View Mico Care Center 9th Education Conference 2026 Final flipbook.
Reimagining Learning for a Changing World: Inspire. Innovate. Impact. October 15-16, 2026 Biennial Education Conference 9th
9th Biennial Education ConferenceThe Mico CARE Centre'sPage 2 Message It is my pleasure to extend warm greetings to the organisers, participants, educators, specialists, parents, and other stakeholders gathered for the 9th Biennial Education Conference of The Mico University College Child Assessment and Research in Education (CARE) Centre. The theme, “Reimagining Learning for a Changing World: Inspire. Innovate. Impact”, speaks powerfully to the work before us. As the world changes, so too must our understanding of how children learn and how best to support them. At the heart of this conversation must always be the child. Not every child learns in the same way. Our education system must therefore be capable of recognising different abilities, identifying learning needs early and providing the appropriate support so that every child has a genuine opportunity to succeed. This is at the heart of the education transformation that we are pursuing in Jamaica. For children with special educational needs, this responsibility becomes even more important. Inclusion must mean more than giving a child access to a school. It must mean creating an environment in which that child can participate, learn, develop confidence and realise his or her potential. This requires us to look differently at how we teach, how we assess learning and how we provide support. It requires teachers to have the knowledge and tools to respond to diverse learners, parents to have access to the information and assistance they need, and specialists to work alongside schools and families. The Government remains committed to building an education system that gives every Jamaican child a fair opportunity to thrive. This means moving beyond a one-size-fits-all approach and strengthening our capacity to support these students and equip our children with the knowledge, skills and confidence required for the future. The work of the Mico CARE Centre is important to this national effort. Through assessment, research, intervention and support for teachers, parents and caregivers, the Centre contributes to a deeper understanding of the children we serve and to better ways of helping them learn and develop. I therefore commend the Mico CARE Centre for bringing educators and other stakeholders from Jamaica and across the Caribbean together to examine what learning must look like in a changing world. As you deliberate, share and learn from one another, I encourage you to keep before you the child at the centre of this work. When we expand a child’s opportunity to learn, we expand that child’s opportunity to contribute. And when we unlock the potential of our children, we strengthen the future of Jamaica. I wish for you all a meaningful and productive Conference, and every success as you continue this important work on behalf of our children. Message from Dr. the Most Honourable Andrew Holness, ON, PC, MP, Prime Minister
9th Biennial Education ConferenceThe Mico CARE Centre's Page 3 Message It gives me great pleasure to extend warm greetings to the organisers, participants, and stakeholders of the Mico University College Child Assessment and Research in Education (CARE) Centre’s 9th Biennial Education Conference, being held under the theme, “Reimagining Learning for a Changing World: Inspire. Innovate. Impact.” The work of the Mico CARE Centre is of profound importance to our education system and to the children and families it serves. As a Centre of Excellence of The Mico University College, the Centre has demonstrated a sustained commitment to providing diagnostic, therapeutic, and intervention services for children who face challenges that may affect their learning and development. Equally important is its commitment to strengthening the capacity of teachers, parents, and other stakeholders to respond effectively to the diverse needs of our learners. Education must be responsive to the individual potential of every child. As our world changes through advances in technology, new approaches to learning, and evolving social and developmental needs, we must ensure that our education system keeps pace. This requires us to embrace innovation while remaining firmly grounded in the principle that every child deserves the opportunity to learn, participate, and fulfil their potential. Inclusive education is therefore not simply an educational objective; it is an essential part of building a more equitable and compassionate society. This Conference provides a valuable opportunity for educators and other stakeholders from Jamaica and the wider Caribbean to exchange knowledge, examine emerging practices and consider practical approaches to meeting the needs of today's learners. The participation of local, regional and international experts, including the distinguished keynote speaker, Dr. James D. Basham of the University of Kansas, will further enrich these important conversations. I commend the Mico CARE Centre for its continued leadership in advancing special education and for creating this important platform for professional development and collaboration. I encourage all participants to engage fully with the presentations and discussions, and to carry the knowledge gained into their classrooms, schools, homes and communities. As you seek to inspire, innovate, and have lasting impact, I hope that you remain focused on ensuring that the changing world of education becomes a source of greater opportunity for every learner. I wish the Mico CARE Centre a successful 9th Biennial Education Conference and extend best wishes to all participants for a productive and enriching two days. Message from Mr. Mark J. Golding, MP Leader of the Opposition
9th Biennial Education ConferenceThe Mico CARE Centre'sPage 4 Message The Ministry of Education, Skills, Youth and Information is pleased to endorse The Mico University College Child Assessment and Research in Education (CARE) Centre’s Biennial Education Conference, scheduled for October 15-16, 2026. We extend best wishes to the organisers, presenters and participants from Jamaica and across the wider Caribbean as you convene for this important conference under the theme, “Reimagining Learning for a Changing World: Inspire. Innovate. Impact.” For many years, the Ministry has maintained a valued partnership with the Mico CARE Centre, recognising its important contribution to assessing, identifying, and supporting children with diverse learning and developmental needs. Through its work in child assessment, research, intervention and professional development, the CARE Centre has established itself as an important Centre of Excellence in special education and related fields. Its contribution to strengthening the capacity of educators, parents, and other stakeholders aligns closely with the Ministry’s commitment to building an education system that is inclusive, equitable, responsive, and capable of meeting the needs of every learner. The Ministry’s continued support of the CARE Centre is also reflected in recent collaborative efforts to strengthen its facilities and learning environment. Earlier this year, we entered into a Memorandum of Understanding with the Digicel Foundation to support the renovation and upgrading of five classrooms at the Mico CARE Centre. Valued at US$75,000, the initiative aims to transform traditional classrooms into fully equipped smart learning environments designed to better support children across Jamaica who experience diverse learning challenges. This partnership aligns with the Ministry’s Transformation of Education for National Development (TREND) agenda, particularly Pillar 6, which focuses on Infrastructure and Technology. This pillar places emphasis on equitable access to safe and inclusive learning spaces, the integration of appropriate international standards in educational infrastructure, and the development of modern environments that meet the needs of all learners. Against this background, the CARE Centre’s Biennial Education Conference is particularly timely. As Jamaica continues to transform its education system, there is a growing need to strengthen our collective understanding of how children learn, how their diverse needs can be identified and addressed, and how schools can create environments in which every learner can participate, develop, and thrive. The Conference provides a valuable platform for educators, researchers, specialists, policymakers and other stakeholders to share research, exchange knowledge and showcase innovative approaches in special education and allied disciplines. Its focus on inspiring, innovating and creating meaningful impact speaks directly to the imperative of ensuring that educational transformation is reflected not only in policy and infrastructure, but also in the quality and responsiveness of the learning experience. The Ministry also recognises the importance of continuous professional development in equipping teachers and other education practitioners with the knowledge, skills and tools required to respond effectively to the diverse needs of learners. We therefore welcome and strongly support this initiative and its potential to strengthen professional practice, deepen regional collaboration and promote evidence-informed approaches to inclusive education. Message from Senator Dr. the Honourable Dana Morris Dixon Minister of Education, Skills, Youth & Information
9th Biennial Education ConferenceThe Mico CARE Centre's Page 5 We commend the Mico CARE Centre for its continued leadership and contributions to education and child development, and we wish the organisers and participants a successful and productive Conference. The Ministry is confident that the discussions, research and innovations emerging from this Biennial Education Conference will contribute meaningfully to the advancement of inclusive, learner- centred and future-focused education in Jamaica and across the Caribbean. We look forward to your continued contribution to transforming education and the lives of children and young people.
9th Biennial Education ConferenceThe Mico CARE Centre'sPage 6 Message It is my distinct pleasure, on behalf of the Board of Directors, Management, staff and students of The Mico University College, to extend warm greetings to all participants, presenters, partners and stakeholders attending the 9th Biennial Education Conference of The Mico University College Child Assessment and Research in Education (CARE) Centre. This year’s theme, “Reimagining Learning for a Changing World: Inspire. Innovate. Impact.” is both timely and significant. It invites us to reflect deeply on the changing educational landscape and, more importantly, to consider how we can respond purposefully to the needs of learners, educators, and communities in an increasingly complex world. Education can no longer be viewed simply as the transmission of knowledge from teacher to student. The learner of today is navigating a world shaped by rapid technological advancement, artificial intelligence, changing social realities, evolving workplaces and new understandings of how children learn and develop. These changes require us to rethink how we teach, how we assess learning, how we support teachers and, ultimately, how we prepare our children and young people for the future. At the heart of this transformation must be the recognition that every learner matters. Reimagining learning therefore requires us to embrace diversity, remove barriers to participation and create educational environments in which children with different abilities, learning styles, backgrounds and needs are given meaningful opportunities to thrive. The Mico CARE Centre has played an important role in advancing this commitment. Established as a Centre of Excellence in child assessment and research in education, the Centre has, over the years, provided assessment, intervention, training, research and support to children, families, educators and other professionals. Its work continues to demonstrate the importance of understanding the whole child and using evidence to inform effective educational practice. The 9th Biennial Education Conference provides an important space for this work to continue. It brings together educators, researchers, practitioners, policymakers, parents and other stakeholders to share knowledge, examine emerging issues and explore practical approaches to improving teaching and learning. Such collaboration is essential if we are to move beyond simply identifying the challenges facing education and instead develop solutions that can make a meaningful difference in the lives of learners. As we navigate the opportunities and challenges presented by artificial intelligence and other emerging technologies, we must also remember that innovation must remain grounded in humanity. Technology can enhance education, but it cannot replace the empathy, relationships, judgement and care that are fundamental to effective teaching and child development. The future of education must therefore be one in which innovation and human connection work together. I commend the leadership and staff of the Mico CARE Centre for their continued commitment to professional development, research, assessment and the advancement of inclusive educational practice. I also commend the Conference organisers for creating a forum that encourages dialogue, Message from Dr. Asburn Pinnock, CD, JP President, The Mico University College
9th Biennial Education ConferenceThe Mico CARE Centre's Page 7 collaboration and the exchange of ideas that can strengthen education locally, regionally and internationally. As we gather for this 9th Biennial Education Conference, I encourage each participant to engage openly, challenge assumptions, share experiences and consider how the knowledge gained can be translated into meaningful action. Let us leave this Conference not only inspired by new ideas, but equipped to innovate in our respective spheres and committed to making a lasting impact. I wish for a successful Conference and extend best wishes to all participants for a stimulating, enriching, and impactful experience.
9th Biennial Education ConferenceThe Mico CARE Centre'sPage 8 Message The world is changing rapidly, and so are our learners. The landscape of the classroom has certainly become more diverse, technologically driven, and more challenging in terms of psychosocial needs, antisocial behaviours, the impact of severe climatic conditions, as well as global uncertainty. Words like ‘artificial intelligence’, ‘neurodivergence’, and ‘inclusion’ have become buzzwords, not only in the wider society, but also in the education system. While these changes present real challenges, they also present a tremendous opportunity to reimagine education. Reimagining suggests thinking about something in a new way. As we reimagine, we look again at our learners and think about how to support the needs of all students, not just the average and above average, but those with special education needs and disabilities, students exposed to violence and other traumatic occurrences, those from socially deprived environments, and students who are marginalised for various reasons. Reimagining also causes us to think about how we responsibly embrace new technologies and restructure the education system for the 21st century and beyond. Reimagining education involves thinking beyond present realities to the world students will live in as adults. This, of course, requires viewing learners at the centre of a wider system which impacts their education. It involves understanding each learner and how he or she is affected by elements at the intersection of school and community, as well as the social, political and economic structures. Reimagining education also requires policies, systems, curricula and programmes, which take into account cultural beliefs, values and perceptions and how these shape the education system. The Conference theme, “Reimagining Learning for a Changing World: Inspire. Innovate. Impact.” is organised around three strands: “Inspiring Potential: Building Pathways to Well-Being and Social Strength; Innovate the Future: New Technologies in Education; and Maximizing Impact: Strategies for Accessible and Equitable Learning”. Through this Conference, the Mico CARE Centre calls on all educational stakeholders to engage in meaningful conversations and strategic networking that will leave you inspired to create a resilient, future-ready education system. It is our hope that this Conference will challenge us all to search for answers and find innovative, sustainable solutions to the challenges in the education system. We look forward to a reimagined education system that will inspire and support learners to not only meet the workforce demands, but also to raise generations equipped with the social, communicative, technological, and other competencies to solve the problems of the region, while creating pathways to social inclusion and economic development. We warmly welcome you to our Conference and invite you to join us as we inspire each other, innovate for the future, and impact the lives of every learner. Message from Dr. Sharon Anderson-Morgan Director, Mico CARE Centre
9th Biennial Education ConferenceThe Mico CARE Centre's Page 9 Keynote Speaker James D. Basham, Ph.D., is reimagining how education can be designed for a world in which learners, technologies, and society are rapidly changing. A Professor of Special Education at the University of Kansas and Director of the Center for Innovation, Design, and Digital Learning (CIDDL), his work asks a fundamental question: Given what is now possible, how should we design learning differently? His research and leadership span Universal Design for Learning, artificial intelligence, human variability, STEM education, and the design of future-ready learning environments. Rather than focusing on technology as a collection of tools, his work explores how emerging technologies can help rethink learning systems to better support every learner while preserving human agency, judgement, and purpose. An internationally recognised researcher, author, and speaker, Dr. Basham leads national work on AI literacy and responsible AI integration across PreK–20 education. He has led federally and privately funded initiatives and works with educators, universities, organisations, and policymakers to design learning environments that expand human capability, agency, and opportunity. Dr. James D. Basham
9th Biennial Education ConferenceThe Mico CARE Centre'sPage 10 9TH BIENNIAL EDUCATION CONFERENCE PROGRAMME 2026
9th Biennial Education ConferenceThe Mico CARE Centre's Page 11 9TH BIENNIAL EDUCATION CONFERENCE PROGRAMME 2026
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9th Biennial Education ConferenceThe Mico CARE Centre's Page 13 Session Highlights Students may understand what they are expected to do yet struggle to get started, stay organised, manage their time, regulate emotions, or complete tasks independently. This practical and interactive session will help teachers understand the “hidden skills” behind learning and behaviour through the lens of executive functioning. Participants will learn to recognise common executive functioning challenges, identify the skills that may be getting in the way, and explore practical classroom strategies that support students while building greater independence. Shauna Miller, Ph.D., holds a doctorate in School Psychology (University of Florida), specialising in early childhood and early intervention, with experience teaching and supervising teachers and clinicians, conducting psychological assessments and therapy, and consulting with schools. She has worked as a psychologist in hospitals, outpatient programmes, and public schools. Dr. Miller currently works at the Mico CARE Centre and is the author of the MDRT-II; she is ADHD-certified with expertise in executive functioning and is committed to evidence-based practice in assessing and treating ADHD, autism, and learning disabilities. Hidden Skills of Executive Functioning: Helping Students Plan, Focus and Learn Shauna Miller This session explores how educators can use artificial intelligence responsibly and practically in teaching and learning. It will examine the promise of AI as a tool for personalisation, student support, lesson planning, feedback, and differentiated instruction, while also addressing the risks of over-reliance, bias, accuracy, academic integrity, and weakened independent thinking. The session will challenge educators to view AI not as a replacement for human teaching, care, judgement, creativity, or productive struggle, but as a tool that must be guided by strong pedagogy, ethical practice, and a clear commitment to student well-being and cognitive development. Ricardo D. Allen, B.Sc., is the founder, president and CEO of One on One Educational Services Ltd., a Jamaica Stock Exchange-listed EdTech company reaching over two million Caribbean learners and named to TIME's 2025 Top 350 EdTech Companies. He is an HP/University of Cambridge EdTech Fellow and Young Leaders of the Americas Initiative Fellow. Mr. Allen is a technologist with actuarial science training from the University of the West Indies. His work explores how AI can help teachers and students learn more effectively while protecting independent thinking, creativity, ethics, and meaningful human development. AI in the Classroom: Superpower or Crutch? Protecting Thinking, Learning and Creativity in a Changing World Ricardo D. Allen DAY 1 (VIRTUAL)
9th Biennial Education ConferenceThe Mico CARE Centre'sPage 14 Before children can read, they must develop several foundational language skills. This session examines the relationship between metalinguistic awareness and literacy, with a particular focus on phonological and phonemic awareness as key predictors of early reading success. Drawing on speech-language pathology and literacy research, participants will gain evidence-based recommendations for supporting literacy development in educational settings, particularly for students who are at risk of reading difficulties, and will learn the importance of integrating phonological awareness instruction with letter-sound correspondence. Leave ready to strengthen the foundation every reader needs. Eija Aalto, Ph.D., is an Assistant Professor in the Department of Health and Human Services at MacEwan University in Canada, and a registered speech-language pathologist (R.SLP, S-LPC) with clinical and academic experience spanning Finland and Canada. She is a former school-based speech-language pathologist and consultant supporting students, educators, and families in addressing communication and learning needs. Her teaching and research focus on speech sound development, multilingualism, speech sound disorders, and the language and phonology foundations that support early literacy and reading acquisition. This session will equip teachers with evidence-informed, classroom-ready strategies for supporting diverse learners in mathematics. Participants will see how to use hands-on materials, literature, and other resources in a practical and meaningful manner. Through demonstrations, participants will learn how to identify where a learner is struggling and choose a suitable strategy to offer effective support. Alison Munroe Tai, M. Ed., has over 32 years of experience in general and special education, spanning teaching, assessment, and administration. She spent 12 years as a special educator at the Mico CARE Centre and over 12 years as vice principal of a Kingston preparatory school, supervising its special education programme. She has presented at conferences in Calgary, Savannah, Orlando and Jamaica. She focuses on designing effective teacher education programmes, collaboration, and inclusive programming for special needs students in general education settings. From Speech to Literacy: The Role of Metalinguistic and Phonological Awareness Eija Aalto Let’s Talk Math: Supporting Diverse Learners Alison Munroe Tai
9th Biennial Education ConferenceThe Mico CARE Centre's Page 15 What happens to children’s well-being when their educators are running on empty? This workshop introduces a framework that integrates stress management techniques, emotion regulation strategies, and responsive relationship-building practices. The session will explore how educator resilience shapes children’s emotional well-being, co-regulation, and adaptive behaviour. Using real-world scenarios and case studies, the workshop will highlight actionable tools for managing challenging behaviours, preventing burnout, and creating calm, inclusive spaces for young children and adults alike. Leave with practical skills you can apply immediately. Kellie-Anne Brown Campbell, M.Ed., P.G.D.E., is a school psychologist and Ph.D. candidate with almost two decades of experience administering psychoeducational assessments and coaching parents, teachers, and caregivers. Passionate about early intervention and early childhood special education, her research examines quality coaching for young children with special needs, caregivers’ use of co- regulation to build social-emotional competence, and educators’ own self-regulation and well-being. This interactive 60-minute session will introduce participants to a range of artificial intelligence tools relevant to today’s diverse classroom. It will explore the functions and capabilities of selected AI tools, including those that support content generation, accessibility, translation, assessment, multimedia creation, and personalized learning. The session will highlight what these tools offer, their potential benefits and limitations, and important considerations relating to accuracy, privacy, ethics, and responsible use. Jacqueline Parkinson Smith, JP, M.E.T., M.Ed., is an education professional with over 20 years of experience in education, including teaching, lecturing and private sector work, and expertise in ICT and educational technology. She is currently Senior Education Officer (Actg.) in the ICT Section of the Media Services Unit (MSU). She holds a Master's in Educational Technology (MET) from the University of British Columbia and a Master's in Adult Education (M.Ed.) from Mount Saint Vincent University. Passionate about making digital tools more accessible, she develops innovative resources and integrates technology into teaching in meaningful ways, improving digital literacy and creating engaging learning experiences that empower both teachers and students. Resilient Educators, Thriving Children: Practical Strategies for Social-Emotional Support in Early Learning Kellie-Anne Brown Campbell Artificial Intelligence in the Diverse Classroom: Exploring Emerging Tools for Teaching and Learning Jacqueline Parkinson Smith
9th Biennial Education ConferenceThe Mico CARE Centre'sPage 16 Behind every classroom behaviour is a hidden conversation. When a student constantly moves, covers their ears, avoids certain activities or struggles to focus, they are not trying to disrupt the classroom; they are trying to communicate. This interactive presentation invites educators to look beyond behaviour and consider how sensory processing can influence a child’s participation, attention, emotional regulation, and learning in the classroom. Participants will learn to recognise common signs of sensory needs and explore practical, classroom-friendly strategies that can be incorporated into everyday routines. Through relatable examples, educators will gain a better understanding of the connection between sensory processing and behaviour and leave with strategies to create more supportive, inclusive learning environments for all students. Joanne Oates-Toussaint, OTD, is a paediatric occupational therapist and founder of the Smile A While Foundation. She holds a Doctorate in Occupational Therapy from Temple University (dissertation on cultural competence), plus Master’s degrees in Occupational Therapy (Mercy College) and Higher Education Administration (Florida International University). Dr. Oates-Toussaint provides telehealth therapy through Presence Learning and home-based paediatric care via St. Mary's Children’s Hospital. Through Smile A While, she brings occupational therapy to underserved rural Jamaica, with plans to expand across the Caribbean. Teachers will find practical strategies to support themselves and their students in the aftermath of Hurricane Melissa and amid the ongoing stresses of a rapidly changing world. Participants will explore simple, trauma-informed approaches for helping students feel safe and connected, managing difficult emotions and behaviours, re-establishing routines, supporting concentration and learning, communicating with empathy and responding appropriately to signs of distress. Strategies for self-regulation, stress management, healthy boundaries and peer support, along with guidance on recognising when professional help is needed, will round out the session. The emphasis is on everyday classroom interactions that promote recovery, strengthen resilience and restore a sense of safety, stability, hope and belonging for students and educators alike. Sonia Wynter, M.Sc., is an associate clinical psychologist and the founder and CEO of Tea House Therapy. She holds a Master’s degree in Clinical Psychology with Distinction from the University of the West Indies (Mona) and is the only Gottman Level 3-trained clinical psychologist in the Caribbean. Throughout her career as a psychologist, she has provided meaningful interventions to individuals, couples and groups in local and international settings. She is also a corporate consultant, trainer and media contributor, and is passionate about expanding access to high-quality psychological care and strengthening the capacity of mental health professionals across Jamaica and the wider Caribbean. Beyond Behaviour: Understanding Sensory Needs in the Classroom Joanne Oates-Toussaint Supporting the Supporters: Trauma, Recovery & Resilience for Educators Sonia Wynter
9th Biennial Education ConferenceThe Mico CARE Centre's Page 17 Artificial intelligence (AI) is rapidly transforming education, offering new opportunities to support diverse learners while also raising important questions about equity, accessibility, privacy, and responsible use. This session will explore practical ways general and special education teachers can thoughtfully integrate AI to enhance instruction, differentiate learning, support accessibility, and promote student engagement. James D. Basham, Ph.D., is Professor of Special Education at the University of Kansas, and Director of the Center for Innovation, Design, and Digital Learning (CIDDL). Dr. Basham leads national work on AI literacy and responsible AI integration across PreK–20 education — asking: given what's now possible, how should we design learning differently? “AI and the Inclusive Classroom: Responsible Integration for Diverse Learners” James D. Basham, Ph.D. Session Highlights Inclusive Early Years from Day One: UDL and Play-Based Differentiation Without Extra Staff Shioma Francis-Porte and Jennah Parris Inclusion is often treated as a staffing problem — more aides and specialists. This interactive workshop flips that assumption, equipping early childhood educators and leaders with practical, low-cost strategies for creating inclusive, responsive learning environments from the first day of school. The workshop will show participants how to plan for learner variability from day one using Universal Design for Learning and play- based practice. Discover ways to build play experiences with multiple entry points, flexible routines, visual supports, and sensory-smart, co-regulating spaces. Through guided examples and a live redesign activity, participants will adapt a familiar play task for mixed-readiness groups, diverse communication profiles, and varying sensory preferences. Leave ready to put inclusive practice to work immediately. Shioma Francis-Porte, M.Ed., is an Education Officer with responsibility for Early Childhood Education in Barbados, with over two decades of experience in teaching, early childhood education, curriculum support, and teacher development. She holds a master’s degree in educational psychology and a postgraduate certificate in early childhood education. She is an Ed.D. candidate in Curriculum, Instruction, and Assessment at Walden University. She aims to present practical, actionable tools for educators to create responsive, emotionally supportive, and inclusive classrooms. Jennah Parris, Ed.M., nursery school principal and part-time lecturer is a veteran educator with twenty-four years of experience, currently serving as the Principal of a government nursery school and a part-time lecturer at Erdiston Teachers’ Training College. She holds a master’s degree in early childhood education and a Postgraduate Certificate in Special Needs Education. She is specially trained in the TEACCH method for autism instruction and behaviour management. She leads professional development and parent training on play-based learning and autism awareness. Additionally, she actively lends her expertise to early intervention programmes. DAY 2 (FACE-TO-FACE)
9th Biennial Education ConferenceThe Mico CARE Centre'sPage 18 Some of the biggest barriers to learning are built into the page itself. This session opens the doors on Learning Passport Jamaica, a free digital learning platform from UNICEF Jamaica and the Ministry of Education, Skills, Youth and Information, offering curriculum content, teacher resources and self-paced pathways from early childhood to Grade 6. Participants will see how accessibility is featured so that students with disabilities and those in underserved communities are included, and leave with practical lessons on partnerships, accessibility standards and data- informed scaling that can be adapted well beyond Jamaica. Return to Happiness (RTH) Second Presentation Rebecca Tortello When disasters upend children’s lives, teachers can be the first line of emotional support. This session presents Return to Happiness, a UNICEF child-centred psychosocial first aid (PFA) programme designed to help children recover emotionally from disasters and crises through play, storytelling, and group activities, and its rollout in Jamaica in partnership with the Jamaica Teaching Council. Nearly 2,000 teachers have been trained, including 900 after Hurricane Beryl, and 100 PFA kits have reached affected schools. Hear why teachers report that these interventions enhance classroom readiness and personal well-being, and how building this training into teacher education could sustain school-based support nationwide. Rebecca Tortello, Ph.D., Education Specialist, UNICEF Jamaica, has over 20 years’ experience in education, including lecturing at UWI and advising the Jamaican government. She serves on national education boards and has authored publications on Jamaican history, children’s literature, and early childhood education. She has overseen the adaptation, pilot, use and scale-up of the RTH programme in Jamaica since 2021. Opening Doors: The Learning Passport Jamaica and Its Accessible Features- Frist Presentation Rebecca Tortello When crisis strikes, schools become emotional first responders. Drawing on a published study of Jamaican principals, this session shows how trauma-informed leadership helps school communities recover and stay resilient after disasters like Hurricane Melissa. Discover how leaders embed social-emotional learning in the curriculum, strengthen psychosocial supports, mentor staff, create emotionally safe spaces, and build well-being into school improvement planning. See how they move beyond reactive crisis management toward systemic approaches that strengthen resilience, build connected, supportive communities and enhance school climate, equipping students and teachers alike to navigate times of crisis with confidence and stability. Shellon Samuels-White, M.A., is a curriculum specialist, lecturer in the Faculty of Education, and University Student Assessment Officer at The Mico University College. She holds a B.Sc. in Secondary Teacher Education and an M.A. in Education (Curriculum and Instruction), and is pursuing a Doctor of Education in Educational Practice and Innovation. Her research covers curriculum reform, 21st-century pedagogy, and integrating social-emotional learning for holistic student development. Weathering the Storm: Trauma-Informed Leadership for Well-Being and Resilient School Communities-Lessons from Five Jamaican School Principals Shellon Samuels-White
9th Biennial Education ConferenceThe Mico CARE Centre's Page 19 Could the missing piece for your most reluctant reader be a stage and not a worksheet? This interactive workshop explores how drama and theatre- based strategies can be used to support students who experience challenges with reading and language development. Drawing from the presenter’s experience as a theatre educator and playwright, the session features excerpts from an original play about a young girl navigating the frustrations, emotions, and triumphs associated with reading difficulties. Participants will engage in hands-on drama activities, role-play, storytelling, and reflective discussion designed to demonstrate how theatre can support emotional expression, literacy development, confidence building, and social connection among learners with diverse needs. Leave with creative approaches that help learners find their voice. Nadette Grant-Malcolm, M.Ed., is an educator, theatre practitioner, and cultural advocate. She is the Master Teacher of Drama and Head of Performing Arts at St. Andrew High School for Girls. She holds an honours degree in Drama in Education from Edna Manley College, a certification in Production and Operations Management, and a master’s in Educational Administration from UWI, Mona. A CXC External Examiner for Theatre Arts and a Jamaica Cultural Development Commission drama adjudicator, she is a playwright who nurtures young talent and cultural identity. Drama as a Pathway to Literacy: Using Theatre to Support Children with Reading Challenges Nadette Grant-Malcolm Transitions happen dozens of times a day, and for neurodivergent students they can be the hardest moments of all. This practical and insightful session shows how to turn chaotic shifts into calm, predictable routines for children with ADHD, ODD, APD, and autism. Uncover the sensory and emotional triggers behind meltdowns, then learn visual, auditory, and environmental cues to signal change and predictability, low-emotion communication scripts, and positive reinforcement techniques designed to eliminate power struggles with proactive support. Leave with tools that lower anxiety for students and educators alike. Brittney Aiken, M.A., CCC-SLP, is a speech-language pathologist with 14 years experience. She specialises in early intervention, autism spectrum disorder, alternative and augmentative communication, and parent coaching. Ms. Aiken has earned the following certifications: Picture Exchange Communication System (PECS), Melodic-Based Communication Training, and Beckman Oral Motor Protocol. Her passion is sharing light around the world through speech therapy. From Chaos to Calm: Communication Strategies and Tools for Smooth Classroom Transitions Brittney Aiken
9th Biennial Education ConferenceThe Mico CARE Centre'sPage 20 A math lesson set to rhythm. A vocabulary list turned into a chant. This session makes the case for music as a full academic partner — not classroom decoration — in interdisciplinary teaching. This one-hour interactive workshop for primary and secondary teachers draws on Bresler’s Co-Equal Arts Integration framework to show how music can work alongside mathematics, science, language arts, social studies, and technology while developing communication, critical thinking, creativity, and collaboration. The workshop positions music as a vital tool for critical thinking and communication, enriching its own discipline while deepening understanding across other academic fields. Leave shifting from “How can I use music to teach my subject?” to “What can students learn when music and academic disciplines work together?” Chris-Ann Blake-Coombs, M.Ed., is an Education Officer with responsibility for Music, with 20 years of experience from pre-kindergarten to tertiary level. She advances music education through curriculum development, teacher support, and instructional leadership, with a background in programme coordination and curriculum design in the performing arts and STEAM education. Committed to culturally responsive, arts-integrated learning, she researches arts epistemologies and multiple ways of knowing in curriculum development and reform. This session will explore the experiences and perspectives of 20 Jamaican primary school pre-service teachers following an in-depth interview with a Jamaican mother of a child with special needs. It will highlight the teachers’ initial reactions and examine what these experiences suggest about the preparation of pre-service teachers for inclusive classrooms, with particular attention to special education coursework and practical experiences in special education settings. Danya Tomlin, Ph.D., educator, psychologist and researcher is a Research Officer at Knox Community College and a licensed educational psychologist committed to improving educational experiences across Jamaica's education system. Her research interests include student achievement, mental health, teacher training experiences, and attitudes toward research and competency development. Dr. Tomlin bridges evidence and practice, generating knowledge that informs education policy, strengthens teaching and learning, and supports the well-being of students and educators. Reimagining Learning through Performing Arts Integration: Music as a way of knowing, thinking, creating and communicating in the 21st- century classroom Chris-Ann Blake Coombs Understanding the Realities of Parents of Children with Special Needs: Reflections from Jamaican Pre-Service Teachers Danya Tomlin
9th Biennial Education ConferenceThe Mico CARE Centre's Page 21 This session uses Dual Coding Theory to examine three sensory-cognitive functions: phoneme awareness, symbol imagery, and concept imagery. Drawing on longitudinal outcomes, large-scale school implementations, and neuroscientific research, the session will examine evidence linking targeted sensory- cognitive instruction with changes in reading performance and the neural systems associated with reading. Particular attention will be given to symbol imagery for phonological and orthographic processing and concept imagery for comprehension, reasoning, and language expression. Leave with a broader framework and practical implications for supporting decoding, comprehension, and language expression across diverse learners. Melissa Garner, B.A., is Co-Director of Lindamood-Bell for Schools, where she leads national initiatives in literacy improvement, school partnerships, professional development, and grant support. With more than 20 years in education, she works with school districts nationwide to implement evidence-based programmes that improve reading, comprehension, and learning outcomes. A frequent presenter at national and international conferences, she champions equitable opportunities for student success. Monique Jackson-Reynolds, M.Ed., is a lecturer in the Department of Language, Literacy and Literature at The Mico University College, with 22 years in education, including 14 as a Ministry of Education Literacy Specialist in Region 1. An internationally certified STEAM educator, she authored the textbook STEAM Methodology for 21st -Century Educators and the Literacy Light Bulbs series. She is the research and publications officer for the Jamaica Literacy Association. She serves as a pedagogy and cultural alignment auditor and advisor for the integration of Lindamood Bell’s science-based reading development methods through the CLBL programmes in Jamaican schools. Sherese Carter, JP, B.Ed., is an experienced educator and educational coach with over 15 years of experience in early childhood and primary education. At the Creative Language Based Learning Foundation (CLBL), she provides job-embedded coaching to teachers implementing Lindamood-Bell Learning Processes, including Seeing Stars and Visualizing & Verbalizing. A former classroom teacher at Servite Primary School and part-time lecturer at Church Teachers’ College, Brown’s Town Campus, she believes that with the right support, every educator can grow and every student can learn. Beyond the Science of Reading: Integrating Cognitive Science to Support All Learners Melissa Garner, Monique Jackson-Reynolds and Sherese Carter
9th Biennial Education ConferenceThe Mico CARE Centre'sPage 22 In this session, participants will explore how literacy difficulties affect the dignity, well-being, and classroom participation of secondary learners. The presentation will share the experience of a diagnostic-led literacy intervention implemented in a Barbadian secondary school, including the assessment process, structured literacy strategies used with students, and the on-site coaching approach used to develop teacher capacity. Participants will view examples of student progress, including documentary video, and examine practical approaches such as phonological awareness, phonics, fluency, morphology, multisensory instruction, and adaptive technology. The session will conclude with practical strategies and considerations for applying the model within other Caribbean secondary school contexts. Allyson N. Murray, M.Ed., M.A., is the Director of Pennegan Academy of Learning and tutor and administrator of the Literacy Diagnostic Assessment and Early Intervention Centre at Erdiston Teachers’ Training College. With over twenty years building assessment and intervention practice, she is a Board Certified IEP Development Specialist (CPT3A Level 7) who has consulted with UNICEF, IICA, UWI, and Caribbean Ministries of Education. Her honours include the Royal Fidelity National Distinguished Teacher Award (2020) and the BUT Top Tier Award (2023). “I Want to Stop Asking for Help”: Literacy, Dignity and the Well-Being of Secondary Learners Who Struggle Allyson Murray This engaging Conference presentation explores how mathematics comes alive through the familiar Jamaican craft and culture of shoemaking. Participants will examine how shoemakers use measurement, geometry, ratio, data collection and visualisation when designing, producing and selling footwear. Through culturally relevant examples, including popular Clarks-style shoes, teachers will experience practical activities that promote problem-solving, critical thinking, visual thinking and decision- making. The session demonstrates how everyday experiences from Jamaica’s streets, workshops and shoe stores can be transformed into meaningful mathematics lessons that are creative, relatable and enjoyable for students and teachers alike. You will never wear your shoes the same way again! Lorna P. Thompson, Ph.D., is Jamaica’s National Mathematics Lead, a curriculum developer and mathematics advisor with more than 25 years of national curriculum work, from the early grades through tertiary level. A former JTA Teacher of the Year, she has represented the Ministry of Education internationally and helped shape the National Mathematics Policy. Her honours include the Prime Minister’s Medal of Appreciation and the Mathematics Champion for the Caribbean award. Mathematics and Shoemaking: When Mathematics Hits the Streets Lorna Thompson
9th Biennial Education ConferenceThe Mico CARE Centre's Page 23 Educators are increasingly challenged by student behaviours that impact learning, relationships, and classroom engagement. This session explores how educators can move beyond reactive behaviour management and create classroom environments that promote regulation, resilience, and student success. Drawing on behaviour analysis, neurodevelopment and trauma-informed care, it introduces five foundations of a regulated classroom: Predictability, Connection, Communication, Choice and Reinforcement. Participants leave with a simple framework and practical, evidence-based strategies they can use right away to prevent common challenges and strengthen engagement, well-being and success for every learner, while supporting inclusive, positive learning environments. Kimeisha Chambers-Norman, M.Sc., BCBA, IBA, is a Board Certified Behavior Analyst and founder of Behaviour Analysis Jamaica Ltd., with over a decade of experience providing ABA services across Jamaica, the United States, and the Cayman Islands. She has worked in clinical, school, home, and community settings supporting children with autism and has led training initiatives for educators and caregivers. She serves on the Board of the Caribbean Association for Behaviour Analysis. Beyond Behaviour: Creating Classroom Environments that Foster Regulation, Resilience, and Student Success Kimeisha Chambers-Norman This presentation explores how the Mico CARE Centre uses a systematic, learner-centred approach to develop and monitor targeted interventions for students with significant learning difficulties. Within its Remedial Intervention Programme, assessments identify individual needs and guide instruction. The CARE Formula (Child-Centred, Assessment-Driven, Research-Based, and Evidence-Monitored/Evaluate and Evolve) offers a cyclical framework linking assessment to responsive teaching. This presentation focuses on literacy development in a group of six learners, featuring a case example that illustrates the CARE approach in practice. Ultimately, the CARE Formula provides educators with a practical framework for developing individualised, evidence-informed, and responsive interventions within inclusive and remedial educational settings. Collett Demetrius, B.Ed., is an interventionist at the Mico CARE Centre and brings ten years of specialized experience providing targeted academic and behavioural support for learners with special educational needs. She is dedicated to helping students strengthen foundational skills and develop confidence for meaningful participation in school and everyday life. Guided by a whole- learner philosophy, Ms. Demetrius views intervention as a dynamic, individualized process tailored to each student’s unique strengths and experiences. Her professional and research focus centres on early literacy development, Universal Design for Learning (UDL), Positive Behavioural Interventions and Supports (PBIS), and strengthening family-school partnerships to create inclusive, accessible learning environments. The Mico CARE formula for Developing Empirically Based Interventions: Remedial Intervention Programme (RIP) Collett Demetrius
9th Biennial Education ConferenceThe Mico CARE Centre'sPage 24 A diagnosis tells you what a child has — not how a child learns. This session introduces the Mico CARE Formula, an empirical 7-step literacy intervention framework for Jamaican educators supporting children with autism Levels 1 and 2. Rejecting rigid “one-size-fits-all” programmes, the presenters argue that a medical diagnosis alone does not dictate instruction. Instead, educators must build a comprehensive literacy profile balancing foundational skills with language comprehension and unique learner variables. This presentation outlines a systematic cycle: Assess, Identify Need, Examine Evidence, Individualise, Deliver, Measure, and Refine. Educators move from broad reading concerns to highly specific, teachable targets. By matching research evidence with individual communication modes, visual memories, and interests, teachers deliver explicit, 5-stage systematic instruction. The framework shifts focus toward multi-dimensional progress metrics. Grounded in recent 2026 systematic literature reviews, this iterative data-driven approach ensures Jamaican educators effectively transition from identifying structural learning barriers to delivering highly responsive, personalised literacy breakthroughs. Dorcas Myrie, M.A., is a leading diagnostician/interventionist at The Mico CARE Centre, Kingston. She holds an M.Ed. in Special Education (Mico University College), a B.Ed. in Special Education (Sam Sharpe Teachers College), and a Dip.Ed. in Primary Education (St. Joseph Teachers College). Her work spans assessments using the MDRT-II and WRAT-5, IEP development, ASD intervention, Lindamood-Bell reading programmes, and summer school coordination — driven by her belief that every child can reach their potential, at their own pace. Trishawna Brown, M.A., is a special educator at The Mico CARE Centre, supporting children with special educational needs, particularly those on the autism spectrum. She helped develop the Centre’s Autism Intervention Programme, using structured routines, multisensory learning, and individualised instruction. Certified to teach music to children with disabilities, she also champions parent engagement and staff wellness. The Mico CARE Formula for Developing Empirically Based Interventions: Autism Intervention Programme (AIP) Dorcas Myrie and Trishawna Brown
9th Biennial Education ConferenceThe Mico CARE Centre's Page 25 Educators face the dual challenge of fostering safe student environments while managing their own professional stress. This practical session redefines resilience — moving beyond "pushing through" adversity to a proactive process of adaptation, recovery, and boundary-setting. Participants will connect teacher well-being to classroom climate and student outcomes, identify early warning signs of compassion fatigue and burnout, and master emotional regulation tools and set healthy professional boundaries. The session also covers trauma-informed strategies for real-life scenarios and effectivecollaborationwithcounsellors,parents,andadministration.Attendeeswillleavewithapersonalised resilience plan to track stressors, deploy coping strategies, and sustain long-term career wellness. Tanice Powell-Williams, M.Sc., is an educator and social worker with over a decade of experience supporting learners, educators, and families in educational settings. She holds a Master of Science in Counselling and Social Work, a Postgraduate Diploma in Education, and a Bachelor of Science in Social Work. Her interdisciplinary work centres on teacher well-being, trauma-informed practice, student well-being, social-emotional learning, and inclusive education. Resilience in the Classroom: Teacher Self-Care while Supporting Students Tanice Powell-Williams Artificial Intelligence (AI) is prompting educators to reconsider how students learn, how teachers teach, and how learning is assessed. This session explores how educators can engage with AI thoughtfully amid controversy and uncertainty, from teacher preparation and differentiated instruction to support for learners with diverse needs, while recognising the limits and risks that call for human oversight. Participants will consider how schools can build AI literacy, set clear expectations and evaluate tools in ways that protect learners and preserve meaningful human relationships. They will leave ready to approach an uncertain future with informed confidence, guided by educational purpose, always bearing in mind the needs of every learner. Andrew Lee, M.B.A., is a national digital transformation leader and the CEO of eLearning Jamaica Company Ltd., where he leads efforts to expand equitable access to technology-enabled learning in public schools, including digital tools, teacher capacity, coding, robotics and STEAM. With more than 30 years in ICT leadership, he holds an M.B.A., a B.Sc. in Computer Science and a Postgraduate Diploma in Management Studies from UWI, and is pursuing a D.B.A. at Golden Gate University. He champions digital equity and broadband access for rural schools. Embracing AI in Education: Navigating Controversy and Preparing for an Uncertain Future Andrew Lee
9th Biennial Education ConferenceThe Mico CARE Centre'sPage 26 Teaching is among the most rewarding and meaningful work there is, yet one of the most demanding. Growing workloads, classroom and student needs, administrative responsibilities, limited resources and personal responsibilities can all spill over into life beyond the classroom. This session provides a supportive space for teachers to pause, reflect, and recognise how ongoing stress can affect their physical, emotional, and mental well- being. The session will explore the warning signs of stress and burnout, identify personal and professional stressors, and consider practical strategies for managing pressure, setting healthy boundaries, seeking support, and making space for rest and recovery. Participants will leave knowing that strength is not endless pushing through, and that recognising when they are overwhelmed and taking steps toward self-care are essential to sustaining both personal well-being and the important work of teaching. Cindy N. Andrews, M.Sc., is a clinical psychologist, educator and student-success practitioner. She is the Programme Manager of the Academic Support Unit at The University of the West Indies, Mona, an associate clinical psychologist at Tea House Therapy and an adjunct tutor in Psychology. She holds an M.Sc. in Clinical Psychology and a Postgraduate Diploma in Loss, Grief and Trauma Management, and is pursuing a Doctor of Education. Her interests include trauma-informed practice and building systems that promote well-being and resilience. Strong But Not Invincible: Recognising Stress and Burnout Cindy Andrews This practical and engaging session introduces mindfulness as a simple approach to managing stress, improving focus, and supporting emotional well-being for both teachers and students. Participants will explore easy mindfulness techniques such as mindful breathing, grounding, body awareness, and intentional pauses that can be incorporated into the school day to help regulate emotions, manage challenging moments, and create a calmer learning environment. Teachers will also consider practical ways to model and introduce age-appropriate mindfulness activities to students, helping them develop greater self-awareness, emotional regulation, focus, and coping skills that can support their well-being both inside and outside the classroom. Zonya Rodney, M.Sc., is a psychotherapist and mindful living coach who helps people from all walks of life navigate the challenges and complexities of being human. A licensed associate clinical psychologist, certified yoga teacher and certified mindfulness and meditation instructor, she has supported adult clients facing anxiety and depression linked to trauma, grief, betrayal and family challenges. She teaches simple but effective techniques to reduce stress by exploring new ways of relating to thoughts, emotions, and bodies. Mindfulness for the Everyday Teacher: Finding Calm in the Classroom and Beyond Zonya Rodney
9th Biennial Education ConferenceThe Mico CARE Centre's Page 27 What will you reimagine in your classroom? One thing I will do within the next 30 days: What inspired me most today? What new idea or tool will I try? Which learner will benefit first, and how? Reflection
9th Biennial Education ConferenceThe Mico CARE Centre'sPage 28 Reflection Contacts to Follow Up Reimagining begins with one idea and one learner. Ideas Worth Remembering
9th Biennial Education ConferenceThe Mico CARE Centre's Page 29 Committee Acknowledgements Conference Committee The Mico CARE Centre offers its deepest thanks to everyone who helped make its 9th Biennial Education Conference a success. To the Conference Committee, we thank you for your vision, long hours, and steady leadership. From the first planning meeting to the closing session, you gave this event your time, talent, and best effort. Your diligence, discipline, and attention to detail set the standard for all we hoped to achieve, and we commend you for a job exceptionally well done. To all our staff, thank you for stepping up in every way asked of you, and for the many things you did quietly behind the scenes. Your commitment, flexibility, and team spirit carried us through every phase of planning and hosting, and your CARE for the children, families, and educators we serve is what keeps this event truly centred on their needs. To our keynote speaker, presenters, panellists, guest speakers, attendees, facilitators, sponsors, donors, partners, exhibitors, volunteers, media representatives, service providers, and everyone who contributed in any way—whether through your time, expertise, resources, encouragement, pre-event and on-the-day support, or goodwill—we are truly grateful. Every contribution, large or small, strengthened this Conference and enriched the experience of all participants. Finally, to our participants, thank you for joining us, for your active engagement, and for your dedication to the learners and everyone in your care. You are the reason this Conference exists. With sincere appreciation, The Mico CARE Centre Sharon Anderson-Morgan: Director Tanketa Chance-Wilson: Advisor Shelleka Matthews: Conference Chairperson Shanique Westcarr: Conference Vice Chairperson Sasha Bell: Chairperson, Themes and Presenters Denise McDonald & Carlene Myers: Co-Chairpersons, Logistics and Hospitality Tisha Ewen-Smith: Chairperson, Registration Nallisa Simpson: Chairperson, Sponsorship and Fundraising Jermaine James: Chairperson, Technology Marlene Thomas: Chairperson, Finance Suzette Smith Lewis: Chairperson, Publicity, Publications and Communication
9th Biennial Education ConferenceThe Mico CARE Centre'sPage 30 Sponsorship Acknowledgements
9th Biennial Education ConferenceThe Mico CARE Centre's Page 31 Sponsorship Acknowledgements
Mico CARE Centre is a model institution, working in partnership with families and educational stakeholders to create sustainable positive outcomes for children with learning differences through diagnostic assessment, research, innovation, data-driven intervention, public education and training. Our MissionOur Vision We strive to create a Caribbean region where students with learning differences are inspired to achieve their full potential through access to quality learning solutions, supported by sustainable educational policies and practices, grounded in culturally relevant research. Core Values Collaboration Accountability Respect Excellence C- A- R- E- The Mico University College Child Assessment and Research in Education (CARE) Centre, is a Centre of Excellence of the Mico University College, established to provide diagnostic, therapeutic and other intervention services to children, in Jamaica and the English-speaking Caribbean, who present with a range of challenges that affect learning. In addition to Mico CARE Centre in Kingston, two other centres have been established, one in Mandeville, Manchester and the other in St Ann’s Bay, St Ann. w w w . t h e m i c o c a r e c e n t r e . o r g About the Mico CARE Centre 5 Manhattan Road, Kingston 5 Tel: 876-929-7720-2 Fax: 876-906-1395 Email: care_centre@micocare.org Kingston 2 Royes Street, St. Ann’s Bay, St. Ann Tel: 876-972-1174 Email: micocare_stann@micocare.org St. Ann 53 Main Street, Mandeville, Manchester Tel: 876-625-4847/876-625-4793 Email: micocare_ridgemount@micocare.org Manchester