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Collaborating for Inclusion: Shared Expertise, Shared Responsibility

Date:

January 14 @ 8:30 am – 2:30 pm

Price:

$485

Instructor(s):

Jennifer Patenaude, M.A.

Event Type:

Virtual

Professional Learning Hours:

10

Intended Audience:

All K-12 educators; general educators, special educators, and related service provider partners are encouraged to attend together.

NOTE: The Vermont Agency of Education is providing 3 free registrations to each VT LEA. Reach out to Ana Russo, [email protected], in order to access this opportunity. 

Additional team members should register themselves here. 

Register

Participants must attend both dates:

  • January 14, 2026
  • January 28, 2026
Students focused on schoolwork in a classroom setting, highlighting diversity and education.

Many educators feel uncomfortable when they realize that the needs of some students with disabilities extend beyond their expertise. A deeper understanding of the impact of specific disabilities upon learning helps to ensure that students with unique needs are fully included and supported. General educators bring content expertise, and special educators and related service providers serve as access specialists. Together, they can design inclusive learning experiences that are both meaningful and accessible.  

This workshop helps educators explore how disability impacts vary across students, why Universal Design of Learning (UDL) is essential but not always sufficient, and how to recognize when specialized supports are needed. Through practical examples and exploration of Vermont service delivery models, participants will clarify their role in inclusive practice.

Participants will:

  • Deepen their understanding of how disability impacts vary and affect engagement in learning.
  • Understand that UDL alone may not fulfill the entitlements guaranteed under special education law (IDEA), nor does it address all of the unique impact of specific disabilities on learning and participation. 
  • Recognize when individualized accommodations and supports are necessary to access grade level curriculum and foster independence in the school environment.
  • Examine service delivery models that support inclusive access, distinguishing between universal and supplemental instructional approaches.
  • Consider processes and practices that support effective collaboration and planning, as well as clarify roles and responsibilities. 

Presented by

Jen Patenaude

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