Social-emotional learningK–12For teachers

Ready Tomorrow: Four Low-Intensity Strategies to Increase Academic Engagement and Prevent Challenging Behavior

Come learn four research-based, low-intensity strategies: precorrection, instructional choice, opportunities to respond, and behavior-specific praise to increase academic engagement and prevent challenging behavior within tiered models like Ci3T. Presenters will model using free resources while attendees practice, plan use, prepare materials, explore integrated lesson planning, and share strategies with colleagues.

Date & time: Wed · Mar 10, 2027 · 9:00 AM–12:00 PM ET
Venue: Greater Columbus Convention Center
Columbus, OH
Organizer: Council for Exceptional Children
Council for Exceptional Children
Price: Price: see organizer

Listed from the organizer's public event page. Registration is handled by Council for Exceptional Children.

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Wed · Mar 10, 20279:00 AM–12:00 PM ET· Columbus, OH

Building a Culture of Attendance: PreK–12 Strategies to Prevent Chronic Absenteeism

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Wed · Mar 10, 20271:00–4:00 PM ET· Columbus, OH

Essentials of Classroom Management (PreK–12)

A featured CEC pre-convention workshop led by Jessica Sprick on best-practice strategies for building a positive, proactive classroom that sets the foundation for appropriate student behaviour. Suited to general and special education teachers supporting students with severe and chronic misbehaviour, staff in specialised behavioural settings, and administrators or coaches who support teachers. Covers organising and orchestrating classroom routines and structured approaches to reinforce expected behaviour and correct misbehaviour. Half-day session; separate workshop registration required.

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Educators gathered around a table with books and notes

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Wed · Mar 10, 20279:00 AM–12:00 PM ET· Columbus, OH

The Au-DHD Classroom - Where ADHD an Autism Collide- and What Every Educator Needs to Know

Autism and ADHD co-occur far more often than special educators were once trained to expect. The two conditions were treated as mutually exclusive until the DSM-5 (2013) removed the rule that had prevented a dual diagnosis—a position carried forward in the current DSM-5-TR (2022)—so awareness of how they present together remains thin in both research and practice. The result is “AuDHD” students whose needs pull in seemingly opposite directions: predictability and novelty, deep focus and flexible shifting, routine and stimulation. When educators apply strategies built for one profile in isolation, those supports can quietly undercut one another—and the student is left carrying the mismatch. This three-hour interactive workshop provides special educators with a practical, strengths-based framework for understanding and supporting individuals with ADHD & Autism, or “AuDHD,” across the K–12 span. Together, we will examine how the two profiles interact to create needs distinct from either one alone, why single-profile strategies so often work against each other, and what genuinely integrated support looks like in real classrooms. Through case studies, hands-on planning activities, structured discussion, and the perspectives of AuDHD individuals themselves, participants will build a toolkit they can use the very next school day. Particular attention will be given to learners who are routinely under-identified—including girls and students whose traits present as inattention rather than hyperactivity, and those who mask, who are frequently identified late or missed entirely. Participants will leave able to recognize, plan for, and advocate for the whole student rather than half of one.

Price: see organizer

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