The Neurodevelopmental Complexity of Down Syndrome: Implications for Learning & Managing Behavior in Children with Down syndrome, How Understanding Leads to Intervention - March 7, 2015

Join Dr. Mary Pipan of the Trisomy 21 Program at Children's Hospital of Philadelphia for a half-day workshop about neurodevelopmental learning implications and managing behavior for children with Down syndrome.

When: March 7, 2015

Time: 8:30 a.m. - 2:00 p.m. (Check-in will begin at 8 a.m.)

Where: James L. Henry Auditorium at Integris Baptist Medical Center (3300 Northwest Expy, Oklahoma City, OK)

Click here to register online.

This workshop will consist of two parts that will take place in the morning and will be followed by a general discussion/Q&A after a brief lunch break.

The Neurodevelopmental Complexity of Down Syndrome: Implications for Learning - Children with Down syndrome have unique patterns of development which have implications for learning from infancy through adulthood. Dr. Pipan will present a summary of what studies have shown about development in children with Down syndrome, and how these strengths and weaknesses within each child’s developmental and cognitive profile affect how they learn best. Part of the challenge of studying children with DS has been the great variation in skills and abilities from one child to the next. Thus Dr. Pipan will also emphasize the importance of knowing your child’s developmental profile, their strengths and weaknesses to help optimize learning, and eventually optimize their ability to function as self reliant adults in their community.

Managing Behavior in Children with Down syndrome, How Understanding Leads to Intervention - Children with Down syndrome, while loved and loving, can present challenging behaviors that at times seem inexplicable, that is, just don’t make sense. Like most children, some behaviors are simply related to getting their way, getting attention or getting out of things they don’t want to do. But many times, behavior is best understood when we recognize the role of differences in sensory processing, thinking, problem solving, information processing, language skills, social understanding and emotional regulation. Taking these into account has helped many families develop effective, proactive behavioral interventions, that positively support the child to build more adaptive skills to replace challenging behaviors.

About the Speaker

Mary Pipan, MD, is a behavioral pediatrician and director of the Trisomy 21 Program at The Children's Hospital of Philadelphia. Her areas of expertise includes behavioral support in children with special needs and developmental disabilities. She has presented and written articles regarding medical care and behavior for the National Down Syndrome Society, National Down Syndrome Congress and a number of local Down Syndrome Associations.

 

Inclusion and Curriculum Modification to Meet Student Goals - February 7, 2015

DSACO is excited to host Dr. Lewis Jackson on February 7, 2014 from 8:30 a.m. - 4:30 p.m. at Integris Medical Center in Oklahoma City.

Dr. Jackson's workshop will focus on inclusive education and how to modify curriculum to meet the goals of students with disabilities. Topics to be discussed include:

  • Inclusive Education: What is it?
  • Five trends that make inclusion possible, and make it imperative!
  • Dynamics and features of programs and interventions that support inclusion
  • The special education teacher and inclusive education
  • Lesson adaptations
  • Assessment and grading (What to ask for)
  • Restrictive versus inclusive IEPs
  • Collaboration strategies and techniques
  • What about transition? (Eyes wide-open versus adhering to myths)
  • Moving schools forward
  • Creating a vision for your child or school program

You can REGISTER ONLINE HERE.

About the Speaker

Dr. Lewis Jackson is a Professor of Special Education at the University of Northern Colorado in Greeley, Colorado. In his 35+ years of experience, he has worked closely with advocates, teachers, and families to enhance educational access through full integration into general education, universal design for learning, and appropriate use of peers and adults. His research interests are primarily in inclusive education, literacy and communication, and positive behavioral support. He is well published, and has presented at numerous workshops and conferences consistently over the length of his career at the state-, national-, and international-level. One of his accomplishments is that he is a Fulbright Scholar who does teaching and research internationally, mostly in the Arab Gulf Region and in Asia.