Inclusive Education: Parents and Educators in Partnership

When: Inclusive Education: Parents and Educators in Partnership is a six-part webinar series. Episodes are every week on Tuesdays at 7:00 PM Eastern, starting February 19th, running through March 26th.

About the Series: What does inclusion look like for students with significant disabilities?  How can parents and teachers work together to make inclusion happen for ALL children with disabilities? What does it take to have a true parent/professional partnership that promotes high expectations for real educational outcomes? And what is Endrew F. and why is it important to parents, teachers, administrators and advocates?

The Inclusive Education: Parents and Educators in Partnership webinar series is intended to help parents and professionals learn more about inclusion and how to make it work for students with significant disabilities. Participants will gain the knowledge and skills that they need in order to promote inclusive practices throughout a child’s educational experience.

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Episode Guide: The series will be six episodes running from February 19th through March 26th. For complete details on each episode, click the episode block below:

7:00 PM Eastern, Tuesday, February 19, 2019

Deborah Taub, Assistant Professor, Trinity Washington University

Amanda Raymond is a parent advocate in her state of Virginia

About this Episode

Have you ever wondered if inclusion is right for your child/student? Or, what does inclusion really look like? This webinar shares our stories of best practices for inclusion from the perspective of families, teachers, and researchers. We provide an overview of why it is important, what it looks like (and doesn't), and steps you can take to make it happen. Following the presentation the audience is encouraged to ask questions and get answers about how to address specific barriers.

About the Presenters

A close-up portrait of Debbie Taub. She has strong features, blue eyes and long dark hair combed across her forehead.Deborah Taub, Ph.D. is currently an Assistant Professor at Trinity Washington University in Washington, DC. In this role, she provides research and professional development assistance for states, territories, and other entities working to develop and sustain best practice. She has assisted states in building and evaluating systemic programs, especially around issues of inclusive practice for students with complex instructional needs. Dr. Taub has designed, implemented, and evaluated alternate assessments for students with significant cognitive disabilities, developed universal design for learning (UDL) and standards-based curricula and instruction. This work is informed by her experiences as a classroom teacher and educational researcher. She has experience building curricula that are universally designed and accessible for all students and is currently working with Dr. Jessica McCord on a science book: Accessible Science: UDL, Inclusion and High Expectations. She has helped schools and district meet state and federal requirements through teacher and student-centered reform and supporting educators as they make grade level content accessible for students with complex needs. She has contributed journal articles, book chapters, and numerous professional development trainings to the field of educating children with complex needs, and has presented internationally.

A portrait of Amanda Raymond. She has thick brown hair, combed behind one cheek and over her shoulder on the other side. She is warring a sweater knit in multiple shades of blue. The background is two tones of a yellow-beige and white.Amanda Raymond moved to Chesapeake, Virginia in 2013 from Colorado with her husband and two children. She is a staunch supporter of inclusive education and became active in advocacy efforts in Virginia after attending the 2015 DSAGR education conference. After an inclusive school experience with her own children in Colorado, she has the unique perspective of seeing first hand how segregated environments can be detrimental to students with disabilities when moved from inclusive environments to self-contained classrooms. She is part of the Including Me In Virginia steering committee and the chair of her division SEAC; she was also the PTA Special Education representative for her son's school and a member of her division’s inclusion planning team. She has completed William & Mary Law School's Institute of Special Education Advocacy in 2016 and 2017, and has given numerous presentations and public comment in support of inclusion in our schools and community.

Resources Discussed in this Episode

a mini icon indicating that the document for download is a PDF Presentation slides
a mini icon indicating that the document for download is a PDF Dispelling the Myths of Inclusive Education, Spring 2014
a mini icon indicating that the document for download is a PDF "Be Careful What You Wish for ...": Five Reasons to Be Concerned About the Assignment of Individual Paraprofessionals, Teaching Exceptional Children, Vol. 37, No. 5, 2005, pp. 28-34
a mini icon indicating that the document for download is a PDF The IEP as a Living Document: A New Narrative to Drive Inclusive Communities, Connection, vol. 42, no. 1, Spring 2017
a mini icon indicating that the document for download is a PDF OTL Education Solutions Resources

7:00 PM Eastern, Tuesday, February 26, 2019

Keith Hyatt, Professor, Special Education, Western Washington University

Jessica Montavalo, graduate student, University of South Florida, College of Arts

About this Episode

In 2017, the United States Supreme Court ruling in the Endrew F. v. Douglas County School District case stated that Individual Education Programs must provide students more than a minimum education. Chief Justice Roberts wrote that "the I.E.P is not a form" and that the I.E.P. is a living document that guides professionals in meeting the educational needs of the student. This session will focus on what constitutes a quality I.E.P. and how parents and professionals can work together to secure sound, evidenced based, educational outcomes.

About the Presenters

A low-resolution photograph of Keith Hyatt. It is quarter profile and he is turning his head towards the viewer. He has tightly cropped hair, a significant widow's peak hairline and glasses. He is smiling broadly. Some diplomas are visible on the wall behind him.Keith J. Hyatt, Ed.D. is a Professor of Special Education at Western Washington University. He earned his doctorate in Special Education at the University of Nevada, Las Vegas. His professional interests include special education law, inclusion, and evidence-based practices. Before working in higher education he was a GED instructor in a program for migrant/seasonal farmworkers, a special education teacher, general education teacher, school psychologist, behavior interventionist, and elementary school principal. Keith has published articles and a co-authored a text Developing IEPs: The Complete Guide to Educationally Meaningful Individualized Educational Programs for Students with Disabilities (2nd ed).

BalusterJessica Montalvo is a mother of two boys, wife, and instructor and doctoral candidate in Communication at the University of South Florida. Her academic interests are interdisciplinary, lying at the intersection of communication, disability studies, and anthropology. She has previously been a stay at home mom, an education coordinator for the Indiana Latino Institute, and a doctoral candidate in Anthropology at the University of Texas at Austin.

Resources Discussed in this Episode

a mini icon indicating that the document for download is a PDF Keith Hayatt’s presentation slides
a mini icon indicating that the document for download is a PDF Activity Matrix
a mini icon indicating that the document for download is a PDF Michael F. Giangreco, Susan W. Edelman, Tracy Evans Luiselli and Stephanie Z. C. MacFarland, "Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities”, Exceptional Children, Vol. 64, No. 1, 1997, pp. 7-18
a mini icon indicating that the document for download is a PDF Steven J. Taylor, “Caught in the Continuum: A Critical Analysis of the Principle of the Least Restrictive Environment”, Research and Practice for Persons with Severe Disabilities, vol. 29, no. 4, 2004, pp. 218-230
a mini icon indicating that the document for download is a PDF Keith J. Hayatt and John Filler, "Least Restrictive Environment Re-Examined: Misinterpretations and Unintended Consequences", International Journal of Inclusive Education, vol. 15, no. 9, 2011, pp. 1031-1045
a mini icon indicating that the document for download is a PDF The IEP as a Living Document: A New Narrative to Drive Inclusive Communities, Connection, vol. 42, no. 1, Spring 2017

7:00 PM Eastern, Tuesday, March 5, 2019

Jeannine Brinkley, Executive Director, PEAL Center

Lorie Brew, Families to the MAX Coordinator, PEAL Center

About this Episode

This session will discuss the importance of presuming competence and having high expectations for all students and will review the critical nature of supplementary aids and services in providing inclusive education. Every IEP team should first ask the question "how can this student's special education supports and services be provided within the general education classroom?" The answer to this question often revolves around Supplementary Aids and Services. As a result of the Gaskin Settlement, PA incorporated questions related to Supplementary Aids and Services that each IEP team must discuss, as well as tools and resources about Supplementary Aids and services that we will share.

About the Presenters

A portrait of Jeannine Brinkley. She has long frosted blond bangs and horn-rimmed glasses. She is against a spotlighted blue background.Jeannine H. Brinkley is the Executive Director of the PEAL Center, the OSEP-funded Parent Training and Information Center for Pennsylvania. She was formerly an Educational Consultant at PaTTAN and was state lead for inclusive practices, as well as a key developer of Project MAX, Pennsylvania's SPDG focused on access to the general curriculum for students with complex instructional needs.

Lorie Brew works for the PEAL Center as the Families to the MAX Coordinator in eastern Pennsylvania.  Much of Lorie's knowledge about disability related issues comes from individuals with disabilities themselves, families who support someone with a disability as well as her own personal experience of raising a child with Autism. Lorie is dedicated to the principles of Project MAX, such as presuming competence and leading change, as well as supporting a statewide parent network. Lorie has two adult children and lives with her husband Wayne in Philadelphia. She holds a M.S. degree in Counseling Psychology and Human Services.

Resources Discussed in this Episode

  1. Presentation Slides
  2. Strategies for Presuming Competence
  3. Caroline Musselwhite, The Cost of Underestimating the Potential of Individual Students
  4. Teacher's Desk Reference: Practical Information for Pennsylvania's Teachers
  5. Strategies for Instructional Access in General Education Classrooms: Collaborative Discussion Framework
  6. Pennsylvania's Supplementary Aids and Services Toolkit: An Overview for Parents
  7. Universal Design for Learning Guidelines

7:00 PM Eastern, Tuesday, March 12, 2019

Jacqui Kearns, Project Director and Principal Investigator, University of Kentucky, University Center for Excellence in Disabilities

Lou-Ann Land, Human Development Institute, University of Kentucky

About this Episode

This session will address the importance of communication access, the recognition and acknowledgement that communication is multi-modal, and strategies involving peers that appear to increase the use of AAC.

About the Presenters

A colorful portrait of Jacqueline Kearns. She has short blond hair and a shirt with a violet collar. Her dark glasses frames and sweater heighten the contrast. She is against an earth-tone yellow background.Jacqui Kearns, Ed.D. has directed projects of national significance including the National Alternate Assessment Center (NAAC), and served as the professional development lead in the National Center and State Collaborative assessment consortia, Communication competence lead on the TIES Center, and statewide inclusive education, assessment, and communication initiatives in Kentucky. Dr. Kearns serves as an expert advisor to the Council for Chief State School Officers (CCSSO) Assessment working group. Dr. Kearns collaborated in the design of the Learner Characteristics Inventory which provided the first large scale data set describing the population of students who have significant cognitive disabilities.

A portrait of Lou-Ann Land. She has glasses and shoulder-length brown hair parted in the middle. Se is outside, standing against a leafy tree that is obscured by the depth of field.Lou-Ann Land is a technical assistance provider and product developer with the Human Development Institute at the University of Kentucky, with an emphasis on supporting students with a significant disability. She is the Director of Kentucky’s Peer Support Network Grant, designed to foster relationships between students across the ability continuum to improve social and academic success of all students, especially those with significant disabilities. She is also a trainer and facilitator on the Teaching Age-Appropriate Academic Learning via Communication State Personnel Development Grant and the Kentucky Post-school Outcomes Center, funded by the Kentucky Department of Education. Her overall responsibilities include preparing and conducting teacher training, with an emphasis on access to grade-specific academic content, communicative competence, and indicators for successful post-school outcomes. Mrs. Land is also responsible for assisting school districts with interpreting data and identifying how that data informs school-age programs and instruction. She relies on her 19 years teaching experience in her work.

Resources Discussed in this Episode

7:00 PM Eastern, Tuesday, March 19, 2019

Jennifer Kurth, Associate Professor of Special Education, University of Kansas

About this Episode

Across the country, school systems are struggling with managing discipline policies that assure student safety while respecting student's civil rights. Students with disabilities have been shown to be more likely to experience suspension, expulsion, seclusion and restraint. How can these outcomes be avoided when students with significant disabilities are fully included in the general education program? This session will share how the use of evidenced based practices in Positive Behavior Interventions and Supports can promote successful inclusion so all students can experience safe and productive learning environments.

About the Presenters

A tight-in, low-resolution photograph of Jenny Kurth, a woman with shoulder-length curly hair and a black and white scarf.Dr. Jennifer Kurth is Associate Professor of Special Education at the University of Kansas, and affiliated faculty at the University of Kansas Center on Excellence in Developmental Disabilities. Her academic interests include methods implementing inclusive education, including methods of embedding critical instruction within the context and routines of general education as well as methods of providing appropriate supports and services for individual learners. Dr. Kurth’s research also examines how teachers, students, and family’s interactions support and constrain learning and socialization in general education classrooms. She also studies how teacher candidates develop their dispositions and skills in inclusive practices. Dr. Kurth’s research interests in inclusive education also include examining outcomes of inclusion in terms of skill development and quality of life indicators for students with disabilities.

Resources Discussed in this Episode

7:00 PM Eastern, Tuesday, March 26, 2019

Mary Morningstar, Co-director, ThinkCollege Inclusion, Portland State University

Angela Jarvis-Holland, Executive Director, Northwest Down Syndrome Association / All Born(in) Movement

About this Episode

Establishing high expectations for students with significant disabilities is the most critical component of successful planning for post-school careers and continuing education. Transition planning also requires productive collaboration with systems outside of education such as rehabilitative services and Social Security. This session will help parents and educators understand new Federal Policies that provide for improved opportunities for transition aged youth along with on-the-ground educational practices that help promote successful post-school outcomes.

About the Presenters

A photograph of Mary Morningstar. She has short silver hair, parted with bangs. She is wearing dark glasses and has a very bright smile.Mary E. Morningstar, PhD, is the co-director of Portland State University's ThinkCollege Inclusion Oregon project in the Special Education Department, and teaches courses for preservice students focused on transition and post-secondary outcomes. She has a BSEd in special education from the University of Georgia, an MEd in special education from the University of Maryland, and a PhD from the University of Kansas. Morningstar’s research encompasses three interrelated concentrations: college and career readiness for youth with disabilities, teacher education and professional development, and secondary inclusive educational reform. She is the author of The Educator's Guide to Implementing Transition Planning and Services (2017), and over 40 peer-reviewed journal articles, numerous book chapters, monographs, and technical reports.

A three-quarter portrait of Angela Jarvis-Holland. She has chin-length blond hair. She is wearing a black shirt with pearls stitched around the collar and down the sleeve like a motion-capture suite. The background is a brown photographer's backdrop.Angela Jarvis-Holland, B.A. Hon. and YCWS, is the parent of two boys and is the Executive Director of the the Northwest Down Syndrome Association / All Born(in) Movement. She has been a professional educational advocate and community organizer for over 20 years. Angela develops programs that empower parents and bring together partners to create success in education and promote wellness. Angela has a BA hons in sociology and psychology from the University of East London, a masters in youth and community studies from Manchester Metropolitan University, and a nursing degree from North Manchester School of Nursing.

How to Participate: This series of live webinars will be streamed over the web via Zoom. Each presentation will be about an hour and fifteen minutes, followed by fifteen minutes for questions and answers. Registered participants will receive an e-mail with instructions and the link to join the webinar on Monday (the day prior) and a reminder the morning of the event.

Attendees can register for single episodes or for the entire series. Each session costs $25, or there are three great ways to save:

  1. Non-TASH members: When you register for the complete series, you attend all six episodes for the price of five — that’s $125 instead of $150.
  2. TASH members: You get 20 percent off, both the individual episode price and the complete series price. Individual episodes are $20 and the complete series is $100. You need to be logged in to your member account for the system to apply your member discount (if you don’t know your member account login and password, you can find instructions for resetting them here.)
  3. Organizations:When you register five people, the fifth person attends free. Click here to register your team at the reduced group rate.

All the presentation will be recorded and available for purchase in the TASH Training Resource Library, or available without additional charge to Premium Members.


Not presently eligible for the membership discount? Become a member today and save.

If you have any questions or need help, you can contact Donald Taylor at or 202-467-5730 ext. 1309.