Realizing Potential: School Programs that Recognize Intelligence and Prepare Students with Diverse Needs for Success Futures

Name: Realizing Potential: School Programs that Recognize Intelligence and Prepare Students with Diverse Needs for Success Futures
Price: 15.00 USD
Availability: InStock

$15.00 /6 month

Presenters

Monica Osgood

Celebrate the Children’s founder, Monica G. Osgood, is an experienced behavioral consultant and therapist who specializes in using developmental approaches to support children with autism and other differences in relating and communicating. She is also the Founder and Director of the Developmental Center for Children and Families and Executive Director and a founding member of the Profectum Foundation. Monica has worked in homes, therapy centers, and private and public school settings for over 20 years. Some of her experience has included assessment and the development of intervention programs, curriculum and IEP development, and parent and professional training. In 1998, Monica created the first public school program with the Developmental Individual Relationship-based (DIR model) approach as the core philosophy. In 2000, she was the first educator to join the senior faculty of the Interdisciplinary Council on Development and Learning(ICDL) to provide interdisciplinary training in the DIR model. During her time with ICDL, Monica served as faculty for all of their yearly training institutes, spoke at many of their conferences and had the opportunity to work closely and collaborate with Drs. Greenspan and Wieder to further develop the DIR model in school settings. In 2004, she collaborated with Lauren Blaszak to open a state-approved, DIR model school for children ages 3-21 in Denville, New Jersey, now serving over 70 school districts and 130 families. Additional accomplishments include, many speaking engagements at conferences and participation in television, radio and newspaper interviews across the USA, Wales, Ireland and Amsterdam. Monica has appeared on Welsh Channel 4 and BBC1 documentaries, sharing the DIR model approach with British parents and professionals. Monica and the Celebrate the Children school were featured in a TIME Magazine cover story in May of 2006. She serves on the Advisory Board for 3LPlace and the National Advisory Council for The Centers for Exceptional Children. Monica also serves on the Economic Development Advisory Council and the Sustainable Economic Development Plan Steering Committee for her local Town Council. Finally, she collaborated with twice Grammy nominated children’s artists Dan Myers and Brady Rymer on an album and music video celebrating diversity in children with all abilities released April 2011. https://www.monicaosgood.com/

Monica G. Osgood, Executive Director, Profectum Foundation; Co-Founder & Executive Director, Celebrate the Children School

Today we understand that autism is a disorder of integration and that deficits in the sensory-motor system are at the core of what derails individuals with ASD from realizing his or her potential. These core challenges often impact the individual’s ability to act on intentions and share with others his or her true intellect. This plenary session will illustrate educational interventions for middle and high school aged students and young adults that target core deficits through emotionally-meaningful, relationship-based activities in the classroom. Tapping into each student's unique communication system will be emphasized and the use of presumed competence to maximize intellectual participation in class will be illustrated through video examples. Independence will be a key focus of this plenary as work on organization, working in groups, relationships fostered through group problem solving and higher level critical and creative thinking are targeted. Additionally, the use of technology and the importance of global awareness will be covered as students are prepared for successful lives in the 21st century.

Participants will be able to:

Describe new insights into the capabilities and competence of the student with ASD and other developmental challenges
Describe how autism is a disorder of integration
List different approaches to maximizing each student's ability to communicate
Describe how targeting the core deficits in each individual's sensory-motor system and maximizing communication in the classroom realizes higher levels of intelligence, self-esteem, participation, independence, relationships and overall success

Categories: Education, Individual Webcasts, Monica Osgood, Older Children and Adults, Presenters

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Monica G. Osgood, Executive Director, Profectum Foundation; Co-Founder & Executive Director, Celebrate the Children School

Today we understand that autism is a disorder of integration and that deficits in the sensory-motor system are at the core of what derails individuals with ASD from realizing his or her potential. These core challenges often impact the individual’s ability to act on intentions and share with others his or her true intellect. This plenary session will illustrate educational interventions for middle and high school aged students and young adults that target core deficits through emotionally-meaningful, relationship-based activities in the classroom. Tapping into each student’s unique communication system will be emphasized and the use of presumed competence to maximize intellectual participation in class will be illustrated through video examples. Independence will be a key focus of this plenary as work on organization, working in groups, relationships fostered through group problem solving and higher level critical and creative thinking are targeted. Additionally, the use of technology and the importance of global awareness will be covered as students are prepared for successful lives in the 21st century.

Participants will be able to:

Describe new insights into the capabilities and competence of the student with ASD and other developmental challenges
Describe how autism is a disorder of integration
List different approaches to maximizing each student’s ability to communicate
Describe how targeting the core deficits in each individual’s sensory-motor system and maximizing communication in the classroom realizes higher levels of intelligence, self-esteem, participation, independence, relationships and overall success