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Inclusive Kindergarten Training

August 4 & 5, 2026
8:30 AM to 3:30 PM

In-Person at
Columbia Regional Inclusive Services
833 NE 74th Ave. Portland, OR 97213

Many incoming kindergarten and early elementary students with autism and related needs arrive without the essential skills needed for successful participation in the classroom. These may include communicating needs and preferences, responding to social bids and attempts to gain attention, understanding and following directions, transitioning between activities, tolerating waiting and delays, participating in classroom routines, and engaging in peer play. For children with neurodevelopmental disabilities, these skills must be directly taught. 

IKT is a summer institute designed specifically for general education teachers and developed to strengthen their ability to support these learners within inclusive classrooms. Over two days, participants learn how to better understand autistic learners and how to design classroom environments, instruction, and interactions that reduce barriers and support meaningful participation. We emphasize practical, evidence-based strategies aligned with Universal Design for Learning (UDL). The focus is on proactive approaches; structuring the environment, clarifying expectations, and adapting instruction so that students are more likely to engage, communicate, and participate successfully throughout the school day.

Participants also build an understanding of key learning differences that impact classroom performance, including executive functioning, sensory processing, and social-cognitive development, and how these influence behavior, communication, and engagement. This approach benefits not only students with autism or related needs, but also those who are culturally and linguistically diverse (CLD), have experienced early adversity, or are entering school with limited prior classroom experience. Each participant will receive an IKT Implementation Kit that includes ready-to-use materials, visuals, routines, and instructional supports, along with modeling and guided practice to support effective classroom implementation.

PARTICIPANT LEARNING OBJECTIVES

  • How autistic learners may perceive, process, and respond to the classroom environment, and the implications for instruction, communication, and behavior
  • Using environmental structure, such as physical layout, visual boundaries, predictable routines, and consistent procedures, to increase clarity, independence, and engagement
  • Embedding visual supports throughout the day (e.g., schedules, first-then boards, clearly defined expectations) to support participation and reduce uncertainty
  • Adapting instruction to support engagement, task initiation, and persistence by making tasks clearer, more manageable, and more meaningful
  • Using student interests and strengths to increase motivation, attention, and participation
  • Building rapport and connection to support engagement, regulation, and learning
  • Supporting functional communication for students with limited or emerging language, including the use of augmentative and alternative communication (AAC)
  • Understanding behavior as communication and using proactive, antecedent-based strategies to prevent and reduce challenging behavior
  • Responding to dysregulation using de-escalation strategies and an understanding of regulation and escalation patterns
  • Applying instructional strategies such as task analysis, prompting and fading, and teaching for generalization across settings, materials, and routines
  • Explicitly teaching and reinforcing essential participation skills, including engaging in instruction, navigating routines, transitioning between activities, and interacting with peers through modeling, practice, and consistent feedback

AUDIENCE

We limit IKT to general education kindergarten teachers and first grade teachers for multiple reasons. Paraeducators can register if they are attending with the K/1 teacher they work with in the classroom. We generally do not recommend IKT for special education teachers and related staff, though if you have a question about attendance please reach out. 

REGISTRATION

Teachers are registering via a link provided to each district's special education director. Please reach out to the special education director in your district for information on signing up.

OUR IKT PRESENTERS

IKT is provided by our team of licensed autism specialists and BCBAs who emphasize the use of various evidence-based instructional approaches including antecedent-based interventions (ABIs), positive behavior supports (PBS), use of visual supports, structured teaching, peer mediated intervention, and many others.

TEAM ATTENDANCE RECOMMENDED

Feedback from previous IKT participants indicated that classroom outcomes are stronger and kindergarten teachers have a richer experience when they attend along with kindergarten teacher colleagues from the same elementary school. For these reasons, we strongly advise K teachers to attend in teams if possible (i.e., multiple kindergarten teachers from the same building). 

COMPENSATION FOR ATTENDANCE

Columbia Regional Inclusive Services (CRIS) is not able to offer compensation for attendance on non-contract days. Some participating school districts may choose to provide a stipend or hourly pay for staff who attend. We encourage attendees to check with their district administrator regarding local policies on professional development compensation.  

OUTCOMES

IKT is being offered for the seventh time in 2026. Over 250 teachers and support staff have participated in IKT. Follow up survey data suggest that the professional development has meaningfully impacted classroom practices resulting in improve outcomes for children.

Highlighed comments from participants:

  • "This was the best training I have ever attended in over 20 years of teaching. I learned more and received more resources to support students than I ever could have expected."  
  • “I have learned so many things I will implement in my classroom and have pages of notes, especially around SEL instruction, classroom layout, and routines. This training is incredibly valuable.”
  • “Continue to do the great job you do and keeping it realistic for general education classrooms.”

IKT participants were asked, “Can you think of one or more specific children in your classroom who have been more successful as a result of your participation in IKT?"

  • “Definitely! This is only my second year of teaching, so before this training I had never had experience teaching or working with students with autism. The training gave me tools, strategies, ideas, and confidence in jumping in and doing the best I can to best serve all of my students.”
  • “YES!!!!! Many. I am better organized. I view behaviors differently. I was more prepared for those I knew may be a challenge. One boy has a sibling that has not been successful in Gen Ed. I approached him with a different lens and started with a different relationship from the beginning and he is thriving. A few other students that have the potential to be out of control have done great with the routines, procedures and very clear expectations.”
  • “Yes. In general, creating a solid routine, with a classroom visual schedule, color coding of systems in the room, visuals for EVERYTHING has all helped my classroom run better, not just my students with Autism. Using a first/then board and language has been a lifesaver for a couple students.”
  • “Yes, the 'first, next, last' idea has helped one of my students in particular.” “One child in my classroom is on the autism spectrum and the fidgets have helped his concentration and helps him keep his hands to himself.” “Yes, all three of my students in special education with communication disorders benefitted, as well as other children who struggle with emotional outbursts and transitioning.”
  • “Yes, one student started the year kicking, biting, and pushing students during each transition. This student is now able to selfregulate and handle transitions.” 

IKT participants were asked to share what they found especially helpful. They reported the following:

  • “Strategies for small group instruction, and overall ways to approach students with ASD throughout the day to make their day more successful.”
  • “Increasing visuals and visual supports in my classroom and for individual students… to develop more engaging and movement-based activities.”
  • “Using more visuals to make routines explicit, helping students anticipate transitions, and making sure to connect with each child every day.”
  • “Classroom organization, intervening in behavior early, and interrupting before behavior escalates.”
  • “Limiting visual clutter, labeling clearly, using schedules frequently, and incorporating core boards throughout the classroom and school.”
  • “Modeling multi-modal communication throughout activities… and preparing materials that are accessible and ready for use.”
  • “Clearing visual noise… implementing a calm space and planning explicit lessons on how to interact with others.”
  • “Using ABCs of behavior, explicitly teaching friendship skills, and supporting transitions with structured activities.”
  • “Changing how I use timers and intentionally designing my classroom environment and visuals to support all students.”

For more information, email Darthea Park at dpark@pps.net.