The 18th Annual Early Years Conference focus is on understanding the approach to a Multi Tiered System of Support. Multi-Tiered Systems of Support (MTSS) is a framework that promotes equity and access by engaging “ALL” through a tiered approach that uses differentiation of services and supports. “All means ALL”.
TO VIEW YOUR SCHEDULE: Access and view your schedule by clicking the "Schedule" pull down menu located to the right of your profile picture (or head icon) and clicking "Simple".
TO ACCESS ZOOM LINKS FOR YOUR SESSIONS: On Friday and/or Saturday you will need to log in to your Sched profile and pull up your schedule to see your workshop titles. Click on the workshop to view description, presenter information, view documents and access the Zoom link. Zoom links for each workshop will appear below each workshop title 10 minutes before that workshop is scheduled to begin on each day of the conference. Simply click on the link below the title to enter the virtual workshop. (No links will be emailed to you, you must log into your Sched account to access all Zoom links.)
HANDOUTS AND POWERPOINTS: Some workshops will have documents affiliated with the training you are attending. These documents are available immediately for you if they are on your schedule. It is suggested that prior to the conference, you download to your computer and/or print any documents you are interested in so that you can easily access them during the conference.
PROFESSIONAL DEVELOPMENT HOURS: Participants will receive 6 PD hours per day. Their hours will be added into the Workforce Registry between 1 to 4 weeks after the conference. Participants will also receive a certificate of completion – but will not be asked to upload this certificate to the Workforce Registry.
In education settings utilizing Multi-Tiered System of Supports (MTSS), teachers are increasingly likely to encounter children with an autism diagnosis who require support across all tiers of intervention. While the early 2000’s saw a push for “autism awareness,” those impacted with the diagnosis and their families now challenge us to strive for a deeper “autism acceptance.” What does it look like for preschool age children to fully understand and accept each other? How can educators foster a welcoming classroom community that allows all children to thrive regardless of the challenges they might face? What is the best way to guide children when they notice one another’s strengths and weaknesses? This presentation will engage participants in a thoughtful discussion that will challenge prior conceptions of autism, ensure that tiered interventions are tailored to each individual child’s needs, and provide language to create radically inclusive learning spaces.
