The Bresnahan-Halstead Center is committed to work for the advancement of knowledge and quality services for people with disabilities through research, professional development, partnership/technical assistance, and scholarships. As part of this mission, the Center is committed to assisting not only professionals who work with students with disabilities but also families of these individuals to expand their knowledge and skills in their work with them. Because the ultimate goal of the Center is to improve the academic, social, emotional, and vocational outcomes of individuals with disabilities, we have made funding available to professionals and families to plan, organize, deliver, and evaluate professional development experiences.
Instructions for applying:
Early Childhood Summit, June 15-17, 2015
The 2015 Early Childhood Summit will be 2½ days of inspiring sessions developed for early learning professionals including early childhood educators, early intervention/special education providers, child care providers, early childhood administrators, special education administrators and anyone interested in supporting social emotional development in young children! More information available soon.
Self-Determination Instruction Across the Secondary Continuum
The Weld RE-4 School District (middle and high schools), with support from the Bresnahan-Halstead Center, designed and implemented the project Self-Determination Instruction Across the Secondary Continuum. Initiated in the spring of 2014, the project was designed to provide professional development and coaching for special education teachers in order to implement self-determination instruction that provides secondary age students with disabilities the opportunity to develop self-determination skills before entering postsecondary life. The project is moving through stages of professional development, data collection, coaching, and modeling/demonstration with middle and high school teachers/service providers to train and follow-up with oneon- one coaching in research-based instructional tools to meet specific outcomes identified across a grade level continuum of instruction. Ultimately, students who participate in the project and receive systematic selfdetermination instruction over time will develop skills that are not simply introduced and forgotten, but become a part of their innate abilities.