Best Practices 2017 Courses & Speakers

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THURSDAY MARCH 9th

Terri Rossman, Zones of Regulation (AM or PM)

Course Description
Self-Regulation is a skill everyone needs to manage the daily trials and tribulations.  Sometimes we become incapacitated to cope, and with all the pressures on our youth, all too often we are seeing more self-regulation needs in this general population.  Managing emotions and monitoring behaviors is a particular challenge for some.  Self-regulation skills need to be taught and learned so that our youth have the capacity to manage everyday conflicts, preserve under stress and maintain a mentally healthy state of being.  
The Zones of Regulation (2011) curriculum, comprises of lessons and activities designed by Leah Kuypers, M. A. Ed., OTR/L to help students gain skills in the area of self-regulation.  The lessons and learning activities are designed to help the students recognize when they’re in the different Zones (states of alertness/moods) as well as learn how to use strategies to regulate the Zone they are in.  In addition to addressing self-regulation, the students will be gaining an increased vocabulary of emotional terms, skills in reading facial expressions, perspective on how others see and react to their behavior, insight on events that trigger their behavior, calming and alerting strategies, and problem solving skills.  
Zones trainings provide strategies to teach students to become more aware of and independent in controlling their emotions and impulses, managing their sensory needs and improving their ability to problem solve conflicts.  Practical ideas are provided that can easily be incorporated into the classroom or home.   

Course Objectives
Learner will demonstrate knowledge of self-regulation, including:
• Identify sensory processing systems, integration and it’s impact on modulation
• Outline executive functions that frequent impact self-regulation
• Definition of emotional regulation
• Learner will develop insight into a systematic way to teach students to self-regulate 
• Cite strategies to identify ones level of alertness and emotions and describe how social and contextual cues are used to decipher expected behavior
• Demonstrate strategies to use to adjust ones level of alertness/emotions to match the demands of the environment
• Learner will identify ways to integrate The Zones into practice and generalize skills across settings

Speaker
Terri holds degrees from Ithaca College and Boston University in Communication Sciences .She has practiced as a speech-language pathologist for over 30 years in schools, hospitals and clinical settings. She is the founder and owner of Princeton Speech-Language & Learning Center and the Social Village at PSLLC. Terri has an active caseload and works with students of all ages and with social learning and self-regulation challenges, including ADHD, ASD and anxiety.  Terri has worked closely with Leah Kuypers, creator of The Zones of Regulation over the last few years as a sounding board of ideas and insights and most recently to co-author a Zones of Regulation therapeutic board game with Kuypers and Elizabeth Sautter.  Terri has joined Leah Kuypers to provide workshops on The Zones of Regulation across North America. Terri has presented many workshops on a variety of topics to preschools, school districts, private schools, therapists and parent groups across the county, including at the 2015 International Social Thinking Providers Conference. She currently resides in Princeton, NJ, with her husband, and dogs.

Sarah Ward, Executive Functioning (AM Elementary or PM High School)

Course Description
To successfully execute, children need to be aware of task demands and set goals. Then they must access forethought and hindsight to think in an organized way and to sustain their focus on the relevant features of the task at hand.  As students mature they learn how to organize their time, space, materials and develop the reasoning skills to consider multiple possible solutions to problems, recognize the "gray" in situations, and manage both expected and unexpected changes in plans, routines, rules and novel situations. Students must fluidly shift between changing task demands and carry out multiple complex steps to achieve expected goals.  Exactly how far into the future an adolescent can see is developmental in nature. Called the ‘temporal horizon’, teens can imagine about 2 to 3 days in the future. Hence, contemplating and planning for multi day assignments, tasks and long term projects, which fall outside their developmental temporal window, is challenging. This is one reason teens can have difficulty imagining the future consequences of their actions, resisting typical teen pressures and managing their time. Thus, they are more likely to procrastinate on tasks during the teen years.

This is a practical strategies seminar!   Gain a new view on what the executive function skills are and learn dozens of  unique and innovative treatment approaches that do not merely compensate for but actually develop a student’s executive function skills.    From task initiation and execution to time management, learn strategies such as ‘Future Sketch’, ‘Get Ready, Do, Done’, ‘STOP and Read the Room’, and seeing and sensing the passage of time.   Support students in knowing how to break down and initiate complex assignments and writing tasks. Help students to focus their efforts, ignore distractions and complete tasks within reasonable time limits. Teach students how to calculate the time needed to complete tasks.   Support students in minimizing procrastination, remembering, planning for and completing tasks over multiple hours and/or days. 

Course Objectives
-State the functional working definition of  what is meant by the term “executive function skills”as it pertains to therapeutic interventions  
-Define how situational awareness, self talk, forethought , gesture/movement and episodic memory are the foundational skills for successful task execution
-Develop an intervention program to foster a student’s ability to form more independent executive function skills by describing therapeutic activities to improve:
• Situational awareness and forethought
• Task planning, task initiation and transition within and between tasks
• Active self management of the factors related to the passage of hourly, weekly and extended time
• Organized thinking and speed of information processing
• Student management of homework, materials and long term projects

Speaker
Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections has over 15 years’ experience in diagnostic evaluations, treatment and case management of children, adolescents and adults with a wide range of developmental and acquired brain based learning difficulties and behavioral problems not limited to but including: Attention Deficit Disorder, Verbal Learning Disabilities, Non-Verbal Learning Disabilities, Asperger Syndrome, Other Social-Cognitive Learning Disabilities, Traumatic Brain Injury, Acquired Brain Injury. Her particular interest is in the assessment and treatment of executive function deficits. Sarah also provides consultation and expert witness testimony regarding the symptoms and functional presentation of deficits associated with brain based learning disabilities and the appropriateness of academic placement and treatment programs. She became a specialist in the assessment and rehabilitation of traumatic brain injury with an emphasis on the treatment of executive functions. She subsequently began to train graduate students in speech and language pathology, medical and special education professionals on the symptoms and treatment methods to improve the language, cognitive, executive function and social skills of brain based disorders. Sarah is a Past President of the Massachusetts Brain Injury Association, member of the Massachusetts Acquired Brain Injury Advisory Board and the National Institutes of Health Model Systems Traumatic Brain Injury Grant Advisory Board and is a member of the American Speech and Language Hearing Association. She holds a faculty appointment at the Massachusetts General Hospital Institute of Health Professions where she provides instruction to graduate level students in the assessment techniques, development of therapeutic objectives, and intervention strategies for individuals with traumatic brain injury. Sarah is dedicated to developing innovative treatment strategies and educating the community to understand, care for and celebrate the learning and behavioral based differences in individuals with brain based learning differences. A popular speaker, Sarah regularly presents locally, nationally and internationally on the topic of executive functions to a variety of professional and parent organizations, school and lay groups. She has presented to and consulted with over 350 public and private schools in Massachusetts and across the United States.

Sarah Ward Disclosure
Relevant financial relationship:
Yes, co-author of Zones of Regulation Therapeutic Board game.
Yes, for GO SSLP for an honorarium for teaching and speaking.
Non-Relevant financial relationship:
None 

J. Scott Yaruss, School-Age Stuttering Therapy: A Practical Approach (AM) and Practical Counseling Skills for SLPs (PM)

Course Description
AM (school-age stuttering): This brief presentation will provide an overview of treatment for school-age children who stutter. The presenter will focus on practical skills for helping children improve their fluency, reduce the severity of their stuttering behaviors, minimize negative reactions, increase understanding of stuttering by those in the child’s environment, and ensure that the child can communicate effectively so stuttering does not cause an adverse impact on his life.
PM (counseling): This brief presentation will provide an overview of strategies that speech-language pathologists can use when counseling clients with communication disorders and their families. The presenter will provide an overview of the helping process drawn from counseling psychology, then focus on specific skills for attending, listening, and responding in ways that help clients achieve their greatest success both in and out of therapy. 

Course Objectives
AM:
- Describe the adverse impact of stuttering on school-age children
- Describe 2 basic strategies for helping children who stutter modify their speech fluency and stuttering behavior
- Describe 2 basic strategies for helping children who stutter improve their communication attitudes
PM
- List the 3 main stages of the Skilled Helper model of the counseling process
- Describe the empathetic response as a method for responding to clients in the therapy process
- Describe the difference between reluctance and resistance and explain how these relate to the process of change in therapy

Speaker
J. Scott Yaruss, PhD, is an associate professor and director of the master's programs in speech-language pathology at the University of Pittsburgh. A board-certified specialist in fluency disorders and ASHA Fellow, his research examines factors that contribute to the development of stuttering as well as methods for evaluating stuttering treatment outcomes. Yaruss has published nearly 70 peer-reviewed manuscripts, more than 115 other papers on stuttering, and several resources including the Overall Assessment of the Speaker's Experience of Stuttering (OASES), School-Age Stuttering Therapy: A Practical Guide, the Minimizing Bullying program, and the new Early Childhood Stuttering: A Practical Guide, all available from Stuttering Therapy Resources, Inc. Yaruss has been named SLP of the Year by the National Stuttering Association and received the University of Pittsburgh School of Health and Rehabilitation Science Dean's Distinguished Teaching Award. He teaches classes on stuttering and counseling methods for SLPs and frequently conducts workshops around the world designed to help clinicians improve their ability to work with individuals who stutter.

Scott Yaruss Disclosure
Relevant financial relationship:
Yes, for Stuttering Therapy Resources holds ownership interest, intellectual property rights and a royalty
Yes, for GO SSLP for an honorarium for teaching and speaking.
Non-Relevant financial relationship:
Volunteer consulting

Elissa Kilduff and Lydia Kopel, IEP Goal Writing for SLPs: Utilizing State Standards (AM or PM)

Course Description
As SLPs, we have a responsibility to support the curriculum. In order for students to be successful with the curriculum, they must have mastered specific speech-language skills. This presentation will familiarize the SLP with specific Early Leaming and Common Core State Standards that require speech-language skills and how to identify the prerequisite skills and the steps to mastery needed for a student to master these standards. We will look at each of the following speech-language areas: Vocabulary, Questions, Summarize, Main idea and Details, Critical Thinking, Pragmatics, Syntax and Morphology, Articulation and Phonological Processes. We will discuss how to break down these skills into prerequisite skills and corresponding steps to mastery. We will work through a set of steps to determine a student's speech-language needs and develop IEP goals and objectives. 

Course Objectives
-Recognize prerequisite skills for common speech-language skill areas 
-Identify and align state standards to common language skill areas 
-Work through a step-by-step process to develop skill-based IEP goals 

Speakers: 
Elissa KIiduff has worked as a school-based SLP since 2001. She has served students with various disabilities including learning disabilities, Autism, ADHD, Emotional Behavior Disorders, and Intellectual Disabilities. Elissa participated in a state-wide team to increase SLP collaboration in General Education classrooms and trained SLPs and classroom teachers across the state. Currently, Elissa is the Instructional Support Teacher (Lead SLP) for Fulton County School System where she supervises and supports over 175 therapists serving Preschool-12th grade. In her role, she has developed a variety of resources and trainings including language Interventions and progress monitoring tools for Rtl, goal­writing, completing quality assessments as well as working with middle and high school SLPs in the district to implement and teach a language-based study skill course. Outside of work, Elissa enjoys spending time with her husband and 6-year-old daughter. Elissa and Lydia are co-authors of the book IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards. 

Lydia Kopel currently works in a large metro school system as a Lead Speech-Language Pathologist. Her primary responsibilities include supervising the Clinical Fellows and working on special projects. In addition she works as a private consultant and trainer doing presentations alt over the United States. Lydia received her M.Ed. from Georgia State University and her Ed.S. from the University of Georgia. Lydia has over 36 years of experience which includes working as an SLP in the school system and as a Special Education Coordinator. She has a great interest in language-based learning disabilities and integrating the curriculum with speech therapy. 
Lydia is one of the founders and continues to be a member of the Georgia Organization for School-Based Speech-Language Pathologists which currently has over 700 members. She is also a member of ASHA. Her personal interests include photography, traveling, and spending time with family. Elissa and Lydia are co-authors of the book IEP Goal Writing for Speech-Language Pathologists: Utilizing State Standards. 

Kilduff Disclosure
Relevant financial relationship: 
Yes, for Plural Publishing, Author receiving royalty 
Yes, for GO SSLP for an honorarium for teaching and speaking. 
Non-Relevant financial relationship: 
Member and volunteer for GO SSLP 

Kopel Disclosure
Relevant financial relationship: 
Yes, for Plural Publishing, Author receiving royalty 
Yes, for GO SSLP for an honorarium for teaching and speaking. 
Non-Relevant financial relationship: 
Member and volunteer for GO SSLP 

Melanie Hudson, Professional Ethics for SLPs (AM only)

Course Description
A professional code of ethics provides guidance for speech-language pathologists confronting conflicting information or differing opinions that may lead to ethical misconduct. Participants will be presented with a brief overview of the newly revised ASHA Code of Ethics followed by a discussion of examples of ethical misconduct, with specific focus on those confronting school-based practitioners. Participants will discuss the concept of willful blindness, the process of solving ethical dilemmas, learn to identify supportive resources when facing ethical dilemmas, and how and when to report ethical violations.

Course Objectives
-Participants will examine the purpose and function of a professional code of ethics. 
-Participants will discuss how to avoid common ethical dilemmas, and where to find guidance when faced with same. 
-Participants will explore the process of solving an ethical dilemma. 

Speaker: Melanie Hudson
Melanie W. Hudson, an ASHA Fellow, is a Director at EBS Healthcare. She has over 30 years of experience as a speech-language pathologist in public schools, private practice and university settings. She currently serves on the ASHA Board of Directors as Chair of the Speech-Language Pathology Advisory Council. She has served on the ASHA Board of Ethics and on ASHA’s Board of Special Interest Group Coordinators as the Coordinator for Special Interest Group 11, Administration and Supervision. She also served on ASHA’s ad hoc committee on Supervision in 2013. She is co-editor and chapter author for the 4th edition of “Professional Issues in Speech-Language Pathology and Audiology,” (Lubinski & Hudson; Delmar, Cengage Learning, 2013). She is a former President of the Georgia Speech-Language and Hearing Association, and received their Honors of the Association Award in 2014. She currently serves on the Georgia Board of Examiners for Speech-Language Pathology and Audiology. Melanie presents on a variety of topics related to school-based services, autism spectrum disorders, clinical education (supervision/mentoring), and professional ethics. 

Melanie Hudson Disclosure
Relevant financial relationship: 
Yes, for GO SSLP for an honorarium for teaching and speaking. 
Non-Relevant financial relationship: 
None

Camilla Moss & GO SSLP Regional Reps, Issues for Georgia School-Based SLPs: What Are the Concerns? What Are the Solutions? (PM only)

Course Description
This session will be a panel discussion of the top 5 challenges identified by school-based SLPs during a recent survey. The GO SSLP Regional Representatives along with Georgia’s State Consultant for Speech-Language will be the panel. Audience members will be encouraged to participate in the discussion by adding additional solutions that have worked for them in their schools.

Course Objectives
-The participant will increase her/his ability to complete all paperwork in an efficient and effective manner. 
-The participant will increase her/his ability to maximize therapy time to provide for individual needs of all children on the caseload. 
-The participant will increase her/his ability to collaborate with classroom teachers. 
-The participant will implement at least one new delivery model in her/his school system. 
-The participant will use at least one additional method/form during the RTI process in her/his school system.

Speaker & Panel
Camilla Moss

GOSSLP Regional Representatives:
Tammy Sutton - Northeast
Mary Sisk - Northwest
Rebecca Wilson - Southeast
Kristen Hall - Southwest
Margaret Winkler - South Central
Melanie Bartram - North
Pat Phillips - Central
Sharon Martin - Central

Camilla Moss Disclosure
Relevant financial relationship: 
None 
Non-Relevant financial relationship: 
None 

Panelists Disclosure
Relevant financial relationship: 
None 
Non-Relevant financial relationship: 
Each speaker is an active member of GO SSLP and serves on the GO SSLP Advisory Board

FRIDAY MARCH 10th

Kelli Richmond, Language & Literacy (AM or PM)

Course Description
Simultaneously develop a strong literacy foundation while improving speech intelligibility, expanding language skills, and enhancing phonological awareness with orthographic instruction (printed cues)! 

Course Objectives
-As a result of this presentation, the participant will be able to describe the roles of the four reading/writing processors within the brain. 
-As a result of this presentation, the participant will be able to outline the suggested “letters to literacy” natural step progression. 
-As a result of this presentation, the participant will be able to explain the rationale for introducing orthographic instruction (printed cues) into therapy and classroom activities. 

Speaker
Keli (pronounced: Kelly) Richmond is a practicing speech-language pathologist specializing in early literacy development. She presents nationwide on orthographic instruction and related topics. Partnering with Northern Speech Services, Keli authored the Literacy Speaks! program. Literacy Speaks!® is a comprehensive program created to develop phonological awareness while improving speech and language skills. Keli has degrees in Speech-Language Pathology and Audiology. Some highlights of Keli’s career are receiving awards for Advancement in Clinical Practice, Continuing Education and Top 100 Websites for Speech-Language Pathologists. 

Kelli Richmond Disclosures
Relevant financial relationship: 
Yes, for Literacy Speaks!, Author and Presenter Yes, for GO SSLP for an honorarium for teaching and speaking. 
Non-Relevant financial relationship: 
None

Brian Goldstein, Assessment & Treatment of Bilingual Children (AM or PM)

Course Description
The purpose of this seminar is to provide information on reliably and validly assessing treating speech and language disorders in bilingual children. Topics will include: socio-cultural and socio-linguistic aspects of language acquisition; bilingual language development; appropriate assessment and intervention approaches, and use of interpreters and translators.

Course Objectives 
-Describe socio-cultural factors related to bilingual language acquisition. 
-Summarize bilingual language development. 
-Apply best practice principles for assessment 
-Describe cross-linguistic and bilingual approaches to intervention

Speaker
Brian A. Goldstein, Ph.D., CCC-SLP is Provost/VP of Academic Affairs and Professor of Communication Sciences and Disorders at La Salle University in Philadelphia, PA.  Dr. Goldstein is well-published in the area of communication development and disorders in Latino children focusing on language development and disorders in monolingual Spanish and Spanish-English bilingual children. He is a Fellow of the American Speech-Language-Hearing Association.

Brian Goldstein Disclosures
Relevant financial relationship:
Yes, for GO SSLP for an honorarium for teaching and speaking. 
Non-Relevant financial relationship: 
None 

Emily Rubin, Navigating Evidence-Based Practices for Children with Autism (AM or PM)

Course Description 
Research in neuroscience helps us understand how children acquire the foundations of social and emotional competence. This research also helps us understand neurodiversity in autism and how children with differences in social emotional development have invisible challenges that can provide obstacles toward neurodevelopment. This session will then introduce how the SCERTS framework can be used to assess a students’ individualized needs, establish critical objectives and then select evidence-based practices that match those needs. All too often, evidence-based practices are selected prior to a determination of a student’s developmental needs. The priorities are different when applying evidence-based practices when a child is before words, has emerging language, or at conversational stages. Video case examples will be reviewed to illustrate how SCERTS provides a framework for children at each of these stages. 

Course Objectives
-Identify the three domains of SCERTS and how these related to the critical outcome of social emotional competence. 
-Identify how the SCERTS scope and sequence of goals can be used to guide the development of meaningful, functional and evidence-based objectives in social communication and emotional regulation. 
-Adjust programming related to educational objectives and appropriate strategies relevant to a child who is before words, emerging language or conversational language. 

Speaker
Emily Rubin, MS, CCC-SLP is the Director of the Educational Outreach Program at the Marcus Autism Center in Atlanta, GA. She is a speech-language pathologist specializing in autism, Asperger’s Syndrome, and related social learning disabilities. As a former adjunct faculty member and lecturer at Yale University, she served as a member of their Autism and Developmental Disabilities Clinic. She has also served as an instructor for the Communication Sciences and Disorders Department of Emerson College in Boston, Massachusetts where she has developed courses to prepare graduate level students for addressing the needs of children with autism and their families. More recently, she has joined the team at the Marcus Autism Center, affiliated with Emory University, as an educational outreach specialist. In addition to the SCERTS Assessment, her publications have focused on early identification of autism, contemporary intervention models, and programming guidelines for high functioning autism and Asperger’s Syndrome. She recently participated as a member of the American Speech-Language-Hearing Association’s Ad Hoc Committee on Autism Spectrum Disorders (ASD), a committee charged with developing guidelines related to the role of speech-language pathologists in the diagnosis, assessment, and treatment of ASD. She lectures internationally and provides consultation to educational programs serving children and adolescents with autism and related developmental disorders. 

Emily Rubin Disclosures
Relevant financial relationship: 
Yes, for Brookes Publishing Co., receives a royalty Yes, for GO SSLP for an honorarium for teaching and speaking. 
Non-Relevant financial relationship: 
None 

Sue Caspari, Childhood Apraxia of Speech (CAS): Building Confidence in your Clinical Skills (AM & PM, AM session is pre-requisite)

Course Description
This hands-on workshop will provide clinicians with a solid foundation of knowledge in the assessment and treatment of Childhood Apraxia of Speech (CAS). The session is hinged on the idea of understanding CAS as a ‘movement disorder’ rather than a ‘sound-based’ disorder. In the morning session, participants will learn how to identify breakdowns in a child’s speech that are indicative of this movement disorder, and will practice how to assess a child for this disorder based on these speech movement breakdowns. In the afternoon session, clinicians will be provided with an understanding of research-based principles that guide how to practice to improve motor learning. Clinicians will learn a practical treatment method that employs these principles of motor learning that they can use in every day treatments sessions with children with CAS in order to help the child improve their movement gestures for speech. Video tape examples will be shown throughout the day to help demonstrate both assessment and treatment procedures. Hands-on small group activities will be utilized throughout the day to give participants practice in the assessment and treatment methods discussed. 

Course Objectives
Morning - Assessment 
9:00-9:45 Understanding Childhood Apraxia of Speech (CAS) as a speech movement disorder 
9:45-10:15 How to assess for speech movement breakdowns – and diagnose CAS 
10:15-11:30 Small group practice in assessing for disordered speech movements Part II – Treatment 
1:00-1:45 Understanding what the goal of treatment is for this speech movement disorder 
1:45-2:30 Methods for improving speech movements in children with CAS 
2:30-3:30 Small group practice in helping children with CAS to improve speech movement gestures 

Learner Outcomes 
1. Participants will be able to list at least four speech characteristics consistent with a deficit in speech motor planning and programming. 
2. Participants will be able to describe in how CAS is a speech movement disorder rather than a sound-based disorder 
3. Participants will be able to list the key characteristics that differentiate childhood apraxia of speech from severe phonological disorder and dysarthria. 
4. Participants will be able to explain how the principles of motor learning might guide treatment decisions for a child with CAS. 
5. Participants will be able to describe a treatment method that could be used to treat a child with CAS and why it may work based on the principles of motor learning. 

Speaker
Sue Caspari is nationally recognized as a leading practitioner in the area of Childhood Apraxia of Speech (CAS). Throughout her career, Sue has worked extensively with children and adults in a variety of settings including early intervention, private practice and inpatient and outpatient hospital settings, including the Mayo Clinic. Sue has published scholarly articles on CAS, and is regularly invited to conduct workshops and seminars around the country on CAS. Sue is the owner of Caspari and Colleagues, LLC, a group of SLPs dedicated to providing consultation, evaluation and therapy services for children with CAS and other severe speech sound disorders; and the director of an intensive 5-week summer program for children with CAS. In addition, Sue has recently joined the faculty of the Communication Sciences and Disorders Department (CSD) at Temple University as a full-time instructor and clinical supervisor. Building on the exciting translational research on motor speech disorders that Edwin Maas, Ph.D. is doing at Temple, the department has launched a specialty clinic for children with CAS with Sue’s arrival. Temple University’s highly ranked graduate program in CSD attracts exceptional students who provide evaluation and therapy services to children in the clinic under Sue’s supervision. Temple’s CAS Clinic is the latest addition to a strong clinical program at Temple that already includes a stuttering prevention clinic, a voice clinic, a language clinic, Hispanic and multicultural programs, and the Saffran Center for Cognitive Neuroscience, among others. 

Sue Caspari Disclosures
Relevant financial relationship: 
Yes for CASANA for a speaking fee and honoraria Yes, for GO SSLP for an honorarium for teaching and speaking. 
Non-Relevant financial relationship: 
None 

Julie Weatherly, Legal Issues in Special Education (AM or PM)

Course Description
This session will review recent developments in special education law through highlights of recent court and agency decisions relevant to the provision of free appropriate public education to students with disabilities.  The information presented is designed to update all participants on what is being litigated in the area of special education and how the courts and agencies are ruling. 

Course Objectives
-To become more familiar with the current legal requirements applicable to the education of students with disabilities
-To become more aware of what the courts and agencies are saying in the area of special education law. 

Speaker
Julie J. Weatherly, Esq. is the owner of Resolutions in Special Education, Inc. with attorneys in Birmingham and Mobile, Alabama and Naples, Florida. Julie is a member of the State Bars of Alabama and Georgia, and for over 30 years, she has provided legal representation and consultative services to school districts and other agencies in the area of educating students with disabilities. In June of 1996, Julie appeared with Leslie Stahl on CBS news program “60 Minutes” to discuss the cost of meeting the legal requirements of the IDEA. She has been a member of the faculty for many national and state legal institutes and is a frequent speaker at special education law conferences. Julie has developed a number of videotape training series on special education law and has been published nationally as a part of her trainings, workshops and seminars. She is the author of the legal update article for the National CASE quarterly newsletter and is a member of LRP’s Special Education Attorneys Advisory Council. In 1998, Julie was honored by Georgia’s Council for Exceptional Children as Georgia’s Individual who had Contributed Most to Students with Disabilities and, in April 2012, Julie received the National CASE Award for Outstanding Service.

Julie Weatherly Disclosures
Relevant financial relationship: 
Yes, for GO SSLP for an honorarium for teaching and speaking. 
Non-Relevant financial relationship: 
None

*All speakers have agreed to comply with HIPAA policies.*