Seattle Course #28-Promoting Social-Emotional Learning for Young Children with Disabilities

 

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Friday- March 9, 2018      8:00am-4:00pm

Course #28 -Promoting Social-Emotional Learning for Young Children with Disabilities

by Kathleen Meeker, PhD, William L. White, EdS, and Shawna Harbin, MEd, University of Washington

About the Speakers
Kathleen Artman Meeker, PhD, BCBA-D, has led state, local, and national trainings around coaching, preventing challenging behavior and promoting social skills in early care and education settings. Her training, product development, and scholarship have focused on the diverse teachers, children, and families in urban and rural communities served by Head Start, Early Head Start, and military childcare. She has designed, implemented, and analyzed the effects of video- and web-based coaching initiatives. Dr. Meeker has built a productive line of work around translating research to practice and promoting best practices in early childhood programs. Disclosures: Financial- Dr. Meeker is employed by the University of Washington, and receives consulting/teaching fees from Ohio State University, University of South Florida, and honorarium from Mathematica Policy Research. There are no nonfinancial relationships to disclose.

 

 

 

William L. White, EdS, worked for 10 years as a special educator. He received his Master of Special Education from Virginia State University, and an Education Specialist Degree in Special Education with a focus on early childhood special education from The George Washington University in Washington, DC. Disclosures: William is a doctoral student at the University of Washington and has no financial or non- financial disclosures.

 

 

 

 

Shawna Harbin, MEd, is a doctoral student at the University of Washington. Prior to returning to graduate school, Shawna worked for 5 years as an early interventionist in the Seattle area. She received her Master of Edu- cation in Early Childhood Special Education from the University of Washington and is Board Certified in Behavior Analysis. Disclosures: Shawna is a doctoral student at the University of Washington and has no financial or non- financial disclosures.

Target Audience (who should attend):  Special Education Teachers, General Education Teachers, Resource Room Teachers, Speech- Language Pathologists, Occupational Therapists, Principals/Administrators, Social Workers, School Psychologists, School Counselors, Instructional Assistants and Paraprofessionals

Target Age Range: Birth through 2nd Grade

Course Description:  Social skills are important in early childhood and beyond, but some children need extra sup- port to make friends, regulate their emotions, and solve problems. The purpose of this course is to help educators identify evidence-based practices that support ALL young children’s social emotional competence, including children with disabilities, from birth through age 8. Research on the importance of social-emotional competence will be discussed, and participants will apply their knowledge to real-life scenarios, videos, and discussions. Presenters will discuss strategies for building classroom community,teaching children how to recognize and deal with emotions, how to make and keep friends, and how to solve common social problems. Examples of teachers’ use of the strategies in classrooms to support children with disabilities will be presented. Presenters will review common barriers to implementing strategies in the classroom and discuss ways to overcome those barriers. Specific curriculum modifications, embedded learning opportunities, and techniques for increasing participation across the early childhood period will be generated.

 What You Will Learn

Course Objectives– Participants will be able to:

• Describe the importance of social-emotional competence for overall well-being and school success

• Discuss the development of social-emotional competence for young children with disabilities

• Apply an intentional teaching framework to the promotion of social skills and emotional competencies in inclusive settings

• Describe and plan strategies for teaching emotional regulation and modifying instruction to meet individual needs

• Describe and plan strategies for teaching friendship skills and modifying instruction to meet individual needs

• Describe and plan strategies for teaching problem-solving skills and modifying instruction to meet individual needs