All Ours Inclusion Symposium 26

DESCRIPTION:
Identifying mental health concerns in adolescents with developmental disabilities (DD) requires careful attention to subtle and often atypical signs of distress. Mental health symptoms may appear differently than in neurotypical peers, frequently presenting as changes in behavior, aggression, withdrawal, or functional decline rather than verbalized emotional concerns. This presentation will equip with the knowledge to recognize key warning signs, understand why identification is complex, and know when and how to seek appropriate professional support using an interdisciplinary approach.

OBJECTIVES:
1. Identify key behavioral, emotional, social, and physical signs of mental health concerns in adolescents with developmental disabilities.
2. Explain why mental health symptoms often present differently in youth with developmental disabilities and why identification can be challenging.
3. Differentiate between developmentally typical behaviors and signs of significant distress requiring further attention.
4. Recognize when to seek professional help, including urgent warning signs such as self-harm or suicidal ideation.
5. Understand the importance of interdisciplinary evaluation and appropriate screening tools for adolescents with developmental disabilities

DESCRIPTION:
Multilingual and migratory students with IEPs often face fragmented systems that don’t fully address their language, learning, and mobility needs. This session provides practical tools from IEPs for ELs and Other Diverse Learners and Special Education Considerations for Multilingual Learners to strengthen how teams design goals, instruction, and supports. Participants will analyze a case study, identify gaps in collaboration, and leave with strategies to improve IEP quality and cross-team coordination for multilingual migratory learners.

OBJECTIVES:
1. Identify common challenges multilingual and migratory learners face in the IEP process.
2.Differentiate language acquisition needs from disability-related needs using guiding questions.
3. Strengthen IEP goals and supports through improved collaboration among general education, EL, SPED, and MEP teams.

DESCRIPTION:
Inclusive schools rely on strong instructional teams. This session examines how schools can support paraeducators as essential instructional partners. Designed for educators and administrators, the presentation highlights structures, expectations, and collaboration practices that empower paraeducators, improve consistency of support, and increase access to high-quality instruction for students with diverse learning needs.

OBJECTIVES:
Recognize key system conditions that support paraeducators as effective instructional partners in inclusive classrooms. Explore high-leverage best practices for communication, role clarity, and instructional alignment across classrooms and schools. Share and reflect on current practices, challenges, and strategies to strengthen collaborative paraeducator support within their own contexts.