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The 2024 PINE Summit:
Co-Creating Inclusion
The 2024 PINE Summit: Co-Creating Inclusion is a virtual conference anchored in the commitment to building neuro-affirming communities—together.
About the Summit
May 1 - 3
Virtual Conference
3 Days, 8 Sessions
Recordings Available
Join us at this year’s cutting-edge virtual event designed for educators, administrators, clinicians, families, and neurodivergent self-advocates. Dive into the dynamic theme of co-creating Inclusion as we redefine the landscape of inclusive education. Get ready to be part of this transformative experience, as together, we reshape the future of inclusive education.
Event Details
When: May 1 - 3, 2024. Recordings will be available to registrants! So, if you can’t attend live, be sure to register so you don’t miss out!
Discover the full schedule below.
Cost: PINE Members receive free entrance to all sessions! The cost per session is $30 for non-members on May 1 and 2. May 3 sessions are free to all!
Who it’s for: Everyone! Whether you are an educator, admin, parent, or community member interested in the latest in inclusion, the PINE Summit is for you.
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Day 1 Schedule | May 1, 2024
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Kristie Patten
Keynote Presenter
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Kade Friedman
Presenter
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Zosia Zaks
Host
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Honey Schneider
Expert
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Alex Newson
Expert
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May 1 at 11 am ET
Description
No one builds their lives on remediated weaknesses. Who does a deficit-based approach benefit? Those we serve, or the professional community? Do our current models of practice support flourishing? Our professional biases make it hard for us to see not only how our practice may be getting it wrong today but also perpetuating systems that prevent us from getting it right tomorrow. A paradigm shift to a strengths-based model that interrogates the educational, research, and practice systems we work in is proposed. It is a shift that we must see, speak, and act on. Our vulnerability and willingness to rethink is our strength, which will meet the changing needs of society. This presentation will draw on literature from positive psychology, disability justice, well-being, and research that centers the voice of self-advocates.
Learning Objectives
What does it mean to shift away from the deficit-focused paradigm?
How does professional bias show up in our schools and impact our students?
What are some steps professionals can take to shift to a more strength-based model?
About Kristie Patten (she/her)
Dr. Kristie Patten is Counselor to the President and she oversees the priorities of the Office of the President and is a key liaison to the Office of the Provost and major administrative units to coordinate planning, implementation, and assessment around these joint efforts. Dr. Patten has been at NYU since 2007. She has served as Vice Dean of Academic Affairs at NYU Steinhardt and Chair of the Department of Occupational Therapy. As a professor, her research examines strength-based practices in inclusive public school settings. Dr. Patten is the Principal Investigator of NYU Steinhardt's ASD Nest Program, supporting New York City Public Schools’ most extensive inclusion program for autistic students, and is on Chancellor Banks’ Special Education Advisory Council. She co-chairs the Global Center for Inclusion’s Research Collaborative and co-founded, along with colleagues from the Moses Center, the NYU Connections program for neurodivergent students at NYU. She is currently Co-PI of an NSF grant that engages autistic college students mentoring autistic high school students in STEM interests and career pathways. She received her B.S. from Elizabethtown College and a Masters and PhD (Educational Psychology) from Temple University.
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May 1 at 1 pm ET
Description
Students are often told what to learn, how to learn it, and what will happen if they don’t. In these traditional classrooms, the adults managing the learning environment–and its students–make all the decisions. But what if that wasn’t the case? In this talk, we will explore how to shift from classroom management towards co-creating a class community where students are continually practicing and building self-regulation skills. In this new type of classroom, students actively participate in the creation of community and culture, collectively make decisions based on their needs, and make school feel more meaningful and relevant. Across this session, teachers will learn the value of sharing power so students can exert agency and feel responsibility–and care–for their class community. This deliberate process of hearing everyone’s ideas, trying things out, reflecting on what works and doesn’t, is the foundation for self-regulation.
Learning Objectives
Explore a new model of holding space with students away from management and towards collective decision-making.
Consider the skills of self-regulation and co-regulation as not isolated to each person but rather part of how we engage with our community and build culture.
Learn inclusive techniques for sharing power with students so that school becomes more meaningful and relevant.
About Kade Friedman (they/them)
Kade Friedman (they/them) is a white, non-binary, neurodivergent, New York-based educator with 20 years of experience teaching pre-K through higher ed. They are the Director of Education at PINE, the Program for Inclusion and Neurodiversity Education, as well as an adjunct professor at NYU, and a consultant on inclusion projects around the world. Kade works with teachers to uncover their biases so they can co-create equitable and inclusive learning communities with neurodivergent, disabled, and gender-expansive youth.
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May 1 at 3 pm ET
Description
Our classrooms are neurodiverse, and let's not overlook a vital truth: the professional community driving our schools forward is also wonderfully neurodivergent! In this lively panel discussion, participants will gain firsthand insights from four dynamic neurodivergent education professionals as they draw upon their experiences, revealing essential ingredients for co-creating professional spaces with neurotypical colleagues. Discover actionable strategies to infuse neuro-affirming practices into every facet of our educational community.
Learning Objectives
Identify challenges faced by neurodivergent professionals in predominantly neurotypical work environments.
Reflect on steps educators can take to co-create professional spaces and collaborate both authentically and effectively across neurotypes.
Identify at least one thing professionals can do to provide neuro-affirming support to their students.
About Zosia Zaks (he/him)
For more than twenty years, Zosia Zaks has counseled and supported hundreds of autistic teenagers and adults and those with related conditions to live and work in their communities and to reach their personal goals. He now consults with schools, companies, and community organizations, providing training and assisting entities with developing practices and procedures for the full inclusion of neurodivergent and other disabled people. Previously, he worked at Towson University's Hussman Center for Autistic Adults in various capacities from 2009 - 2022. Highlights from his time at the Hussman Center include developing and running Work Possibilities, an on-campus job readiness program for autistic adults, and designing and supervising the College Orientation & Life Activities (COLA) program to support neurodivergent college students. He also has taught autism courses at the graduate and undergraduate levels, including an undergraduate diversity education course that incorporated disability justice service-learning activities. Dr. Zaks also has experience advocating for legislation and public policies that ensure disabled people have access to the supports and services they need to live full lives and has served on the Maryland Commission on Disability, the Maryland Rehabilitation Council, and the Maryland Commission for Autism. He helped found Itineris, Inc., a Baltimore-area service agency that utilizes a customized employment support model to help autistic adults succeed at work. He writes about autism-related topics for various publications and has published scholarly work on best practices for supporting individuals who are both gender-divergent and neurodivergent. He recently earned his Ph.D. in human development from Fielding Graduate University, where his research focused on paradigm change in clinical support. Dr. Zaks brings a unique mix of perspectives to his endeavors as a rehabilitation counselor, an educator, a parent of two neurodiverse young adults, and as an autistic self-advocate.
About Honey Schneider (they/them)
Honey is a trans & neurodivergent survivor whose work is rooted in disability justice and systemic frameworks. They are a mental health counselor, a consultant, and a facilitator as well as a working artist, committed to building and sustaining healthy and resilient relationships and community.
About Alex Newson (she/her)
Alex Newson (she/her/hers) identifies as a white, cisgender, autistic and disabled woman. Alex is a doctoral candidate in Special Education at the University of Oregon. She is a recipient of Project COLEAD – an OSEP funded leadership grant focusing on autism, evidence-based practices, diversity, and collaboration across universities. Her current research interests include equitable neuroinclusive research methodologies, collaborative neurodivergence-informed training and mentorship, and promoting the mental health and well-being of neurodivergent and disabled educators. Before beginning her doctoral studies, Alex received a Master of Science at the University of Oregon in Special Education with K-12 licensure under Project STEP – an OSEP funded personnel preparation grant focusing on low-incidence disabilities. Alex taught in private and public school settings in the Pacific Northwest as a certified Special Educator and educational assistant. As an educator, advocate and researcher, Alex hopes to support and empower disabled and neurodivergent educator perspectives and lived experiences while providing space for critical pedagogy, productive disruption, and disabled joy.
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Day 2 Schedule | May 2, 2024
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Shelley Moore
Presenter
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Kade Friedman
Moderator
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Kate Keresztes
Panelist
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Lauren Melissa Ellzey
Panelist
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Colin Ozeki
Panelist and Co-Presenter
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Aaron Lanou
Co-Presenter
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May 2 at 11 am ET
Description
The Inclusive planning process is aiming to situate Disability as an identity, not a deficit, and so to determine what supports and strategies students require, teams are shifting to look at needs, instead of disabilities, as a reference point. In this way, planning for inclusive classes can be universal and anticipate the needs of everyone in a community. In this session, we will connect to Universal Design for Learning principles and look at how we can plan for a student with a disability in ways that can support many students in a classroom.
Learning Objectives
Understand the shift from deficit-based to identity-based perspectives on Disability and its implications for inclusive planning.
Develop skills to identify and address diverse student needs rather than focusing solely on disabilities, fostering inclusive classroom environments.
Learn to integrate Universal Design for Learning principles into lesson planning to create flexible, inclusive learning experiences that benefit all students while supporting those with disabilities.
About Shelley Moore (she/her)
Based in Vancouver, British Columbia, Dr. Shelley Moore is a highly sought-after inclusive education researcher, collaborator, consultant, and storyteller, and has worked with school districts and community organizations throughout Canada and the United States. Her research has been featured at international conferences, including the Council of Exceptional Children (CEC), the International Reading Association (IRA), the National Council of Teachers of English (NCTE), The American Education Research Association (AERA), and the Canadian Society for Studies in Education (CSSE). Shelley completed her undergraduate degree in Special Education at the University of Alberta, her master's at Simon Fraser University, and her Ph.D. at the University of British Columbia.
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May 2 at 1 pm ET
Description
Join us for a compelling panel discussion as neurodivergent individuals share invaluable insights from their school experiences, shedding light on sensory, executive functioning, social, and emotional needs. Discover proactive strategies for skillfully supporting the diverse traits and characteristics inherent in the intricate layers of student profiles, all while exploring the intersections of neurodivergence, race, and gender. Participants are guaranteed to leave with practical tools, empowered to craft inclusive learning spaces that thoughtfully respond to the unique needs of a neurodiverse classroom community.
Learning Objectives
Explore inclusive sensory, executive functioning, social and emotional classroom supports.
Shift thinking about students from disability or diagnosis to traits and characteristics that exist across neurotypes.
Consider how various identities intersect with neurodivergence in learning environments.
About Kade Friedman (they/them)
Kade Friedman (they/them) is a white, non-binary, neurodivergent, New York-based educator with 20 years of experience teaching pre-K through higher ed. They are the Director of Education at PINE, the Program for Inclusion and Neurodiversity Education, as well as an adjunct professor at NYU, and a consultant on inclusion projects around the world. Kade works with teachers to uncover their biases so they can co-create equitable and inclusive learning communities with neurodivergent, disabled, and gender-expansive youth.
About Lauren Melissa Ellzey (she/her)
Lauren Melissa Ellzey (she/her), @Autienelle, is an autistic advocate, educator, author, and social justice activist. Through writing and presenting, she engages across lines of difference, highlighting the inequitable systems that oppress queer, BIPOC, and disabled folks. Her work has crossed paths with the United Nations, Reframing Autism, Autism Camp Australia, Penn State, NYU, CUNY, Stanford, Out 4 Undergrad, NeuroClastic, Inclusion Festival, the Lincoln Center for the Performing Arts, and more. As an Instructional Support Specialist, she provides consultation and workshops on autistic K-12 inclusion. Her young adult novels Boy at the Window, Gimmicks and Glamour, and StreamLine (July 2024) emphasize the importance of belonging for queer, neurodivergent youth of color. In all, she hopes to co-create a society where autistics nurture autistics as we strive toward true inclusion.
About Kate Keresztes (they/them)
Kate Keresztes is a university student and activist from rural New York. As a young, queer, neurodivergent, and multiply disabled person, their advocacy focuses on improving access and respect, promoting intersectionality, and establishing disability as a socio-cultural and political identity for community and movement building. Their current special interests include board games, mushrooms, and cross-stitch!
About Colin Ozeki (he/him)
Colin Ozeki is currently a special education teacher at Urban Assembly Media Studies High School, supporting the autism inclusion program ASD Nest. Growing up as an autistic student, he noticed the significant lack of autistic teachers and role models. Taking this observation into adulthood, Colin stepped up to become the teacher, role model, and inspiration autistic students deserve. He uses his unique position as an autistic teacher to promote neurodivergent inclusion, acceptance, and understanding of different neurotypes across school environments as a living example of success.
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May 2 at 3 pm ET
Description
Misunderstandings happen between autistic students and neurotypical teachers, but contrary to common ableist assumptions this is not due to autistic student's "lack of social skills." Applying Damian Milton's concept of the "double empathy problem," Colin, an autistic NYU graduate and special education teacher, and Aaron, his former special education teacher from elementary school, share funny and poignant stories of their miscommunications in school that highlight how autistic students and non-autistic teachers can learn from one another. Learn strategies for striking a balance to achieve successful, respectful neurodiverse communication.
Learning Objectives
Participants will be able to explain how the “double empathy problem” accounts for the challenges in interaction between autistic and non-autistic people.
Participants will be able describe characteristics of autistic and neurotypical communication.
Participants will be able to apply strategies to strike a balance between communication styles to improve communication across neurotypes.
About Aaron Lanou (he/him)
Aaron Lanou is an educational consultant supporting schools and organizations to reach all kids with inclusive, strengths-based practices. Through the lens of Universal Design for learning, Aaron coaches teachers and others to teach and support autistic students and all kids with a variety of academic, executive functioning, and social support needs. A member of Carol Gray’s Team Social Stories, Aaron also provides Social Stories workshop and collaborates with Carol and the team to continually update and refine the Social Stories philosophy and approach. Aaron was previously a special education teacher in the New York City Public Schools and Executive Director of ASD Nest at NYU, leading the nation’s largest inclusion program for autistic students.
About Colin Ozeki (he/him)
Colin Ozeki is currently a special education teacher at Urban Assembly Media Studies High School, supporting the autism inclusion program ASD Nest. Growing up as an autistic student, he noticed the significant lack of autistic teachers and role models. Taking this observation into adulthood, Colin stepped up to become the teacher, role model, and inspiration autistic students deserve. He uses his unique position as an autistic teacher to promote neurodivergent inclusion, acceptance, and understanding of different neurotypes across school environments as a living example of success.
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Day 3 Schedule | May 3, 2024
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Emily Wright
Co-Presenter
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Laura Smyles
Co-Presenter
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Robert Galligan
Presenter
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May 3 at 11 am ET
Description
The built environment of schools can have a profound impact on our ability to learn. Today, most K-12 school design efforts focus on solutions that work for neurotypical students. However, neurodivergent students are a significant part of a student body in a general education environment. We will be exploring how the design of school buildings and classrooms can impact neurodivergent learners. We will review the prevalence of neurodivergent children learning in general education environments and touch upon how design can support various educational strategies that support these learners. Various design strategies will be discussed with a special focus on practical and achievable strategies. Participants will leave with a list of practical items to consider for any level of investment in school spaces.
Learning Objectives
Describe the proportion of neurodivergent students learning in a general education environment.
Discuss how school design can support educational strategies such as UDL.
Discuss large-scale and small-scale design strategies to support neurodivergent students.
Identify strategies for providing flexibility for students.
About Emily Wright (she/her)
Emily J. Wright is a registered architect with over 15 years of experience, an undergraduate degree in biochemistry, a background in clinical psychology, and experience teaching English abroad. Although neurotypical herself, her father, brother, husband, and two of their three children are neurodivergent. She believes buildings and spaces have a profound impact on our functioning and well-being.
About Laura Smyles
Laura Smyles has over 11 years of experience as an Architect and Educational Planner with Grimm + Parker. As the daughter of a 25-year-long career public school teacher, she brings her unique perspective to educational design along with her direct experience of working with several school systems across the DMV. Mom to two under 4, she is especially familiar with the importance of creating an environment that improves emotional regulation - for kids and parents alike.
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May 3 at 1 pm ET
Description
Join us in this engaging presentation for parents, where we delve into the concept of maintaining a "positive mental image" of our kids. Learn how this mental image serves as a powerful tool, enhancing communication, connection, and co-regulation between the parent and child, even in the face of difficulties. Gain valuable insights into concrete communication strategies and constructive approaches that strengthen this positive perspective. We'll also address the potential pitfalls of adopting a negative mental image and provide practical guidance on regulating, repairing, and reconnecting with our kids.
Learning Objectives
Parents will learn how a positive mental image of their child can facilitate connection and de-escalate conflict.
Parents will learn specific skills for improved interactions with children, including positive mindset, constructive communication, and adaptive action.
Parents will learn strategies for self-regulation so that they can help their children in moments of conflict.
About Robert Galligan (he/him)
Robert Galligan is a clinical psychologist in private practice in Brooklyn, NY. Dr. Galligan works with families, couples, and individuals in psychotherapy. He is particularly interested in helping parents develop more harmonious, satisfying relationships with their children and supporting individuals’ efforts to bring meaning and purpose to their lives. Dr. Galligan is on the advisory board of Sounds of Saving and is a Special Adjunct Professor/Clinical Supervisor at Long Island University. Dr. Galligan holds a Ph.D. in Clinical Psychology from Long Island University and a B.A. in English from Yale University.
Registration begins this March!
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“This conference was transformational! My staff and parents were inspired to continue this work. Thank you for helping us to move past Awareness through Acceptance to Affirmation, Appreciation and Celebration of differences. Kudos for modeling space where everyone belongs, everyone learns, and everyone is celebrated.”
— Yvette Goorevitch, Chief, Specialized Learning, Norwalk Public Schools
“I can't begin to tell you how inspiring the conference was. It was full of practical information and strategies. But even more important was the overall orientation it gave to help autistic folks and their co-travelers map a positive and productive course through all aspects of each day and onward. My compass is permanently set towards recognizing strengths, presuming competence, welcoming interests, listening, and collaborating. I left feeling so deeply thankful for the work I do and the people I get to work with.”
— Janet Weeks, Parent and Special Education Teacher
“For me, this event couldn't have come at a better time. Although it was during my break from school, I left with a reminder once again of my purpose for teaching. Today, as I walked back into my classroom, I was looking forward to continue to make meaningful relationships with my students, families and fellow teachers.”
— Michelle Vera, Teacher