• Evaluating Emergent Bilingual Students for Special Education

• Embracing Neurodiversity

• Evaluating Students for Dyslexia through Special Education

• How Students Qualify with a Specific Learning Disability, including Dyslexia through Special Education

• Innocent Until Proven Guilty: Evaluating English Learners for Special Education

• Current Trends in Evaluating Culturally and/or Linguistically Diverse Learners

• Parenting Adults with Disabilities (Simultaneous Interpretation)

• Best practices for Evaluating Asian American Students for Autism

• Identification of Early Childhood Identification for Part C to Transitioning to Part B Students

• Evaluating all Areas of Suspected Disabilities

• Writing Comprehensive Psycho-Educational Evaluations for Special Education

• Best Practices for the Use of Ancillary Examiners for Evaluations and for Interpreting at ARDs

• Multi-Tiered Systems of Supports (MTSS)

• Best Practices for Interpreting in Schools

• ARD, ARD Baby!  Best Practices for Facilitating ARDs

• The ARD Process for Parents

• Evidence-based Practices for English Language Learners

• Using High Leverage Practices for Special Education

• Writing Comprehensive Evaluation Reports for Special Education

• Use of Ancillary Examiners for Special Education Evaluations

• Overview of Feifer Assessment of Reading 

• Evaluating Culturally and Linguistically Diverse Learners

• Distinguishing between Language Differences and Disabilities

• ABD is not a Degree

• Ruling out all Exclusionary Factors for Evaluating Students for Special Education and/or Dyslexia: A Closer Look at the Learning Ecology

• Determining Language Dominance and Proficiency

• Evaluating Culturally and Linguistically Diverse Learners for Dyslexia

• Response to Intervention

• Culturally Competent Evaluations

• The Impact of Culture on Student Achievement

• Interpreter Training:  How to Effectively Interpret in IEP Meetings

• Working Smarter, Not Harder with Cross-Battery Assessment:  An introduction to Multidisciplinary Evaluations

• Evaluating Culturally and Linguistically Diverse Learners for Speech-Language Pathologists

• Is it a Language Difference or Learning Disability? 

• Getting Started with Cross-Battery Assessment (XBA)

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*Presentations created on demand,  upon request.