SHAPING
THE DEVELOPING BRAIN FOR LEARNING
What’s Going on in There?:
Nature, Nurture, & Early Brain Development
Dr. Lise Eliot will guide participants through a "user-friendly" tour
of brain development, weighing the roles of genes and environment
in neuronal sculpting. She will be spelling out the various "critical
periods" in which early experience is known to have
a profound effect on children's later mental and emotional
abilities.
Lise Eliot, Ph.D., Assistant Professor,
Department of Neuroscience, Rosalind
Franklin University of Medicine and Science, Chicago Medical
School, Director of the Interdepartmental Graduate
Program in Neuroscience; author of What’s Going On
in There? How the Brain and Mind Develop in the First Five Years
of Life (2000)
Raising a Smarter Child by Kindergarten
Do our children become smart because they are
genetically determined to become smart? Or are they smart
as a consequence of the environmental influences to which
they are exposed? A newly discovered protein, Brain Derived
Neurotrophic Hormone (BDNF), plays a major role in brain
development, function, preservation, and even regeneration.
Explore some fundamental and powerful tools, designed to
actually enhance the expression of the smart genes in children,
leading to increased brain derived neurotrophic factor.
Not only provide your child with a faster, smarter, more
efficient and memory-enhanced brain, but also protect your
child's brain should that brain be traumatized during the
first 2-5 years of age.
David Perlmutter, M.D., FACN, Board-Certified
Neurologist; Fellow of the American College of Nutrition; Medical
Director, Perlmutter Health Center; Adjunct Instructor, Institute
for Functional Medicine, WA; author of Raise a Smarter Child
By Kindergarten (2006) and The
Better Brain Book (2004)
Shaping Brains for Learning: Connecting
Brain Research with Children’s
Developmental Pathways for Effective Teaching
New findings in brain research offer promising possibilities for teachers to
improve classroom instruction and for administrators to reform their schools.
Translating this research to practice becomes the challenge for educational
practitioners. This presentation will offer educators practical application
of brain research by linking it with the Six Developmental Pathways through
the Brain-Targeted Teaching Model, an instructional model based on the tenets
of research-based effective instruction.
Mariale M. Hardiman, Ed.D., Assistant Dean
of Urban School Partnerships, The
Johns Hopkins University; author of Connecting
Brain Research with Effective Teaching (2003)
A Good Foundation for School: Opportunities of the Preschool Years
During the preschool years, basic systems take shape through
the interaction of brain development and the child's experiences
in daily life. Understanding how the brain develops, what makes
children so different and how environment and activity affect
gene expression is a useful tool. It will help parents and
teachers provide the optimal conditions for children to develop
the skills, habits, and attitudes that will form a solid foundation
for their school years.
Norbert Herschkowitz, M.D., Professor
of Pediatrics, University
of Bern, Switzerland; neuroscientist; pediatrician;
advisor to the Swiss Federal Health Department on Child
Development; co-author of A Good Start in Life: Understanding
Your Child's Brain and Behavior (2004)
Elinore Chapman Herschkowitz, M.A., American
educator; former teacher at Bern
State Teachers' College, Switzerland;
co-author of A Good Start in Life: Understanding Your
Child's Brain and Behavior (2004)
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UNDERSTANDING THE ADOLESCENT
MIND
A Guide to the Adolescent Brain: Periods of Vulnerabilities
and Opportunities
This talk will describe new research and a conceptual model
for understanding adolescent brain development. It will focus
on emotional and motivational changes at puberty as a key
factor contributing to many types of risky behaviors in adolescence.
Implications for early intervention for a broad range of
health consequences for youth will be discussed as well.
Ronald E. Dahl, M.D., Professor of Psychiatry
and Pediatrics, Department of Child and Adolescent Psychiatry, University
of Pittsburgh Medical Center; internationally recognized
expert in the area of adolescent mental health and development
Inside the Child/Teen Brain: New Insights
in Brain Development
Dr. Jay Giedd, a practicing child and adolescent psychiatrist
and Chief of Brain Imaging at the Child Psychiatry Branch,
National Institute of Mental Health, will review brain imaging
findings of typically developing children and their possible
relevance to education.
Jay N. Giedd, M.D., Child and Adolescent
Psychiatrist; Chief, Brain Imaging in the Child Psychiatry
Branch, National Institute of Mental Health, National
Institutes of Health. Giedd's research
focuses on the biological basis of cognitive, emotional,
and behavioral disorders and brain development in children
and adolescents
Working with the Adolescent Mind
This talk examines the development of adolescents from several
major points of view. It begins with an understanding of the
social invention of the concept of adolescence and then examines
the historical and sociological features defining this period
of the life cycle. Next we will explore biological, psychological,
and social psychological theories in order to understand how
the adolescent begins to form a stable sense of self. Finally,
we consider the role of teachers and parents in the development
of the adolescent self, focusing on notions of affirmation
and care.
Thomas J. Cottle, Ph.D., Professor of Education, School
of Education, Boston University; sociologist and licensed
clinical psychologist; author of more than 30 books, including: When
the Music Stopped (2004), Sense of Self: A Work of
Affirmation (2003), and Mind Fields: Adolescent
Consciousness in a Culture of Distraction (2001); Winner
of a 2004 Award for Distinguished Prose from Antioch Review
Teaching the Developing Teen Brain:
Strategies for Effective Instruction
Are you looking for ways to
energize your junior high or high school classroom—ways
that are fun and make learning virtually effortless? In this
fast-paced, informative session, Willy Wood will share cutting-edge
research on the teen and what this research suggests about
best teaching practices for teens. But don’t expect to “sit
and get” in
this session. Mr. Wood will put you into “student mode” and
model the active-learning techniques covered.
Willy Wood, M.A., President, Open Mind Technologies;
former high school and university teacher; national speaker
on brain-based teaching
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HOW SOCIAL INTERACTION SHAPES
THE BRAIN, LEARNING, & MORALS
The Physiology & Neurobiology of Empathy
Dr. Carl Marci will discuss aspects of empathic connection using
the latest findings from his research with peripheral measures
of central nervous system activity. Additional studies using
neuroimaging to understand the latest in empathy research will
also be presented.
Carl D. Marci, M.D., Director of Social
Neuroscience for Psychotherapy Research Program; Massachusetts
General Hospital; Instructor in Psychiatry, Harvard Medical School
The Developing Mind: How Relationships
Shape a Child’s
Brain
This keynote presentation will explore the social nature of the
brain and how the emotional communication between child and adult
can be seen to shape the neural connections that sculpt the developing
mind. Educators and parents offer students experiences that draw
on the power of relationships to alter brain structure and function.
Integrating various fields of science, we will explore how attachment,
mindful reflection, and flexible self-regulation each reinforce
the other and serve as the foundation for the cultivation of
well-being and resilience in the growing individual.
Daniel J. Siegel, M.D., Associate Clinical Professor of
Psychiatry; Faculty, Center for Culture, Brain & Development,
School of Medicine, University of
California at Los Angeles; Director, Center for Human Development; author of The
Mindful Brain (2007), Parenting from
the Inside Out: How a Deeper Self-Understanding Can Help You
Raise Children Who Thrive (2003), and The
Developing Mind (1999)
The Relevance of Social Neuroscience to Learning
and Education
Recent advances in neuroscience are highlighting connections
between emotion, social functioning, and decision-making
that have the potential to revolutionize our understanding
of the role of emotional affect in education. In particular,
the neurobiological evidence suggests that the aspects of
cognition that we recruit most heavily in schools, namely
learning, attention, memory, decision-making, and social
functioning, are both profoundly affected by and subsumed
within the processes of emotion. Moreover, the evidence from
brain-damaged patients suggests the hypothesis that emotion-related
processes are required for skills and knowledge to be transferred
from the structured school environment to real-world decision-making,
because they provide an emotional rudder to guide judgment
and action. Taken together, the evidence presented sketches
an account of the neurobiological underpinnings of morality,
creativity, and culture, all topics of critical importance
to education. The hope is that a better understanding of
the neurobiological relationships between these constructs
will provide a new basis for innovations in the design of
learning environments.
Mary Helen Immordino-Yang, Ed.D., Ed.M., Postdoctoral
Fellow with Antonio Damasio, Brain and Creativity Institute
for the Neurological Study of Emotion, Decision-Making,
and Creativity; Postdoctoral Research Associate, Department
of Educational Psychology & Technology, Rossier School
of Education, University of Southern California;
author of “Making Sense of Brain Research in the
Classroom” (2001, Council for Basic Education
Journal)
The Developing Brain:
Effects of Family Environment & Social Isolation on Brain
Development and Learning Problems
In this talk, Dr. Charles Nelson will discuss the effects
of early psychosocial adversity on brain and behavioral development
in young children. Specifically, he will provide an overview
to a project being conducted in Bucharest, Romania, examining
the effects of early institutionalization on brain and behavioral
development. It also examines the effectiveness of foster
care and family environment in ameliorating the negative
effects of early institutionalization.
Charles A. Nelson III, Ph.D., Richard
David Scott Chair of Pediatrics, Harvard
Medical School;
Director, Laboratory of Cognitive Neuroscience; Research Director
for the Developmental Medicine Center, Boston Children's Hospital;
renowned researcher on the effects of early experience on brain
and behavioral development
Emotions and Moral Development: Temperament,
Emotions, & Culture
This talk will present the varied definitions of emotion as
a function of the source of evidence, the role of temperament
in creating vulnerabilities to certain emotions, and the function
of the moral emotions of anxiety, shame, and guilt, in the
cultural setting.
Jerome Kagan, Ph.D., Daniel and Amy Starch
Professor of Psychology Emeritus, Harvard University;
renowned expert in child development; co-author of An Argument
for Mind (2006), A Young Mind in A Growing Brain (2005), The
Long Shadow of Temperament (2004); author, Surprise,
Uncertainty, and Mental Structures (2002) and the Nature
of the Child (1994)
Moral Minds: The Empirical Landscape
After Piaget and Kohlberg
How do you decide what is morally right and wrong? Historically,
there have been two answers to this question. On the one
hand, we deliver moral judgments on the basis of a rational,
conscious, and deliberate process of accessing principles
to justify our actions. This view has dominated much work
on moral education and psychology, beginning with the classic
work of Piaget and Kohlberg. On the other hand, our judgments
are the result of intuitions mediated by emotions. Though
these two processes certainly play some role in our moral
deliberations, each suffers from a set of critical problems.
Dr. Hauser offers a solution: by appealing to an analogy
to language, he argues that humans are endowed with a universal
moral grammar that generates intuitive judgments of right
and wrong. He will present evidence from a large-scale study
to reveal a set of core principles that appear immune to
cultural influences. He will also present results from studies
of brain-damaged patients to reveal the architecture of our
moral organ, and studies of remote small-scale societies
to reveal the signature of a universal system.
Marc D. Hauser, Ph.D., Professor of Psychology,
Organismic & Evolutionary Biology and Biological Anthropology;
Director, Cognitive Evolution Laboratory; Co-Director,
Mind, Brain & Behavior Program; Harvard
University; Adjunct
Professor, Harvard University
Graduate School of Education; author of Moral
Minds: How Nature Designed Our Universal Sense of Right
and Wrong (2006), The
Evolution of Communication (2000), and Wild
Minds: What Animals Think (2000)
The Mirror Neurons System in the Human Brain: How We Understand,
Mimic & Empathize with the Actions of Others
This talk will discuss recent discoveries in neuroscience on "mirror
neurons," and how they may help us understand the actions
of others, empathize with others' feelings, and recognize actions
based on their sound.
Amir Lahav, Sc.D. NMT, Postdoctoral Research Fellow, Department of Neurology, Beth Israel Deaconess Medical Center, Harvard Medical School
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OVERCOMING READING, LANGUAGE & MATH
DISORDERS
Sex Brain Differences in Language
Development (Suggested by IMBES)
Girls and women have
better memory for words than boys and men. New brain and behavioral
research suggests that, probably thanks to this advantage,
females tend to memorize complex forms as chunks (e.g., “the
cat” “walked”)
in one brain system, while men tend to put these forms together
from their parts (e.g., “the” + “cat” “walk” + “-ed”)
in a different system – although neither way seems to
be faster or more accurate than the other. Thus females and
males tend to use different brain systems for a crucial part
of language (grammar), even though on the surface we can’t
tell who is using which system. The female advantage at word
memory may in fact be due to a more general female memory advantage.
Implications for brain disorders are also discussed.
Michael Ullman,
Ph.D., Associate Professor, Departments of Neuroscience
and Linguistics; Co-Director, Center for the Brain Basis of Cognition;
Director, Brain and Language Lab, Georgetown
University Medical Center
Social and Emotional Factors in
Academic Success with Special Emphasis on Math & Science
Learning & Achievement
In his
presentation, the speaker will address the relationship between
key social and emotional factors and learning in math and science.
He will highlight significant research and new developments
which connect social and emotional learning with general academic
achievement and, particularly with math and science achievement.
He will discuss effective approaches for building social and
emotional development and promoting math and science learning
and achievement.
Norris M. Haynes, Ph.D., Professor and
Chair, Counseling and School Psychology Department, Southern
Connecticut State University; Associate Clinical Professor, Child
Study Center, Yale University; co-author of How
Social and Emotional Development Add Up Getting Results in Math
and Science Education (2003)
Stealth Dyslexia: Dyslexia in Gifted
& Talented Children
Since dyslexia was first described, many researchers and educators
have noted that children with dyslexic challenges in reading,
spelling, and written expression often show powerful abilities
in other cognitive domains. In this session, Drs. Brock and
Eide will discuss what's known about the connection
between dyslexia and intellectual ability. They will also discuss
their experience working with intellectually gifted dyslexic
children on the different and often surprising ways these children
present errors, and how high intellectual ability can complicate the
diagnosis of dyslexia, resulting in the condition they’ve
called "stealth dyslexia."
Brock L. Eide,
M.D., M.A., Co-Director, Neurolearning Clinic; Pediatrician;
member of the prestigious Alpha Omega Alpha Medical Honor Society
from the University of Washington
School of Medicine; Fellow,
University of Chicago's Center for
Clinical Medical Ethics, Practicing
Member of the University of Chicago Physician's Group; co-author
of The Mislabeled Child: How Understanding
Your Child’s
Unique Learning Styles Can Open the Door to Success (2006)
Fernette
Eide, M.D., Co-Director, Neurolearning; Neurologist; former Neurology
faculty at University of Washington; co-author of The
Mislabeled Child: How Understanding Your Child’s Unique
Learning Styles Can Open the Door to Success (2006)
Overcoming Dyslexia: Translating Neurobiologic Advances
to Serve Children & Adults
Extraordinary scientific progress
in understanding reading and reading disability/dyslexia
now mandates that this scientific knowledge be put to practical
use in helping struggling readers at all levels and ages.
This presentation will discuss the findings, focusing particularly
on newer brain imaging results and then discuss how to translate
these exciting behavioral and neurobiological findings into
clinical practice, including identification, reading instruction,
accommodations, and policy.
Sally E. Shaywitz, M.D., Professor of
Pediatrics, Yale University;
Co-Director, Yale Center for the Study of Learning and
Attention, Yale
University School of Medicine; author of Overcoming
Dyslexia: A New and Complete Science-Based Program for
Reading Problems at Any Level (2003)
Bennett A. Shaywitz, M.D., Professor of
Pediatrics and Neurology; Chief of Pediatric Neurology; Co-Director,
Yale Center for the Study of Learning and Attention, Yale
University School of Medicine
Imaging Education: Insights into
Reading Development & Attentional Skills
Reading development and attentional skills are model
domains for exploring the potential bridges between brain activity
and school activity. Individual differences in these mental
skills can be linked to differences in brain structure and
activity, and learning activities can be linked to changes
in brain activity. This talk provides a broad overview and
several specific updates on the progress made in these domains,
including recent discoveries in neuroimaging, electrophysiology,
and DTI imaging of white-matter tract structures that connect
brain regions to each other.
Bruce D. McCandliss, Ph.D., Assistant
Professor of Psychology and Psychiatry, Sackler Institute
for Developmental Psychobiology, Weill Cornell Medical
College, Cornell University; researcher
on how reading intervention changes the brain
Wiring the Brain for Reading
Current research on how the brain learns to read points to exciting
opportunities for helping educators increase student achievement.
In this dynamic session, based on educational neuroscience,
scientifically based research, personal research, and work
with students from pre-kindergarten to high school, teachers
will learn the importance of physically preparing the brain
for reading; increasing attention span for longer periods of
active reading; increasing working memory so students can keep
new information in mind as they search long-term memory to
make connections; using graphic organizers to engage students’ brains;
and increasing background knowledge through vocabulary building.
Marilee B. Sprenger, M.A., Adjunct Professor, Aurora
University, former teacher; author of How to Teach
So Students Remember (2005) and Becoming a Wiz at
Brain-Based Teaching (2001)
Beyond Social --- How Individuals with
Autism Process Language: Insights from Neuropsychological &
Neuroimaging Research
Researcher Diane L. Williams, PhD, will describe autism as
a neurodevelopmental disorder of complex information processing
that affects language, cognition, and social/adaptive functioning.
The brain basis appears to be related to the underdevelopment
of connectivity in integrative circuitry and reliance on
circuitry that supports basic levels of processing. Implications
of these findings for intervention with children, adolescents,
and adults with autism of various functioning levels will
be discussed.
Diane L. Williams, Ph.D., CCC-SLP, Assistant
Professor, Department of Speech-Language Pathology, Duquesne
University; researcher on studies of language
and cognitive processing in individuals with autism; co-author
of “Neuropsychologic functioning in children with
autism: Further evidence of disordered complex information
processing” (Child Neuropsychology, 2006)
How the Brain Does Math - It's Not the Same as Language
This talk is a review of recent research, illustrated by visual
material from primary research articles. It includes discussion
of neuroscience, cognitive science, normal math development
and dyscalculia, nature, and nurture. It will also present
teaching methods directly based on and/or consistent with current
research on how the brain does math. There will be time for
reflection and for questions.
Nancy Knop, Ph.D., Educational Therapist,
Professional Therapy Services, Inc., former science teacher,
Head-Royce School; specialist in cognitive development and
learning styles of adolescents
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IMPROVING MEMORY AND LEARNING
Brain Research-based Strategies
to Ignite Learning & Help Students Turn Sensory Data into
Long-term Memories
Discover how to use
advances in memory research to IGNITE student learning and turn
on the brain’s learning centers. Examine ways to maximize
and maintain attention and focus, learn strategies to increase
memory retrieval, and create long-term memories by mental manipulation
in the prefrontal cortex with executive-function strategies.
Judy Willis, M.D., M.Ed, Neurologist; Middle School
teacher; Consultant; Author of Research-Based Strategies
to Ignite Student Learning: Insights from a Neurologist and Classroom
Teacher (2006) and Brain Research-Based Strategies for
the Teaching of Reading (2007)
Memory from a Developmental Neuropsychology
Perspective: Implications for the SPED & Regular Classroom
This presentation will offer a neuropsychological perspective
on the development and use of memory processes in academic
learning, including the initial registration, manipulation,
storage, and retrieval of information. The involvement of
memory processes during classroom instruction will be discussed
along with appropriate interventions and classroom accommodations
for students thought to have memory problems. The integrated
nature of memory, attention, and executive functions also
will be discussed.
George McCloskey Ph.D., Professor; Co-Director
of Research, Department of Psychology; Philadelphia College
of Osteopathic Medicine; Director of the SPARK Project
(School Psychologists Adopting Refined Knowledge) for the
New York City Department of Education
Memory & Learning: From Molecules,
To Mind, to Brain Development
This presentation will cover how we study the brain at different
levels of resolution, from large-scale, whole-brain imaging,
to gene expression in individual brain cells to better understand
learning and memory. Emerging from this deep knowledge of memory
is the ability to pharmacologically manipulate the memory system,
forcing us to ask profound ethical questions as to whether
these medications are only for the impaired or will they be
used by children to improve their memory in the classroom.
Kenneth S. Kosik, M.D., Co-Director, Neuroscience
Research Institute; Harriman Professor of Neuroscience Research,
University of California, Santa Barbara
Becoming a Wiz at Brain-Based Teaching: Improving
Memory and Learning
Building better brain based classrooms offers
the opportunity to increase test scores, decrease stress,
and foster a love of learning. Making personal connections
to learning is the key to long-term memory. In this session
learn about stress, emotion, and creating patterns for school
success. With courage, emotion, and brains you can follow
your own "yellow brick road" to success.
Marilee B. Sprenger, M.A., Adjunct Professor, Aurora
University, former teacher; author of Memory
101 for Educators (2006), How to Teach So Students
Remember (2005) and Becoming a Wiz at Brain-Based
Teaching (2001)
Teaching to the Minds of Boys and Girls: How Boys and Girls Learn Differently
This talk will describe differences in the brains
of males and females, the implications for brain-based teaching
and learning, as well as data from an elementary school that
has successfully closed the gender gap in literacy.
Kelley King, M.A., Principal, Douglass
Elementary School, Boulder Valley Public Schools, author
of “Teaching to the Minds of Boys” (2006,
Educational Leadership)
Educating the Developing Brain: Lessons from Brain Imaging
Learning reflects experience-driven changes in the brain structure and function. Functional neuroimaging allows for visualization of such changes, and has revealed that different kinds of learning are associated with alterations in different brain regions. Brain differences are apparent in children who are either good or poor at learning to read. Explore how education changes the brain.
John D.E. Gabrieli, PhD, Grover Hermann Professor in Health Sciences and Technology; Professor of Brain and Cognitive Sciences; Co-Director, Clinical Research Center; Associate Director, Athinoula A. Martinos Center for Biomedical Imaging, McGovern Institute for Brain Research, Massachusetts Institute of Technology
Developing Mind, Brain & Education: Connecting Neuroscience to Practice
Dynamic brain development growth models, if made accessible and usable, can enable powerful research on development and learning in students, teachers, and classrooms. Growth models can specify the processes that lead to change and variation and can explicitly describe and analyze individual patterns of change. However, dynamic analyses have been hampered by the absence of a common scale – a ruler – that can be used across domains and tasks. Research on the dynamic shapes of brain growth curves has provided a solution: a ruler based on evidence of successive discontinuities in development of cognition and emotion, as well as brain activity. This ruler provides a common scale for development across tasks, domains, and people and thus creates tools for addressing important problems in development, learning, and teaching.
Kurt W. Fischer, Ph.D., Charles Bigelow Professor; Director, Mind, Brain & Education Program (MBE), Harvard University Graduate School of Education; Director, International Mind, Brain and Education Society (IMBES); Editor, Mind, Brain & Education Journal; co-editor of Mind, Brain and Education in Reading Disorders (2007) and Human Behavior, Learning & the Developing Brain: Atypical Development (2007)
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CREATING SOCIAL & SCHOOL
SUCCESS FOR STRUGGLING STUDENTS
The Mislabeled Child: Understanding the Struggling
Student
In recent years, efforts to diagnose and treat struggling
school children have relied increasingly on rating scales
that tabulate observable behaviors, or on complex neuropsychological
batteries that yield either very general or highly specific
results. While these methods are often good at identifying
children who need extra help, they are less valuable in identifying
specific sources of and solutions for an individual child's
learning challenges. This session will describe how a systematic
approach to understanding how an individual child takes in,
processes, expresses, and attends to information can lead
to highly specific and effective solutions for learning and
behavioral challenges.
Brock L. Eide, M.D., M.A., Co-Director, Neurolearning
Clinic; Pediatrician; member of the prestigious Alpha Omega
Alpha Medical Honor Society from the University of
Washington School of Medicine; Fellow, University
of Chicago's Center for Clinical Medical Ethics, Practicing
Member of the University of Chicago Physician's Group; co-author
of The Mislabeled Child: How Understanding Your Child’s
Unique Learning Styles Can Open the Door to Success (2006)
Fernette Eide, M.D., Co-Director,
Neurolearning; Neurologist; former Neurology faculty at University
of Washington; co-author of The Mislabeled Child:
How Understanding Your Child’s Unique Learning Styles
Can Open the Door to Success (2006)
It’s So Much Work to Be Your Friend:
Helping Children with Learning Disabilities Find Social Success
The session will explore the direct link between learning
disorders and social rejection and isolation. Specific strategies
will be offered to diagnose, identify, and remediate social-skill
difficulties. A specific emphasis will be placed in paralinguistic
difficulties and the child’s inability to process and
respond to nonverbal social cues.
Richard Lavoie, M.Ed., M.A., Consultant on
Learning Disorders; Visiting Lecturer, Harvard University;
Member, Professional Advisor Board of the Learning Disabilities
Association (LDA) of America; author of It’s so Much
Work to Be Your Friend (2006)
Domains for Promoting Social Inclusion
of People with Autism & Other Disabilities in Education
This presentation examines the development and use of educational
accommodations as extensions of good teaching practice. For
example, a student with special needs in a regular education
choral class who is unable to stand still and sing can be
afforded another way of meaningfully participating in the
choir performance. Attendees will come away with easy to
implement, practical solutions for including children with
autism and other special needs into social activities and
the regular education experience.
Stephen M. Shore, M.A., Doctoral Candidate
at Boston University; Adjunct Instructor at Antioch
College; Executive Director of Autism Spectrum Disorder
Consulting; author of Beyond the Wall: Personal Experiences
with Autism and Asperger Syndrome (2001), and the upcoming
book, Autism for Dummies; co-author of Ask and
Tell: Self-Advocacy and Disclosure for People on Autism Spectrum (2004) |
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