits of mind related to “teaching them all.” This presentation centers on big ideas related to teaching and learning and will explore the need to focus on serving ALL students through this model. This presentation contains video clips, classroom stories, examples, and illustrations. It will provide both points of reflection and practical strategies. More importantly, it features ideas to help all teachers better respond to the diversity that exists in their classrooms every single day.

Building an Inclusive Classroom: Universal Design for Learning

Universal Design for Learning (UDL) is a framework used to support teachers and learners as they work together to learn and build an inclusive classroom environment.  After attending this module, you will understand the appeal and importance of universal design for learning for all teachers and learners. We will break down the steps involved in UDL, highlight the positive outcomes, and demonstrate how easy it can really be! 

Equity by Design

Every student deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, and whether or not they have a disability.  If we truly want to be inclusive in our districts, schools, and classrooms, we must proactively plan for student variability and begin to see culture and diversity as an asset. Consider Equity by Design a critical first step forward in providing that all-important opportunity and sense of belonging. During this session, we will explore why educators in every system need to examine their own implicit bias, power and privilege, and universally design classrooms and schools so all students have equal opportunities to learn, share their voice, and work toward meaningful, authentic, and relevant goals. This session will support educators called to this task to provide conditions of nurture, challenge each other with radical candor, and be open to the voices of our learners as we listen and celebrate their stories of self.