South Carolina Early Childhood Inclusion Conference

Session Description:
Too often, people with disabilities are treated like they have to earn their place after school, after a job, after they’ve “proven” themselves. But inclusion shouldn't come with conditions. It has to start early. It has to start now.

In this energizing session, nationally respected disability rights champion Kimberly Tissot shares how we can stop sidelining disabled people and start including them from the very beginning, especially in early childhood. Through powerful personal stories and real-world wins, Kimberly shows how preschool and early life experiences lay the foundation for a more inclusive future.

She’ll dig into the barriers that hold disabled kids back, call out the outdated beliefs that still linger, and spotlight what needs to shift in classrooms, in health care, in workplaces, and in how we support families.

This session is part storytelling, part strategy, and all heart. Get ready to be challenged, empowered, and re-energized to help build a world where people with disabilities matter—because they’ve always mattered.

About the Speaker:
Kimberly Tissot is a fearless national leader in the disability rights movement and the powerhouse President & CEO of Able South Carolina. A proud disabled woman, Kimberly has spent over two decades tearing down barriers and building up bold, disability-led systems of inclusion—from early childhood education to adulthood. She has driven landmark policy wins, including ending subminimum wage in South Carolina and protecting the rights of disabled parents. Known for unapologetic advocacy and transformative leadership, Kimberly is reshaping what inclusion, independence, and justice look like for every stage of life.

Session Description:
Join Family Connection of SC in exploring the vital role of parent-school communication in fostering family engagement and improving student success. This session will provide parents and educators with practical, evidence-based strategies for developing and sustaining collaborative relationships and effective communication around student behavior. Attendees will be introduced to teacher- and parent-friendly communication toolkits to support the implementation of these strategies both at home and in school.

About the Presenter:
Elizabeth Kinney is the Director of Special Education and Training for Family Connection of SC and has a passion for empowering parents to collaborate in their child’s educational journey confidently. She is a certified school psychologist and has worked in both public education and the private sector, supporting children and families. Elizabeth is also a devoted mother of two, including a child with a rare genetic condition, which offers her a unique perspective both as a parent and a professional. Elizabeth holds a Bachelor's Degree in Psychology and Child Development from Florida State University and a Master’s and Specialist Degree in School Psychology from Winthrop University.

Session Description:
This interactive session engages participants in meaningful discussion and practical strategies for addressing defiant behaviors in preschool-aged children. Together, participants will define and identify defiant behavior through collaborative table discussions. They will explore real-life examples from both the adults’ and the children’s perspectives. The session will include a guided conversation on how to effectively respond to defiant behavior in the moment, emphasizing techniques that avoid power struggles and support emotional regulation. Participants will be introduced to the concept of “not picking up the rope”. The end of the session will focus on proactive strategies for preventing oppositional behaviors. To conclude, participants will create personalized tools during a “make and take” activity to implement in their own settings.

About the Presenters:
Debby Yanchik began her teaching career in Baltimore, Maryland, teaching a preschool special education program.  During her time in Baltimore, Debby worked with a committee to bring a community-based program to the school district to serve young children with disabilities in their natural environment.  Since moving to South Carolina, Debby has taught 3-, 4-, and 5-year-old children with disabilities in a special education program.  Debby serves on the Preschool Continuum Taskforce in Dorchester District 2 and is a graduate of the SCPI’s Special Education Itinerant Teacher (SEIT) Academy.

Nicole Jewell holds a Bachelor’s Degree in Birth-Kindergarten Education and Sociology and a Master’s Degree in Early Childhood Special Education. She is a preschool special education teacher in Dorchester District 2 with 23 years of experience in early childhood.  Her passion is working with families, teams, and educators to ensure all children and their families’ needs are met while focusing on the whole child. “If they can’t learn the way we teach, we teach the way they can learn”  ~ Dr. O. Ivar Lovaas

Session Description:
This session will provide participants with the current research supporting the importance of play, language, and executive function on educational readiness. It will also address how to provide targeted supports for identified weaknesses in these three areas, including assessment and writing IEP goals. These domains are interconnected and crucial for a child's overall development and preparedness for school. This session will share the important takeaways from the research to stress the importance of focusing on these three key areas in early childhood settings, with practical application ideas to support improved outcomes.

About the Presenter:
Angie Neal is the Policy Advisor for Speech-Language Services and Early Literacy at the South Carolina State Department of Education. She is a board member with the State Education Agency Communication Disability Council (SEACDC), the recipient of the Rolland Van Hattum Award for contributions to schools (SC), and the Nancy McKinley Award for leadership in SLP (OH). She is a published author and presents on a wide variety of topics across the United States.

Session Description:
This interactive session will equip participants with literacy strategies to help children practice and maintain essential literacy skills for success in Kindergarten and beyond. Attendees will share and exchange ideas with peers to create a comprehensive list of evidence-based strategies and participate in activities to embed strategies throughout the daily routine in a preschool classroom. Participants will not need to have completed the EC LETRS Training at the time of the session to create a plan to increase positive literacy outcomes.

About the Presenter:
Dana Bennett serves as a Technical Assistance Specialist with SCPI. In this position, she provides training and technical assistance to districts to increase their use of evidence-based practices that support the inclusion of young children with disabilities in early learning programs. Dana holds a M.Ed. and has 18 years of experience teaching in the public school system. She has also been a family child care provider, an Inclusion Specialist, and is a parent of two.

Session Description:
This session will address assessment, learning media, and strategies to support pre-literacy skills for students with complex medical and communication needs. Participants will learn about what defines a complex learner, how to address sensory needs through assessment and structured routines, and how to monitor progress. This presentation will include opportunities for small-group discussion and exploration of real-world examples. Strategies for inclusion, participation, and connection will be discussed that can be used with a variety of people in the home, school, and community settings.

About the Presenters:
Krista-Leigh Olsen has been working in the field of Visual Impairments and Deaf-Blindness for 18 years. She holds a Bachelor's Degree in Visual Disabilities from Florida State University and specializes in working with children with complex medical and communication needs. She currently consults statewide for the SC DeafBlind Project for children with combined hearing and vision differences. She serves as an Early Interventionist in the Upstate for children with hearing and/or vision differences. She is passionate about assessment, communication, and family empowerment and connection.

Mary Robbins has worked as an itinerant teacher of students with visual impairments for 12 years and holds a Master’s Degree in Visual Impairment Education. She currently consults statewide for the SC Deafblind Project for children with combined hearing and vision differences. As a low vision consultant with Project Magnify, she provides students and teams with instruction in the use of access technology devices. She is passionate about building relationships and helping to connect individuals with resources, strategies, and supports to equip them to meet their goals.  

Session Description:
This session will introduce participants to the foundations of healthy development and its connection to challenging behavior, while also providing several key Pyramid Model practices educators can begin using in their classrooms to support all young students. This session will also introduce a revised consultation/exploration process that districts can inquire about during the session. The Pyramid PIECES team will describe the program-wide implementation of the Pyramid Model and how it can reduce suspension/expulsion practices.

About the Presenters:
Nichole Hudgens is a Pyramid Model Program Implementation Coach with the Pyramid PIECES team, supporting school districts with program-wide implementation. Before joining Pyramid PIECES, Nichole served as an Inclusion Specialist with the SC Inclusion Collaborative and as Quality Coach with the South Carolina Child Care Resource and Referral Network for four years. Nichole earned a BA in Early Childhood Education from Clemson University and received her Master’s Degree in Education from Ashford University. Nichole also taught pre-kindergarten, kindergarten, and upper elementary school. Nichole holds a certification as a Certified Trainer and Technical Assistance Provider with the SC Endeavors.

Kerri Wikel is the state Pyramid Model Coordinator for South Carolina. She coordinates and facilitates the work of the State Leadership Team (SLT) and supports the work of the professional development network as they provide training and program coaching. Kerri holds a BA in Psychology and a Master’s in Early Childhood Education from the University of South Carolina. Kerri is endorsed through the South Carolina Infant Mental Health Association as an infant family associate. She is passionate about promoting and supporting the cross-sector work of early childhood education professionals.

Session Description:
This session focuses on eligibility criteria for school-aged children to receive special education services in public schools during the transition from Part C (early intervention) to Part B (preschool/school-age services) under the Individuals with Disabilities Education Act (IDEA). We will explore how multidisciplinary evaluation teams determine eligibility by assessing a child's functional performance across developmental, academic, behavioral, and social-emotional domains. Emphasis will be placed on clarifying the difference between a medical diagnosis and educational eligibility, underscoring that school-based services are determined by how a disability affects access to and progress in the general education curriculum. Participants will gain insight into eligibility criteria, evaluation practices, and effective transition planning to ensure continuity of services. This session is designed for educators, service providers, and families seeking a clearer understanding of the evaluation process and their roles in supporting successful transitions for children entering preschool special education services.

About the Presenters:
Dr. Carson Walker is a Speech-Language Pathologist with over 20 years of experience serving children with communication disorders from birth through age 21. She holds a Master’s in Speech Pathology from the University of South Carolina and a Doctorate in Educational Leadership from Charleston Southern University. A National Board-Certified Teacher in Exceptional Needs, Dr. Walker has worked extensively in early intervention and school-based services. She currently serves as Director of Admissions and Assistant Professor at Oklahoma Baptist University, where she is dedicated to preparing future professionals through a student-centered, evidence-based approach.

Jackie Gaither is a School Psychologist with Berkeley County School District. She grew up in Pittsburgh, PA, and attended The College of Charleston, majoring in Psychology, before attending The Citadel to obtain her M.A. in Psychology and Ed.S in School Psychology in 2014. She currently works on the Early Learner Evaluation Team, which works to bridge BabyNet services to school-based services, and has been involved with this team since 2022. Jackie is currently pursuing her license as a Psycho-Educational Specialist to provide support for children and adults outside of the school district.  

Ramona Pinckney is a licensed Occupational Therapist with over 20 years of experience across pediatric, acute care, and rehabilitation settings. She currently provides school-based OT services and is a member of the Early Learner Evaluation Team for children transitioning from Part C to school-based services in Berkeley County School District. She also provides acute care therapy at Roper Berkeley Hospital. Her diverse background includes pediatric clinics, skilled nursing facilities, and leadership as a former rehab manager. Ramona holds a Master of Science in Occupational Therapy from the Medical University of South Carolina and a Bachelor’s in Recreational Therapy from Clemson University. Her career reflects a deep commitment to helping individuals regain function and improve quality of life.

Session Description:
As educators, you play a vital role in shaping the foundation for a child's lifelong learning, emotional well-being, and social success.  While every child is unique, human brain development follows a predictable sequence.  The earliest years are a critical period of rapid brain growth that influences future academic skills, emotional regulation, and social development. In this session, we will explore how the brain develops and the relationship between early growth and the behaviors and challenges that children bring to the classroom. When we address gaps in early brain development, we see children who are calmer, more regulated, and become more capable learners. As this happens, our classrooms also become calmer and more manageable.

About the Presenter:
Sandy Smith is a Certified NeuroDevelopmental Movement Consultant and works as the NeuroDevelopmental Specialist at Carolinas Biofeedback Clinic in Charlotte, NC.  Before becoming an NDM Specialist, she was an early childhood educator for almost 2 decades.  She has a passion for helping children with academic, behavioral, and developmental challenges and has spent her teaching career specifically helping those families and those students.  She holds a Bachelor’s degree from Wingate University and is a lifelong teacher and learner.

Session Description:
YOU are raising up the future of your community and our state! During this session, we will examine the correlation between high-quality early childhood programs and practices and successful adult outcomes for youth with disabilities. Through lecture, group activities, and facilitated discussions, the presenters will lead this session to explore key data sets, relevant research, and practical steps to building successful futures for our students. Session participants will leave with personalized strategies for improving student outcomes in their communities.

About the Presenters:
Joy Godshall Ivester, M.Ed., is the Program Director of the Transition Alliance of South Carolina, also serving as the primary liaison for TASC-supported districts in the Piedmont region of the state. Joy has over 25 years of experience in secondary transition, dropout prevention, education, and disability services - working as a classroom teacher, program developer and manager, and secondary service provider. She previously served on the Board of the National Division on Career Development and Transition (DCDT), the SC DCDT Board, and the Greenville Collaborative Action Network. In addition, she initiated and chaired the Statewide Interagency Transition Team (now SCENTRIC). Joy holds a BA in Special Education from Clemson University and a Master’s Degree in Comprehensive Special Education from Peabody College at Vanderbilt University.

Jennifer C. Wall, Ph.D., is a Program Development Consultant with the Transition Alliance of South Carolina. Dr. Wall is a former secondary special education teacher, researcher, assistant professor, and staff member of the National Transition Technical Assistance Center.  Her research focuses on the self-advocacy and academic skills relative to the transition of students with disabilities to postsecondary education, employment, and independent living. Dr. Wall is involved with the Council for Exceptional Children (CEC) and Division of Career Development and Transition (DCDT) on a national and local level. She has extensive experience designing and directing programs that improve transition services and outcomes for students. 

Sloan Lincks, Ph.D., is a former secondary special education teacher, ARRT Research Fellow, and adjunct professor. She currently serves as a Program Coordinator for the Transition Alliance of South Carolina.  Her work and research interests focus on self-determination, career readiness, transition-age youth mental health well-being, and school experiences for students with disabilities during their transition to postsecondary education, training,  employment, and independent living. Dr. Lincks is a member of the Council for Exceptional Children (CEC) and the Division of Career Development and Transition (DCDT).   

Session Description:
Free Appropriate Public Education (FAPE) emphasizes special education and related services designed to meet the child’s unique needs, allows the child to meaningfully access the general curriculum, and prepares the child for further education, employment, and independent living. Under the IDEA, an individualized education program (IEP) is the primary vehicle for providing FAPE. IEPs should be developed based on the individual needs of the child. For students with extensive support needs (ESN), many believe that since students with ESN participate in alternate assessment, they require an alternate curriculum that requires a separate setting. This session seeks to debunk this myth by clarifying (1) the difference between content and achievement standards, (2) determining the role of supplementary aids and services support participation in general education settings for students with ESN in early childhood programs, and (3) identifying ways to increase the involvement of students with ESN in the school community.

About the Presenters:
Deanna Parish, Ph.D., has served students with disabilities for over 25 years. As a classroom teacher, she worked with students with intellectual disabilities, specializing in students with extensive support needs. She has also served as a lead teacher, special education coordinator, and director of special services.  In her current role as program director of the Academic Alliance of South Carolina, Dr. Parish works in collaboration with other state technical assistance agencies to promote the implementation of evidence-based practices in SC.  Dr. Parish has worked with state-level leaders on alternate assessment development and instructional support, is an Adjunct Professor for the University of South Carolina, and is an Educator in Residence for the PROGRESS Center. 

With almost two decades of experience, Ashley Davies is a current Preschool Special Education Itinerant Teacher in Charleston County School District. Prior to this role, Ashley served as a K-12 teacher and administrator for students with the most significant disabilities, as well as the SC Alternate Assessment Manager at the SCDE. Ashley brings a passion for inclusion utilizing best practices in instruction to make sure students are making the greatest amount of progress possible. Ashley believes in breaking down barriers in the environment, instruction, and socialization so that all students can benefit from inclusive practices. 

Session Description:
Music is more than just a soundtrack to childhood—it’s a powerful tool for fostering cognitive growth, social connections, and learning in inclusive early childhood settings. In this engaging session, participants will explore the ways music shapes young minds. We’ll discuss how music strengthens cognitive processes, enhances prosocial behavior and self-regulation, and supports language and math development. This session will also provide practical strategies to integrate music into daily routines, transitions, and learning experiences. We’ll examine how rhythm and movement activities can boost language and math skills, create inclusive environments, and even manage behavior. From symbolic play to fostering curiosity, participants will leave with ideas to spark discovery and creativity through music and movement in their classrooms.  Join us as we discover how to use music to engage every learner, create joyful learning moments, and build connections that last a lifetime.

About the Presenter:
Jo Wallace serves as a Technical Assistance Specialist with SCPI. In this position, she provides training and technical assistance to districts to increase their use of evidence-based practices that support the inclusion of young children with disabilities in early learning programs. Jo holds an M.Ed. in Educational Administration, is currently pursuing her Doctoral degree in Curriculum and Assessment, and has over 10 years of experience teaching and working in the public school system. She has also served as an Early Interventionist working with children aged birth-three.

Session Description:
This session provides an in-depth overview of data reporting requirements for the three key early childhood indicators: Preschool Environments (Indicator B6), Child Outcomes Summary (Indicator B7), and Transition from Part C to Part B (Indicator B12). Participants will gain a clear understanding of the data elements collected and how accurate and timely reporting supports program improvement and federal accountability. The session will cover best practices for collecting, entering, and validating data, as well as common challenges and how to address them. Designed for data managers, program coordinators, and other early childhood special education staff, this training will help ensure consistency, accuracy, and compliance in early childhood data reporting.

About the Presenters:
Sherri Evans, M.A., CCC-SLP, is the State Early Childhood Special Education Coordinator in the Office of Special Education Services at the South Carolina Department of Education. Sherri has a Master’s Degree in Speech-Language Pathology and has over 25 years of experience in the fields of Speech-Language Pathology and Special Education. In addition to her current role, Sherri has also served as a Speech-Language Pathologist in South Carolina’s public schools as well as in Early Intervention. Her current role allows her to serve on various committees and teams specifically related to preschool children with disabilities and their families, inclusion for children with disabilities, and communication and language development.

Carolyn Bostick is the Data Team Lead and Part B Data Manager for South Carolina's Office of Special Education Services. With over 20 years of experience, she enhances outcomes for students with disabilities. Carolyn has excelled in leadership and adaptability within educational data systems for the past nine years. She oversees the collection and analysis of critical special education data, ensuring compliance with federal regulations and informing policy decisions. Her deep understanding of special education data complexities allows her to provide actionable insights, ensuring stakeholders have reliable information for effective decision-making.

Andrea Cannon is a Data Analyst at the South Carolina Department of Education's Office of Special Education Services, where she specializes in data collection and analysis to ensure compliance with the Individuals with Disabilities Education Act (IDEA). Committed to improving educational outcomes, she works closely with local education agencies and various stakeholders. Before this role, Andrea Cannon served as a Certification Analyst, where she evaluated educator credentials and conducted public information sessions on alternative certification in South Carolina. With over 15 years of experience, she is dedicated to advancing the education of children in South Carolina’s school districts.

Session Description:
This interactive session will provide participants with the opportunity to learn and reflect on strategies to improve family involvement and practices to help families support their children’s behavior. Families are a valuable, but underutilized, resource when supporting appropriate behavior and problem-solving challenging behavior. With a foundation of positive relationships, school personnel are poised to involve families more effectively in both preventing and responding to challenging behavior. This session will provide participants with an understanding of the evidence base for involving families, specific strategies to develop positive relationships with families, and strategies to use with families to effectively support appropriate behavior and respond to challenging behavior.

About the Presenters:
Karen Elfner, M.A. has over 30 years of experience supporting challenging behavior through teaching, research, training, technical assistance, and program evaluation. Karen has also led statewide family involvement projects to improve child behavior and academic outcomes. She is currently a Program Manager for the Behavior Alliance of South Carolina, where she supports South Carolina school districts in implementing school-wide behavior supports.

Ellyn Andrews is a Behavior Specialist with the South Carolina Pyramid PIECES team that serves school districts that are pursuing program-wide implementation of the Pyramid Model. Ellyn has her Bachelor’s Degree in Early Childhood Education, holds a NC teaching license, and has over 30 years of experience as a teacher, director, and early childhood outreach specialist in Ohio, Texas, Colorado, North and South Carolina.

Session Information:
This session will provide much-needed information to early childhood providers about the power of play, interactions, and relationships that build a developing mind. In contrast to behavioral approaches that focus on rote learning and repetition, this session will connect the critical experiences of early childhood with purposeful communication and appropriate behaviors. At a time when the number of preschool students with a disability is increasing dramatically, especially children with the classification of Autism, this session could not be more important. This session will provide critical data to differentiate developmental delays from autism, as well as appropriate instruction and intervention to close gaps that lead to positive long-term outcomes across the domains of cognition, communication, and behavior. Understanding developmental expectations, as well as the strategies and approaches to develop them in the appropriate sequence, will support not only improved educational outcomes but also outcomes in family relationships.

About the Presenter:
Angie Neal is the Policy Advisor for Speech-Language Services and Early Literacy at the South Carolina State Department of Education. She is a board member with the State Education Agency Communication Disability Council (SEACDC), the recipient of the Rolland Van Hattum Award for contributions to schools (SC), and the Nancy McKinley Award for leadership in SLP (OH). She is a published author and presents on a wide variety of topics across the United States.

Session Description:
Participants will reframe the Child Outcomes Summary (COS) as a collaborative, family‑centered assessment, not merely paperwork. The session shows how to collect and synthesize observations, evaluations, and rich family input, then apply the COS decision tree and age‑anchoring to produce accurate, consistent ratings across the three federal outcome areas. Using resources from the Early Childhood Technical Assistance Center (ECTA), attendees practice strategies for engaging families as equal partners and aligning data with program‑accountability requirements. Early childhood professionals will leave ready to lead reliable COS conversations and drive meaningful child progress.

About the Presenter:
Melissa Griffin serves as the Technical Assistance Coordinator with SCPI, where she facilitates a tiered framework of supports for early childhood specialists and coordinates services for districts aiming to improve outcomes and expand access for preschool children with IEPs. She brings over 18 years of experience in early intervention, including leadership and program development. Melissa began her career as an Early Intervention Specialist and advanced to Assistant Director. Before joining SCPI, she served as Director of Medical Rehabilitation.

Session Description:
Learn about how to integrate effective practices for all young children in inclusive settings. This session looks at blending special and general education techniques in a dynamic tiered instructional approach that aligns teaching with developmental needs, providing all children with the opportunities and supports they need to shine and thrive. Join us as we explore the blended practices framework and take part in diving into activities, strategies, and interventions that promote positive outcomes for all children.

About the Presenters:
Tanya Hutchinson currently teaches an inclusive preschool classroom for 4-year-olds within Richland Two school district. Tanya has a Master’s Degree in Early Childhood Education with over 25 years in early childhood education. In those years she has had different roles including preschool classroom teacher, itinerant special education teacher,  special education itinerant teacher coach, mentor teacher, and a site-supervisor for student teachers.  She also has presented at state, national, and international conferences supporting Early Childhood Special Education practices. 

Kimberly Scalise serves as the Special Education Itinerant Teacher for Lexington School District Two. She supports the school district's 4k preschool classrooms, private preschools, and childcare centers within the district. Kimberly provides direct and indirect special education services within the general education environment. She supports and trains early childhood staff, as well as community partners.  Kimberly holds an M.Ed. in Special Education and is an NBCT. She has over 30 years in Special Education, with 20 years focused on early childhood Special Education. She holds teaching licenses in SC for Early Childhood and Intellectual Disabilities and is Read to Succeed Literacy Endorsed.

Session Description:

This session explores how early childhood educators can intentionally embed inclusive practices into daily routines to support the diverse learning needs of young children. Informed by children’s developmental progress and guided by ongoing screening and assessment, the session highlights use of universal supports, curriculum modifications, and intentional teaching strategies. The goal is to foster development, promote learning, and prevent challenging behaviors by making everyday interactions more accessible, meaningful, and engaging for all children.

About the Presenters:
Sakina Bhagat brings many years of experience in the early childhood field, having taught children aged 0-5 years and served in leadership roles for over twenty-five years in the Columbia, SC area. She holds a Master’s Degree in Early Childhood Development from the University of South Carolina. Currently an inclusion specialist, she is passionate about creating supportive experiences for all children.

Adrienne Waymer is from Holly Hill, SC. She has over 20+ years of experience from teaching in child care centers, Head Start, and being a special education teacher.  Adrienne has also had experience being a service coordinator for OCSNB and a teacher mentor.  She has a BA in Interdisciplinary Studies, a Master’s in Mental Health Counseling, a Teacher’s Certification, and has completed classes to become a BCBA.  She loves the beach and spending time with family and friends.

Session Description:
Those familiar with the Pyramid Model know that approximately 80% of students should be successful given high-quality universal supports, 15% given targeted supports, and 5% given intensive behavioral supports. But what happens when the pyramid is inverted? When do the majority of students require intensive support for their executive functioning needs? In this session, we will share the impact of a year-long collaborative partnership between the Macfeat Early Childhood Laboratory School leadership team and early childhood and special education professors at Winthrop University to flip the pyramid so we can continue to serve all students in the inclusive environment at Macfeat. 

About the Presenters:
Dr. Amy Clausen is an assistant professor of special education at Winthrop University. Her research interests include preparing pre-service teacher candidates for inclusive classroom environments. She has a Master’s Degree in Behavior Analysis and served on her district’s behavior support team before earning her PhD.  

Melanie Sanders is the Director of Macfeat Laboratory School and an Early Childhood Instructor at Winthrop University. She is completing her EdD with a concentration in Early Childhood Education. Her research interests include early childhood development and trauma-informed practices. With a wide range of teaching experiences in public education, early care, and administrative experiences, Melanie Sanders presents a broad perspective and authentic knowledge aligned with research-based practices.

Session Description:
This session explores how hybrid coaching and video-based feedback can unlock the potential of early childhood educators serving children with disabilities. Participants will discover how a flexible coaching model supports inclusive instruction, promotes collaboration, and uses data to improve child outcomes in the least restrictive environment. Real-world examples from programs using TORSH Talent will demonstrate practical strategies for building coaching capacity and fostering belonging. Attendees will leave with evidence-based tools and clear next steps to enhance their inclusive teaching practices.

About the Presenter:
Caycee Allen is a Senior Manager at TORSH, where she leads strategic partnerships in early intervention and education. With a Master’s in Counseling and certification in Play Therapy, Caycee brings over a decade of experience spanning classroom teaching, counseling, and leadership development. Her background includes seven years at Franklin Covey, where she specialized in client partnerships and strategic growth. At TORSH, she combines her passion for educator empowerment with expertise in video-based coaching and professional learning systems to support inclusive, data-informed practices in early childhood programs.

Session Description:
During this session, we will explore partnerships and connections at the state and local levels that already exist to help support the inclusion of young children with disabilities in early childhood environments alongside their peers without disabilities. Through lecture and small group discussions/activities, participants will discover how they can access and build partnerships in their communities to promote their shared vision to support each and every child in a high-quality early learning setting.

About the Presenter:
Dr. Heather Googe is a Research Associate Professor at the Child Development Research Center at USC and is the Principal Investigator for projects related to including children with disabilities in early childhood settings across sectors. She has over 25 years of experience in the field of early childhood special education and holds a PhD in Special Education from USC. Her research and professional interests include professional development to support inclusive practices among early childhood teachers, developmental screening practices of early childhood teachers, and the development and implementation of cross-sector professional development systems in early childhood.

Session Description:
Indicator B6 of the IDEA Part B reporting framework focuses on ensuring that young children with disabilities are educated in the least restrictive environment alongside their typically developing peers. This session will explore the importance of high-quality, inclusive preschool environments and the data behind Indicator B6. Participants will learn how to interpret placement data, identify trends, and implement practices that promote inclusive settings.

About the Presenter:
Sherri Evans, M.A., CCC-SLP, is the State Early Childhood Special Education Coordinator in the Office of Special Education Services at the South Carolina Department of Education. Sherri has a Master’s Degree in Speech-Language Pathology and has over 25 years of experience in the fields of Speech-Language Pathology and Special Education. In addition to her current role, Sherri has also served as a Speech-Language Pathologist in South Carolina’s public schools as well as in Early Intervention. Her current role allows her to serve on various committees and teams specifically related to preschool children with disabilities and their families, inclusion for children with disabilities, and communication and language development.

Session description:
What does early inclusion really make possible? In this powerful closing session, a panel of self-advocates with disabilities will reflect on their school experiences—both inclusive and not—and share how those early years helped shape the people they are today. Through personal stories and candid insights, panelists will explore how high expectations, a sense of belonging, and the right supports helped unlock their potential and influence the paths they’ve taken as adults. Educators will walk or roll away with renewed purpose, practical wisdom, and a deeper understanding of how the choices they make today in early childhood classrooms impact lives far into the future.

About the Panelists:
Duncan Winburn is a third-year student at the University of SC School of Law. Studying law is an effort to pursue his passion - to fight for the rights of those who historically have not had a voice. He was born with cerebral palsy and has lived with it for 25 years. He has been advocating for the disability community for nearly all his life. Duncan attended Westwood High School and Furman University, leaving a legacy at both institutions. In 2022, he spoke at the SC State House advocating for Bill 533, which passed in May of that year, making it illegal to pay sub-minimum wages to individuals with disabilities. Duncan is also a Volunteer of Distinction and platelet donor with the American Red Cross, volunteers with the USC School of Medicine and Family Connection, and is a SC Appleseed Legal Justice Center employee where he conducts research to support advocacy work.

Connie Gallman is a full-time employee at Newberry County Disabilities and Special Needs Board. She has been employed as the Administrative Assistant for 24 years. She is currently a member of Impact, SC where she has served since 2005 and a former President of Impact, SC as well. She has formerly served for Developmental Disabilities Council, and Voices for PRIDE a local self-advocacy group. She has been the keynote speaker for the state’s Disability Advocacy Day, as well as a guest speaker for the College of Charleston, University of South Carolina, and the Newberry County Council. She has received awards for Self-Advocate of the Year for both Newberry County and the state of South Carolina; completion of Partners in Policy Making; and a Proclamation from the Governor for the Developmental Disabilities Council. She has been featured on YouTube through Impact, PC and in an article for Newberry Magazine. She is married and owns her own home.

William (Will) Farrior, III, is from Ravenel, SC. Will enjoys playing sports, listening to music, and spending time with family and friends. Will was diagnosed with Asperger’s Syndrome at age 14. He graduated from the College of Charleston in the REACH program where he discovered his passion for helping others with disabilities. He has worked for the SC Developmental Disabilities Council since 2015. Will is also the Self Advocacy lead and Coordinator for the Partners in Policymaking® Program. He also sits on various boards and committees. In 2023, Will was named the SC Self-advocate of the Year by the South Carolina Partnership of Disability Organizations.

Danielle Tennison is a native of Bluffton, South Carolina. Danielle was born with two birth defects: Spina Bifida and Hydrocephalus. Danielle started walking at the age of 4 with the assistance of crutches and leg braces. She also started school in the same year. She took Resource classes and also had an IEP to insure her learning disability was addressed and closely monitored. In 2021, Danielle gained a love for advocating for people, especially children with disabilities. She became the Owner and founder of DT Books in the same year. She has written a number of books and has more on the way. Danielle has participated in Ms. WheelChair South Carolina where she was 2nd Runner up. She was also awarded with Self-Advocate of the Year Disability Advocacy in 2022 and plans to host her very first "Spina Bifida Walk 'N Roll Your Way" in October 2025.