14th International Conference on Autism,

Intellectual Disabil ity, & Developmental Disabil ities

Research to PracticeCouncil for Exceptional Children

Division on Autism & Developmental Disabilities

On behalf of the Board of Directors for CEC’s Division on Autism and Developmental Disabilities, may I extend an invitation to join us in Kona, Hawaii, January 23–25, 2013, for this premier professional learning opportunity!

The 14th International Conference on Autism, Intellectual Disability, and Developmental Disabilities will integrate research and practice, reflecting the need for evidence-based strategies and interventions within this diverse field. Topical areas include:

� Autism Spectrum Disorder � Multiple Disabilities

� Assistive Technology/Digital Technology � Paraprofessionals

� IBI & Other Interventions � Parental Engagement/Advocacy

� Intellectual Disability � Post-Secondary Initiatives

� Mental Health/Dual Diagnosis � Transitions

The program features more than 100 lecture and poster presentations; conference delegates may also attend an in-depth pre-conference training institute on ASD, led by Dr. Brenda Smith Myles. Continuing Education Units (CEUs) will be available for conference delegates.

Our conference will be held at the beautiful Sheraton Kona, Resort & Spa, at Keauhou Bay on the big island of Hawaii.

For further information, please contact:

Cindy PerrasConference Co-ordinatorCEC-DADDcindy.perras@cogeco.cawww.daddcec.org

Wednesday, January 23, 2013Pr e-Confer en ce Training Institute

Autism Spectrum Disorders: Practical Solutions to Everyday ChallengesBrenda Smith Myles, Ph.D.

� Morning Session – Planning an Educational Program That Works in the “Real School” Setting The Comprehensive Autism Planning System (CAPS) model is a comprehensive system that answers the questions: (a) What supports are needed by my student in each class to be successful? (b) What are my student’s goals? and (c) Is there a thoughtful sequence to my student’s day that matches his/her learning style? This approach to instruction addresses adequate yearly progress, response to intervention, and positive behavior support in a commonsense format. The CAPS process was designed to be used by all members of the student’s educational team and ensures consistent use of supports to enable student success.

� Afternoon Session – Stress, Anxiety, Self-Regulation, and Other “Behavior” Issues: Prevention and Intervention Stress, anxiety, and self-regulation challenges are common for learners with high functioning autism and Asperger Syndrome, which sometimes lead to tantrums, rage, and meltdowns. This escalating sequence seems to follow a three-stage cycle: rumbling, rage, and recovery. This session offers an overview of the cycle and coping strategies that can be used at each stage. Preventative strategies will also be discussed.

� Opening Session

� Concurrent Breakout Sessions/Featured Speakers

� Publisher/Exhibitor Display

� Poster Presentations and Wine & Cheese Reception

� Poster Presentations and Continental Breakfast

� Concurrent Breakout Sessions/Featured Speakers

� Publisher/Exhibitor Display

� Closing Session – Keynote Address/Raffle Draw (iPad)

Conference Overview

Thursday, January 24, 2013 Conference Day 1

Friday, January 25, 2013 Conference Day 2

Brenda Smith Myles, Ph.D.Consultant with the Ziggurat Group

Renowned Expert, Speaker, & Author on Asperger Syndrome & Autism

“Planning an Education Program That Works in ‘Real School’ Settings”

“Stress, Anxiety, Self-Regulation, and Other ‘Behavior’ Issues: Prevention and Intervention”

Howard P. Parette, Jr., Ed.D.Professor and Director, Special Education Assistive

Techology (SEAT) Center, Department of Special Education, Illinois State University

“Helping Children with Developmental Disabilities Learn: A New Model for

Integrating Technology in 21st-Century Classrooms”

Expert Panel PresentationModerated by

Robert A. Stodden, Ph.D.Bryan Cook, Debra Cote, James Kidwell,Meaghan McCollow, Gardner Umbarger,

Elizabeth A. West

“Evidence-Based Practices for Students with Intellectual Disability and

Autism Spectrum Disorders”

Laurence Sargent, Ed.D.Darlene Perner, Ph.D.

Toni Hall, M.A.Note: The presenters are the co-authors of the two-volume book Social Skills for Students with Autism

Spectrum Disorders.

“A Model for Social Skills Instruction for Students with

Autism Spectrum Disorders”

Stephen Shore, Ed.D.Assistant Professor of Special Education,

Adelphi University Author of Beyond the Wall: Personal Experiences with

Autism and Asperger Syndrome

“Sense and Sensabilities:

An Inside View on Sensory Issues,

What They Look Like, Avoiding Them, and

Working Through Ones That Occur”

Michael L. Wehmeyer, Ph.D.University of Kansas

J. David Smith, Ph.D.University of North Carolina

Note: The presenters are the co-authors of the book with the same title.

“Good Blood, Bad Blood: Science, Nature, and the Myth of the Kallikaks”

Noted Speakers

Please note that conference registration may be accessed through Cvent (http://www.cvent.com/d/ycqz16) or through DADD’s website (www.daddcec.org).

Registration Dates and Rates for Conference Delegates and Presenters:

Please contact Cindy Perras (cindy.perras@cogeco.ca) for information on rates for students.

Sheraton Kona Resort & Spa at Keauhou Bay 78-128 Ehukai Street, Kona, Hawaii1.808.930.4900 � www.sheratonkeauhou.com

Sheraton Kona crowns an ancient lava flow cascading into the waters along the Kona coast of Hawaii’s Big Island. This beautiful Resort & Spa offers superb dining, sweeping views of the ocean, and a multi-level pool, lava tube slide, waterfall, and whirlpool spas.

Please make your reservations before January 9, 2013, to take advantage of the special conference rates (single & double occupancy) available at the Sheraton Kona: Mountain View – $169.00; Partial Ocean View – $189.00; Ocean Front – $225.00. Please note that these rates include 1 or 2 breakfast tickets maximum per room (based on occu-pancy), per day in Kai Restaurant for daily Breakfast Buffet; room taxes are additional at 13.41%. The resort amenity fee has been waived for our group, so amenities and services are complimentary, including wireless internet access, parking, trolley service into Kona, etc.

Reservations may be made online, through the resort’s website (https://www.starwoodmeeting.com/ StarGroupsWeb/booking/reservation?id=1206201720&key=40E09), or by calling the Sheraton Kona toll-free at 1.866.837.4256 (CEC Conference is the group booking reference).

Conference Registration

Conference Hotel/Room Bookings

Registration Rates Special Rate (to December 15, 2012)

Regular Rate (after December 15, 2012)

Pre-Conference Training Institute on ASDJanuary 23, 2013Includes breakfast and lunch

$125.00 $150.00

Two-day ConferenceJanuary 24–25, 2013Includes two lunches and wine & cheese

reception

$275.00 $325.00

Combined Package Price for Two-day Conference and Training Institute

$350.00 $425.00

A publication of the DIVISION ON AUTISM AND DEVELOPMENTAL DISABILITIES, a unit of the Council for Exceptional Children

Volume 23, Number 3 • Fall 2012

Focusing on individuals with autism, intellectual disability, and related disabilities

children with developmental disabilities face and recog-nize unique aspects of the diagnosis in the individual stu-dent. Their knowledge of the student makes it more likely that improved outcomes will result.

The second is that while it may be challenging to make a Simon Baron-Cohen out of a competent teacher, it is possible with lots of hard work, dedication, and timely help to make a good teacher, perhaps even a great teacher, out of a competent one.

Third, teachers, regardless of their professional strengths, must possess integrity, passion, commitment, and love for children. Having a toolbox full of techniques is not enough. Great teachers believe in every child’s ca-pacity to learn. The child’s unique profile does not blur this belief.

I love teaching because of the potential for growth: each child’s growth, program growth, and professional growth. Every year we get another chance to connect with our students and their families in ways that positively impact the child’s life. I hope you love it, too! However, if you are not committed to the child’s best interests, you have no business trying to support children with disabili-ties. Find a new line of work. Special education has no room for slackers.

Successful people do the things unsuccessful people are unwilling to do. They study the latest research, ask for advice, attend conferences, and enroll in advanced courses to further their knowledge.

Five Ideas That Make a Difference

In the absence of informed support, countless students with disabilities struggle to cope with academic, social, and environmental demands on their own. The child’s potential can be undermined by inaccurate perceptions about the disability and lead to social isolation, ridicule, self-doubt, lowered self-esteem, and academic failure. The following five ideas can help change the status quo.

1. Promote Respect for the IndividualGreat teachers promote respect for the individual. One can argue that the student with a developmental disabil-ity actually has two disabilities: the actual diagnosis and

How Do We Go From Competent to Good to Great?

Teachers tend to form themselves into the pyramid we see in all areas of human talent and initiative. The least devoted learn that teaching students with disabilities was not meant for them and seek other work. Above them are the competent teachers who follow special education poli-cies, understand the student’s disability, and apply their professional knowledge to advance IEP goals.

The next level is much smaller. These are the really good teachers. Their enthusiasm is infectious. They are by nature optimistic, viewing each child as a valued in-dividual beyond the label. They understand that person-centered support starts with helping the student find his or her voice and listening to his or her concerns (Pitonyak, 2005). They seek out meaningful relationships with the child’s typical peers and value collaborative partnerships with parents and support professionals. They are commit-ted to reducing systemic and attitudinal barriers prevent-ing full membership in the school community.

The next level is even smaller. These great teachers demanded our best and challenged us. The lessons we learned transcended the subjects they taught. Their un-forgettable lessons inspire us throughout life.

Above them—above almost all of us—are people like Robert and Lynn Koegel, Simon Baron-Cohen, and Michael Giangreco. They are among the leading authors, researchers, and teachers in the field. They possess supe-rior analytical skills and gifts of inquiry. Their guiding in-sights improved the field, transcending the present into a better future for generations of students and teachers.

I now come to the three points I most want you to gain from this article.

The first is that great teachers understand the com-plex social, sensory, cognitive, and behavioral challenges

Walter Kaweski, MAWinner of the 2012 PractitionerPresentation Award

Teachers’Corner

(Continued on page 7)

DADD Express2

President’s MessageRichard Gargiulo

It is difficult to believe that 2012 is almost over. It seems to me that the older I get the faster time seems to slip by. Serving as your president this year as been a personally and profession-ally enriching experience. I learned a great deal about the inner workings of CEC and experienced first-hand the tremendous effort that goes into planning the DADD program for the national convention. Working alongside the “giants” in the fields of autism and develop-mental disabilities made my job so much easier. I was very fortunate to work with a board of directors of highly compe-tent and dedicated professionals. I could not have succeeded without their support. DADD is a very strong organization that is well positioned to serve its members and individuals with autism spectrum disorders and developmental disabili-ties in the coming years.

DADD14th InternationalConference onAutism, Intellectual Disability & Developmental Disabilities:

Research to Practice

January 23–25, 2013

Kona, Hawaii

Cindy Perras, Conference Coordinator cindy.perras@cogeco.ca

www.daddcec.org

I was very pleased to see the efforts of our outgoing stu-dent representative, Jordan Shurr, at invigorating and ener-gizing the student members of DADD. I wish to commend Jordan for his vision and leadership. To our student mem-bers, I strongly encourage you to get involved at all levels of DADD. You are the future of this organization. The contin-ued growth of DADD and its importance to CEC and the field of special education largely rest upon your shoulders.

I encourage each of you to join your fellow DADD mem-bers in Kona, Hawaii, this coming January, where we will hold our 14th annual conference. As in previous years, this conference will feature an outstanding program with sessions conducted by leaders in the field of autism, intellectual dis-ability, and developmental disabilities. I hope that you will consider being part of this first-rate conference. Additional information about the conference can be found elsewhere in this newsletter.

As my term of office comes to a close in a few months, permit me to thank you for allowing me to serve as your pres-ident. It has been an honor and a distinct privilege.

Editor’s NoteGinevra CourtadeI hope that everyone is having a great start to a new school year or new semester! Thank you to Walt Kaweski, winner of the 2012 Practitioner

Presentation Award, for contributing to the Teachers’ Cor-ner, and to Jordan Shurr for his contribution to the Students’ Corner.

NOTE: The DADD board is considering changing the format of DADD Express to an online publication. We would like feedback from our members on this possibility.

Please get involved with DADD! One of the best ways to start is by joining a DADD committee. Check our Web site for more DADD news and information (www.daddcec.org). If you have any questions about the newsletter, would like to contribute, or have an opinion about formatting, please con-tact me (g.courtade@louisville.edu). [Please notify CEC if you have a change of address.] Enjoy your fall!

DADD Express 3

Elizabeth A. WestChairperson

We continue to promote awareness of CEC-DADD and diversity efforts. The Diversity Committee meeting at the 2012 CEC Annual Conference and Convention was well attended. Dis-cussed were action items related to:1. revising and linking the work to the mission and

strategic plan of the division,2. ensuring that sufficient content related to diversity

is present at the DADD Conference, and

Diversity Committee Report

DADD Awards: Criteria and CALL for NominationsThe following awards are given each year through a nomination process by members and friends of DADD. Nominations will be accepted between now and February 1, 2013:

John W. Kidd Subdivision Award is given for exceptional per-formance of a subdivision during the past year. Selection criteria include:

a. Maintaining membership integrity during the previous fiscal year;

b. Engaging in innovative programming, evidenced by plans and performance presented at time of application for award; and

c. Having members actively participate in DADD activi-ties beyond the subdivision level.

Burton Blatt Humanitarian Award is presented to an indi-vidual who reflects the ideals of the Division and has made sig-nificant contributions to the field of intellectual/developmental disabilities and/or autism. Selection criteria include:

a. Exceptional effort and involvement in furthering the cause of persons with intellectual disability, develop-mental disabilities, and/or autism; and

b. Membership in DADD.

Legislative Award is given to an individual who has demon-strated leadership in the area of legislation. Individuals are eligible for nomination if they have been involved in the devel-

opment, support, and/or enactment of legislation designed to meet the needs of individuals with intellectual disability, devel-opmental disabilities, and/or autism.

Research Award is presented annually to an individual who reflects the ideals of the Division and who has made significant contributions to the field of autism and developmental disabili-ties through research. Selection criteria include:

a. Exceptional effort exerted and involvement in further-ing the cause of persons with intellectual disability, developmental disabilities, and/or autism through re-search; and

b. Membership in DADD.

Shriver-Kennedy Student Achievement Award is presented to a young person up to age 25 who excels in one of the fol-lowing areas: academics, arts, athletics, community service, employment, extracurricular activities, independent activities, technology, and self-advocacy. Students with an intellectual disability, autism spectrum disorder, or other developmental disability are eligible for this award.

Please send letters of nomination and/or inquiries to:Dagny Fidler, Awards Chair

dagny@mchsi.com • 515/991-2715

Deadline: February 1, 2013

3. developing a practitioner-focused manuscriptdiscussing diversity and associated definitions.

CEC and Diversity Committee leaders, along with Di-versity division representatives, attended a co-sponsored meeting at the annual conference. The Diversity Round-table convened to identify division initiatives related to CEC’s mission in promoting diversity within the organiza-tion. The DADD Diversity Committee will align our work around these recommendations.

DADD Express4

Membership and Unit Development Committee News

Debora Wichmanowski Chairperson

Dear Members,

The CEC International Convention in Denver was a huge success, and we know

that our members in attendance found all of our work-shops and conference-related activities to be very benefi-cial to their professional development. Please be reminded that the DADD Conference will be held January 23–25, 2013, in Kona, Hawaii, and the International CEC Con-vention will be April 3–6, 2013, in San Antonio, Texas. We hope to see many of you at these important events.

While in Denver, we met many new people, and we were thrilled by the number of people who stopped by our DADD booth to pick up information about our division. Many of them expressed their intentions to join DADD, and several discussions were held with individuals who are interested in starting subdivisions in their home state. Please watch for further information about joining your colleagues and fully experiencing the benefits that come from belonging to CEC-DADD. Please contact me if you are interested in starting a subdivision (dwichman@pasco.k12.fl.us).

Please help us promote membership in DADD by get-ting the word out to your friends, colleagues, and college students about DADD and the benefits of becoming a member. Some important information you may want to share includes:

•Duesmaybepaidin3easyinstallmentsfromyourcredit card

•Membersreceivefourissuesofthejournal Educa-tion and Training in Autism and Developmental Dis-abilities (ETADD)

•Membersreceivefourissuesofthejournal Focus on Autism and Other Developmental Disabilities

•MembersreceivetheDADD Express Newsletter

•MembershaveaccesstoPositionPapersdevel-oped by DADD

•Networkingandconferences

If you have any questions or need any assistance, please contact me or your Regional Representatives (see the table with this article).

Representative Region States & Provinces

Beth Cavanaghbeth.kavanagh@peelsb.com

Canada Any Canadian province or territory

Dianne Zagerdzager@pace.edu

Northeast CT, DC, DE, MA, MD, ME, NH, NJ, NY, PA, RI, VT

Debbie Wichmanowskidwichman@pasco.k12.fl.us

Southeast AL, AR, FL, GA, LA, MS, NC, OK, SC, TN, TX, VA, WV

Mark Francismfrancis126@comcast.net

Midwest IA, IL, IN, KS, KY, MI, MN, MO, ND, NE, OH, SD, WI

Debra Cotedcote@exchange.fullerton.edu

Far West AK, AZ, CA, CO, HI, ID, MT, NM, NV, OR, UT, WA, WY0

DADD Express 5

Michael Wehmeyer Chairperson

New and Upcoming Publications

The latest DADD publications were de-buted at the CEC annual convention in April. The two-volume Social Skills for Students with Autism Spectrum Disorders and Other Developmental Disabilities by au-thors Laurence R. Sargent, Darlene E. Perner, Mark Fesgen, and Toni Cook was prominently displayed in the CEC Book-store at the Denver Convention Center and is now available for purchase through CEC. Volume 1 focuses on social skills in-struction at the elementary level, complete with 50 elementary school lesson plans. Volume 2 addresses secondary education and also contains 50 secondary school lesson plans. Both vol-umes are user-friendly and practitioner-focused, emphasizing instruction in inclusive settings leading to social competence and social inclusion. These will be “must have” guides for in-struction of social skills leading to social inclusion in school and community for the 21st century! Also this summer, look for the publication of the latest addition to the DADD Prism Series, A Guide to Teaching Students with Autism Spectrum Disorders, edited by Darlene E. Perner and Monica E. Delano. Featur-ing chapters by some of the most visible leaders in the field of autism spectrum disorders, this book provides a user-friendly guide for special and general education teachers regarding ef-fective assessment and instructional strategies that promote

Publication Committee Reportaccess to the general education curriculum for—and meet the unique learning needs of—students with ASD.

Does Your University Library Have the Important DADD Books and Journals?

If you are affiliated with a university, often as not you are in-vited to provide recommendations to your library as to those books and journals that might be of benefit to your research and teaching. University libraries are purchasing fewer texts and print copies of journals. If DADD publications are important to your work and to that of your students, won’t you take a mo-ment to request that your library subscribe to the print edition of DADD’s flagship journal, Education and Training in Autism and Developmental Disabilities, and also to print or electronic ver-sions of Focus on Autism and Other Developmental Disabilities? In addition, recommend purchase of the new social skills texts and Prism volumes. When you contact your library, don’t forget to request the DADD-sponsored publication, Educating Students with Autism Spectrum Disorders: Research-Based Principles and Practices, edited by Dianne Zager, Michael Wehmeyer, and Richard Simpson. Comprehensive in scope, cross-disciplinary, and research based, this work contains chapters by authors who are nationally recognized for their work in the topic being addressed—and almost all of whom are members of DADD. The royalties from the text are donated to DADD to further the division’s mission. Ordering information can be found at the Taylor and Francis website (http://www.taylorandfrancis.com/books/details/9780415877572).

Another Hawaii ConferenceAnother busy academic year has already begun. Whether you are a teacher, school administrator, therapist, college faculty member, researcher, parent of a child with a disability, or rep-resenting another profession, the school year always brings a heightened level of activity. DADD is preparing for a very busy year, beginning with our 14th international conference, to be held in Kona, Hawaii, January 23rd to the 25th, 2013. If you have never attended one of our Hawaii conferences, you should think about doing so this year. Not only does the conference offer an excellent program, but you will also have an opportu-nity to meet others with an interest in serving individuals with

Executive Director’s CornerTom E. C. Smith

autism and developmental disabilities. Our first DADD con-ference was held in Hawaii more than 25 years ago. Since the division was new to holding conferences, the board was unsure if we should even try such a risky effort. Under our then presi-dent, Ed Polloway, the decision was to move forward, which we did. The result was an extremely successful conference. DADD board members decided that the division should continue to host conferences to ensure that researchers and practitioners in the field of autism and developmental disabilities have op-portunities to disseminate timely information to practitioners, other researchers, and parents regarding individuals with these disabilities. Hard to believe we are now hosting our 14th con-ference. As always, it will be an excellent opportunity to come together to learn and discuss how we can best serve individuals with autism and developmental disabilities. I hope to see many of you in Hawaii in January.

DADD Express6

ested in considering you as a candidate for employment. You could scrawl your contact information on the nap-kin that had been carrying your crackers and cheese or hand over a clean and concise business card. Enough said? I recently met a fellow DADD student member, Krista Vince Garland, who told me that her advisor had presented her with a box of personalized business cards at the start of her graduate program and a mission to empty the box by graduation. What a great idea to be-gin self-marketing early! There are plenty of simple and cost-effective web-based resources for creating a profes-sional-looking business card. They will be well worth the investment.

• Professional WebsiteAs a student, you are likely continually gaining experi-ences that will be pertinent to your future profession. The problem with a job application, résumé, or curricu-lum vitae is that they are typically printed and therefore static. Consider replicating this information in a web-based form and continually updating it with links to your relevant experiences and pertinent artifacts. You can eas-ily create a free site or one for a nominal yearly fee that can highlight your current work in the field. While it is important for your site to reflect you as a person, keeping it simple, easy to navigate, and professional will take you further in the long run professionally.

What do you think? Share your self-marketing thoughts, ideas, and experiences on the DADD student listserv (http://groups.google.com/group/studentdadd).

Jordan (shurr.jordan@gmail.com)

Self-Marketing

You are in transition. There is no doubt in my mind—you do not see yourself (on most days) as a perpetual student, but a future something or other. You could be a future special education teacher, future college professor, future rehabilitation coun-selor, an so forth. The point being, students by nature learn, move on, and are no longer students. However, in the midst of preparation for the future job, one thing that is often left aside is preparation for the job market. Although it may sound harsh, regardless of how highly your professors, your colleagues, and/or your grandmother hold you in regard, this aura does not always transfer to paper as it sits amongst a pile of multiple job applica-tions. While the goal of higher education is most definitely to prepare for excellence on the job, without a job . . . there is no excellence on the job. So, with all this, I am saying, do not be afraid to market yourself. You surely have unique talents, ex-periences, and energy to bring to a position. Do you know what they are? Will employers know? If you are like me, figuring out how to relay this without feeling self-conscious can be a bit awk-ward. But, as I am learning, a little effort and forethought can go a long way in this arena. Here are a few basic tips from my own experiences, as well as some borrowed from others:

• The ApplicationThis seems to go without saying, but your applica-tion for a job is often the first impression that you offer of yourself—so make it a good one. It is essen-tial that the application highlights your skills and experiences—most specifi-cally, those skills that line up with the description of the open position. After the final stages of checking, double-checking, and re-checking for spelling, grammar, and any other errors, you should come away feeling that your application is an accurate depiction of you as a professional as well as of a strong and viable candidate for the position.

• Business CardsPicture this: You are at a conference and you meet a prospective employer. He or she appears to be inter-

Students’ CornerJordan ShurrStudent Governor

DADD Express 7

(Teachers’ Corner, continued from page 1)

limiting attitudes that view the disability label as more im-portant than the student’s unique profile. Such descrip-tors as “low functioning,” and “handicapped” re inforce these notions. Great teachers are sensitive to these is-sues. They reject placement and support decisions based on these broad misperceptions. They promote the whole person while lessening the debilitating effect of labeling. They view the student’s disability as one aspect of the complex person they know. In their view, the student may have autism, but he or she is not autism itself.

2. Avoid Segregated PlacementsGreat teachers view special education as a service, not a place. They avoid placing students with autism together in segregated classrooms and strive instead to include the student in general education settings as much as possible. Strain (2008) called segregated autism-specific grouping arrangements “toxic” to a student’s development. We don’t need “autism immersion.” Students with autism thrive in welcoming, supportive regular classroom set-tings. When experiential learning is emphasized over pas-sive teacher-centered whole-class instruction, learning is enhanced. When peer-to-peer interaction is encouraged, opportunities to communicate increase and challenging behaviors reduce. Research documents that included stu-dents display higher levels of academic engagement and social interaction and have more-advanced education plan goals than their counterparts in segregated place-ments (Fryxell & Kennedy, 1995; Harrower & Dunlap, 2001; Hunt, Farron-Davis, Beckstead, Curtis, & Goetz, 1994).

3. Friendship and Belonging MatterGreat teachers understand that friendship and belong-ing are essential to healthy child development. As Carter (2011) wrote, “Put simply, relationships are at the core of a good life” (p. 11). Students with autism can and do enjoy fulfilling relationships within a supportive school culture. Shared interests form a foundation for friendship development, are genuine, and can be lasting. Is there a club that matches that interest?

4. Promote Heterogeneous ClassroomsGreat teachers reject the notion that students must “earn” the right to participate in general education classes. They recognize the diverse learning styles of their students and adjust instruction to accommodate students’ needs. They focus instruction on the abilities, interests, and learning styles of all students, not just a select few. They believe

strongly that all students can learn if they receive the ap-propriate support and instructional delivery.

5. Design Support Strategies That Promote IndependenceGreat teachers understand that uninformed adult sup-port stigmatizes the student in the eyes of his or her peers. Overreliance on adult support causes learned help-lessness and prompt dependency (Giangreco & Broer, 2007; Giangreco, Edelman, Luiselli, & MacFarland, 1997). Great teachers understand these issues and work hard to avoid them.

ConclusionEducating students diagnosed with developmental dis-abilities is not boring! Each student is a unique individual with his or her own set of strengths, interests, and chal-lenges. That applies to all students, with disabilities or not. Challenges are really opportunities to make a positive difference in the student’s life.

ReferencesCarter, E. W. (2011). Research addressing peer relationships and sup-

ports: What we know and where we might go. TASH Connections, 37(1), 11–15.

Fryxell, D., & Kennedy, C. H. (1995). Placement along the continuum of services and its impact in students’ social relationships. Journal of the Association for Persons with Severe Handicaps, 20, 259–269.

Giangreco, M. F., & Broer, S. M. (2007). School-based screening to determine overreliance on paraprofessionals. Focus on Autism and Other Developmental Disabilities, 22(3), 149–158.

Giangreco, M. F., Edelman, S., Luiselli, T. E., & MacFarland, S. Z. C. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64, 7–18.

Harrower, J. K., & Dunlap, G. (2001). Including children with autism in general education classrooms: A review of effective strategies. Behavior Modification, 25, 762–784.

Hunt, P., Farron-Davis, F., Beckstead, S., Curtis, D., & Goetz, L. (1994). Evaluating the effects of placement of students with se-vere disabilities in general education versus special classes. Journal of the Association for Persons with Severe Handicaps, 19, 200–214.

Pitonyak, D. (2005, November). 10 things you can do to support a per-son with difficult behaviors. Retrieved from Imagine website: www .dimagine.com/10things.pdf

Strain, P. S. (2008, May). Key ingredients to effective inclusive early in-tervention for children with autism. Opening address presented at the Third Annual General/Special Education Collaborative: Evidence-Based Practice, Brea, CA.

Walter Kaweski is an autism specialist and author of Teach-ing Adolescents With Autism: Practical Strategies for the Inclusive Classroom (Corwin, 2011).

DADD Express8

AwardsSolicits and reviews nominations for division-authorized awards.

Chair: Dagny Fidler (dagny@mchsi.com)

CommunicationsFacilitates communications between the DADD Board of Directors and the membership. Includes oversight of the website, DADD Express newsletter, and emerging electronic communications.

Chair: Emily Bouck (bouck@purdue.edu)

ConferenceResponsible for planning the division’s role in CEC’s annual conference and in DADD conferences.

Conference Coordinators:Nikki Murdick (murdickn@slu.edu) andCindy Perras (cindy.perras@cogeco.ca)

Critical IssuesExplores issues of critical importance to the division and its members. Works with the membership to develop position statements of value to the field.

Chair: Bob Stodden (stodden@hawaii.edu)

DiversityResponsible for identifying and reviewing issues concerning ethnic, racial, and linguistic diversity among individuals with autism and developmental disabilities and the professionals who serve these individuals.

Chair: Elizabeth West (eawest@u.washington.edu)

FinanceMonitors, evaluates, and reviews suggested changes in budget line allotments; proposes yearly budget plans based on suggested changes and previous needs.

Chair: Gardner Umbarger (gumbarger@woh.rr.com)

LegislativeFollows federal legislation and policy development as it concerns children with autism and developmental disabilities and the persons who educate and support them. Reviews legislative actions and can serve as a political action group for taking positions on various pieces of legislation.Chair: Bob Stodden (stodden@hawaii.edu)

Membership & Unit DevelopmentProvides support to state and provincial subdivisions, which may include assisting with organizing and maintaining subdivisions, regional conferences, newsletters, subdivision manuals, and other forms of technical assistance. Chair: Debbie Wichmanoski

(dwichman@pasco.k12.fl.us)

NominationsPrimary responsibilities are to seek qualified candidates for offices, fill office vacancies when they occur, communicate with candidates to assure their willingness to serve, and obtain biographical data for ballots.Chair: Teresa Doughty (tabert@purdue.edu)

Professional Development and ProfessionalStandards

Largely involved with assisting CEC/NCATE in developing beginning teacher standards.Chair: Scott Sparks (sparks@oak.cats.ohiou.edu)

PublicationsResponsible for oversight of the journal Education and Training in Autism and Developmental Disabilities. Works with the Board in developing a variety of publications, including the Prism series of monographs and other professional resources.Chair: Michael Wehmeyer (wehmeyer@ku.edu)

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Please contact the chair of any committee you may be interested in joining. Thank you.