November 11, 2013
Are you looking for new and creative strategies for transition planning? Do you want to better understand transition assessment tools and options? Could you benefit from learning creative strategies for helping students develop self-awareness and self-determination?
NESCA offers a wide variety of workshops offering both theoretical and practical information for supporting tweens and teens with developmental, learning, and/or emotional challenges. Below is a sampling of our most popular workshops, but NESCA clinicians possess a wide range of expertise pertaining to students with learning differences. Moreover, trainings may be tailored to meet the needs of your school or organization.
Workshops typically range in length from 1.5-3 hours but can be shortened or lengthened upon request.
But She’s Only 12
A brief overview of the post-secondary transition planning and assessment process. Particular focus will be given to why and how caretakers of children with special needs can start thinking about transition well before the age of 14. Participants will also learn key factors that make a difference in postsecondary life and strategies for developing these critical skillsets.
A brief overview of the post-secondary transition planning and assessment process. Particular focus will be given to why and how caretakers of children with special needs can start thinking about transition well before the age of 14. Participants will also learn key factors that make a difference in postsecondary life and strategies for developing these critical skillsets.
Assessments: The Cornerstone of the Postsecondary Transition Process
An in depth look at why, when, and how to conduct transition assessments for students with special needs. Presentation highlights include best practices of transition assessment, examples of formal and informal transition assessment measures, and the critical link between transition assessment and appropriate measurable annual IEP goals.
An in depth look at why, when, and how to conduct transition assessments for students with special needs. Presentation highlights include best practices of transition assessment, examples of formal and informal transition assessment measures, and the critical link between transition assessment and appropriate measurable annual IEP goals.
Using the Transition Planning Form (TPF) to Your Advantage
A step-by-step review of the Massachusetts Department of Elementary and Secondary Education’s Transition Planning Form (TPF). Discussion will include background information about the TPF including why and how to successfully use the form as part of the postsecondary transition process. Focus will be given to each part of the form including strategies for developing a student-centered postsecondary vision, creating effective action plan items, and transforming needs into IEP goals and services.
A step-by-step review of the Massachusetts Department of Elementary and Secondary Education’s Transition Planning Form (TPF). Discussion will include background information about the TPF including why and how to successfully use the form as part of the postsecondary transition process. Focus will be given to each part of the form including strategies for developing a student-centered postsecondary vision, creating effective action plan items, and transforming needs into IEP goals and services.
Strategies for Supporting Tweens, Teens and Young Adults with Social-Cognitive Deficits
Teaching, coaching, or parenting an adolescent requires awareness, patience, and having a wide variety of problem-solving techniques at your fingertips. This process becomes infinitely more complex when the student struggles with a social-cognitive deficit such as Asperger's Syndrome, Autism Spectrum Disorder, PDD-NOS, Nonverbal Learning Disability or ADHD.
Teaching, coaching, or parenting an adolescent requires awareness, patience, and having a wide variety of problem-solving techniques at your fingertips. This process becomes infinitely more complex when the student struggles with a social-cognitive deficit such as Asperger's Syndrome, Autism Spectrum Disorder, PDD-NOS, Nonverbal Learning Disability or ADHD.
This talk focuses on the impact a social-cognitive deficit has on the individual, covering strengths as well as core deficits, and also shares a number of practical strategies for connecting with and supporting students with this learning profile.
Fostering Self-Awareness and Self-Advocacy in Youth with Social-Cognitive Deficits
Research tells us that self-awareness and self-determination are central to the experiences of postsecondary success and satisfaction for young adults with social-cognitive deficits. Participants will learn hands-on techniques for teaching youth to identify and share with others their strengths, challenges, and support preferences. Best practices for disability disclosure and student involvement in the IEP process will also be touched upon in this talk.
Research tells us that self-awareness and self-determination are central to the experiences of postsecondary success and satisfaction for young adults with social-cognitive deficits. Participants will learn hands-on techniques for teaching youth to identify and share with others their strengths, challenges, and support preferences. Best practices for disability disclosure and student involvement in the IEP process will also be touched upon in this talk.
“It’s Sensory”
Students with special needs often present with differences in the way they receive, filter, modulate, and integrate sensory information. This workshop educates participants on the basics of sensory integration and practical strategies designed to help students meet their “sensory diet” needs in the environments where they learn, live, and socialize.
Students with special needs often present with differences in the way they receive, filter, modulate, and integrate sensory information. This workshop educates participants on the basics of sensory integration and practical strategies designed to help students meet their “sensory diet” needs in the environments where they learn, live, and socialize.
About the Presenter
Kelley Challen, Ed.M., CAS is NESCA's Director of Transition Services. She has special expertise in working with students with Asperger’s Syndrome and related disabilities, but provides support to individuals with a wide range of needs.
Kelley has nearly a decade of experience facilitating social, life, and career skill development programs. She founded an array of programs for teens and young adults at MGH Aspire (formerly YouthCare) and spent time as Program Director of the Northeast Arc’s Spotlight Program, where she collaborated with schools to develop in-district social skill and transition programming.
She is also co-author of the chapter, “Technologies to Support Interventions for Social Emotional Intelligence, Self-Awareness / Personality Style, and Self-Regulation” in the book Technology Tools for Students with Autism: Innovations that Enhance Independence and Learning.
Kelley has provided transition services at NESCA since 2013.
Other Transition Services Available at NESCA
Other Transition Services Available at NESCA
- Ongoing Transition Planning and Consultation
- Short-term Consultation
- School-Based Assessment Consultation
- School-Based Program Development Consultation
- Individualized Program Development and Coordination
- Blueprint Assessment
- Comprehensive Transition Assessment
- Neuropsychological Evaluation
- Classroom- and Community-Based Observation
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