Biography of Primary Presenter

Teri Jones is a 30 year veteran teacher in Special Education. She received her bachelor's degree and Master's degree in Special Education from the University of Florida. She is currently an ESE coteacher at Newberry Elementary ( a knowledge development site for SWIFT). Teri has presented at the Council for Exceptional Children National and State of Florida conferences, Assitive Technology Industry Association, and Center for Autism and Related Disabilities.

Valentina Contesse graduated for the University of Florida with a bachelor's degree in Elementary Education and a Master's degree in Special Education. She is currently an ESE coteacher in 1st, 2nd, and 3rd grade at Newberry Elementary in Florida. Valentina presented at the Florida Association of Teacher Educators Annual Conference, at the University of Florida's Professional Inquiry Showcase and has been a copresenter for a CARD webinar.

Angela Truex earned her bachelor's degree in Elementary Education and her Master's degree in Special Education from the University of Florida. She is currently an ESE co-teacher at Newberry Elementary School in Florida. She has previously presented at the 2012 Council for Exceptional Children Convention's Student Poster Session, and has been a copresenter for a CARD webinar.

Highest Degree of Primary Presenter

Master's Degree

Presentation Abstract

Through our experience working in an Inclusive school ( which was chosen as a SWIFT school Knowledge Development Site in 2013) we have experienced the benefits of using positive behavioral supports in the classroom, especially with those students with the most challenging behavioral needs. Students should not be excluded from the general education classroom due to their behavioral challenges and needs. It IS possible to shape behavior in the General Education setting with the right supports and expectations. It is our responsibility as educators to ensure that students' academic as well as behavioral needs are met. We will share our experiences, challenges, and real - life examples of addressing students' behavioral needs in a highly effective, inclusive school as well as tools we have found to be successful in our efforts. These strategies are often readily transferable to the home and are more effective when being implemented consistently at school and at home and when school professionals and families collaborate.

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All Means All; Using Positive Behavior Supports for Successful Inclusion

Through our experience working in an Inclusive school ( which was chosen as a SWIFT school Knowledge Development Site in 2013) we have experienced the benefits of using positive behavioral supports in the classroom, especially with those students with the most challenging behavioral needs. Students should not be excluded from the general education classroom due to their behavioral challenges and needs. It IS possible to shape behavior in the General Education setting with the right supports and expectations. It is our responsibility as educators to ensure that students' academic as well as behavioral needs are met. We will share our experiences, challenges, and real - life examples of addressing students' behavioral needs in a highly effective, inclusive school as well as tools we have found to be successful in our efforts. These strategies are often readily transferable to the home and are more effective when being implemented consistently at school and at home and when school professionals and families collaborate.