2026 Early Childhood Learning Conference
February 28, 2026, 8:45 am - 2:00 pm | Zoom

A virtual learning day for families of young children with disabilities and the professionals who support them.

Learn, connect, and grow together.

You are invited to the 2026 Early Childhood Conference—a friendly, supportive space to learn about the key steps, services, and rights that help children thrive from birth through the early school years. Whether you're preparing for new transitions or looking for everyday ideas to support your child, you’ll find clear guidance, real conversations, and practical tools you can use right away.

* FREE for families | $50 for professionals with a certificate of attendance
* Most sessions are in English with simultaneous Spanish interpretation. Please request additional language supports or ASL at least 14 days prior to the conference.
* Questions? Email program@factoregon.org or call: 503-786-6082 or 541-695-5416.

Register
E-flyer (multilingual)
An early childhood caregiver or teacher leads children in a music group. Children sit in a cirlce and hold percussion instruments.

Event Schedule

Several trainings are offered during each session period. Open each session (+) to see all offerings.
Sessions are in English with simultaneous Spanish interpretation unless otherwise noted.

  • Join for an introduction and keynote from Dr. Jackie Joseph, an early childhood researcher and educator at the University of Denver and parent of two young children, including one with a rare genetic syndrome.

    Keynote: Combining Science and Heart: Relearning Inclusion through Love

    Dr. Jackie Joseph is a researcher, educator, and parent whose professional work in inclusion took on a deeper meaning when her daughter Juniper was born with a rare genetic syndrome. Despite her expertise in evidence-based practices, policy, and systems change, Jackie quickly realized that what she had learned wasn’t enough. In her keynote, she shares her family’s story and offers an invitation to consider what it truly takes to move inclusion beyond technical solutions and into relationships, connection, and belonging.

    1. Natural Settings, Least Restrictive Environment and Inclusion - Kevin Anderson

    2. From Early Intervention to Early Childhood Special Education: Navigating the Transition Together - Stacy Inman

    3. Your Voice Matters: DEC Recommended Practices for Young Children (Birth–5) - Heather Olivier

    1. Transition into Kindergarten: Early Childhood Special Education (ECSE) Edition. - Dr. Mindi Helmandollar-Armatas & Meredith Villines

    2. Spanish with English interpretation: ADA: Rights for today and after school/Conectando con ADA: Derechos para hoy y después de la escuela - Oscar González

    3. Explore FACT Oregon’s New! Inclusion Toolkit - FACT staff

    1. Supporting Young Children Who Are DeafBlind and Those with Complex Support Needs Through Routines, Relationships, and the IFSP - Dr. Lisa McConachie & Darlene Daniels

    2. The Power of Family Partnerships: Navigating Inclusive Education with Young Children - Meredith Villines

    3. Look! Think! Act!: Understanding and Using Data to Advocate for Young Children - Britania Vazquez

Training Descriptions

  • KEYNOTE: Combining Science and Heart: Relearning Inclusion through Love

    Dr. Jackie Joseph
    Welcome Session

    Dr. Jackie Jospeh is a researcher, educator, and parent whose professional work in inclusion took on a deeper meaning when her daughter Juniper was born with a rare genetic syndrome. Despite her expertise in evidence-based practices, policy, and systems change, Jackie quickly realized that what she had learned wasn’t enough. In her keynote, she shares her family’s story and offers an invitation to consider what it truly takes to move inclusion beyond technical solutions and into relationships, connection, and belonging.

  • Natural Settings, Least Restrictive Environment and Inclusion

    Kevin Anderson
    Session 1

    A discussion of Least Restrictive Environment (LRE) and placement as it relates to Early Intervention and Early Childhood Special Education. What is the difference between Early Intervention (Natural Environment) and Early Childhood Special Education (LRE), what are the considerations the team must take into account when making a decision? A review of the options a team might consider when discussing placement. What does inclusion mean when making a placement decision?

  • From Early Intervention to Early Childhood Special Education: Navigating the Transition Together

    Stacy Inman
    Session 1

    Transitioning from Early Intervention (EI) to Early Childhood Special Education (ECSE) can feel both exciting and overwhelming for families. This presentation will walk families through what to expect as their child approaches age three, including timelines, eligibility considerations, evaluation processes, and how services may change. Emphasis will be placed on family voice, collaboration, and understanding how decisions are made by teams, and not by any one provider. Families will leave with practical questions to ask, a clearer understanding of their rights, and tools to support a smooth, confident transition into ECSE.

  • Your Voice Matters: DEC Recommended Practices for Young Children (Birth–5)

    Heather Olivier
    Session 1

    Families know their children best. In this interactive session, we’ll explore the DEC Recommended Practices—a set of proven approaches that help young children (birth–5) learn and participate in daily routines and early learning programs. You’ll learn what to look for in strong support, how teams can work better together, and how to speak up for what your child needs in ways that build collaboration.

  • Transition into Kindergarten: Early Childhood Special Education (ECSE) Edition

    Dr. Mindi Helmandollar-Armatas & Meredith Villines
    Session 2

    Transitioning from early childhood special education into kindergarten is a critical milestone for children, families, and educators. This session will explore best practices for creating smooth, supportive transitions that set students and families up for success. Participants will learn about the roles in an effective transition plan, clarify shared responsibilities between families, early childhood, and school-age teams, and implement collaboration strategies that foster continuity of services. We’ll also highlight things to expect from both districts and Early Childhood Special Education (ECSE) partners. Join us to gain practical tools, actionable strategies, and insights that strengthen partnerships and ensure every child experiences a positive start to their school journey.

  • Conectando con ADA: Derechos para hoy y después de la escuela | ADA: Rights for today and after school|

    Oscar Gonzalez
    Session 2
    In Spanish | English interpretation

    This session focuses on the Americans with Disabilities Act (ADA). The presentation will provide an overview of how the ADA applies to different environments, including education, employment, and access to other services provided by covered entities, for youth as they transition to adulthood. Attendees will learn about reasonable accommodations and modifications to ensure accessibility and non-discrimination and will build confidence in understanding and exercising their disability rights.

  • Explore FACT Oregon’s NEW Inclusive Education Toolkit

    FACT staff
    Session 2

    FACT Oregon’s Inclusive Education Toolkit is for families of young children with disabilities. It is meant to help you understand your child’s educational rights and how to work with preschools, childcare programs, and school districts.  Join us for a guided walk-through of FACT Oregon’s new early childhood-focused Inclusive Education Toolkit. We’ll show you what’s inside, how it’s organized, and how to use it step-by-step to prepare for conversations with your child’s team. You’ll leave knowing where to find key tools, what to use first, and how to choose resources that fit your child and your situation.

  • The Power of Family Partnerships: Navigating Inclusive Education with Young Children

    Meredith Villines
    Session 3

    Families are expert Inclusionists. This session highlights the essential elements of effective family partnerships in inclusive education. Emphasis will be placed on culturally relevant, identity affirming partnerships guided by the Division of Early Childhood (DEC) recommended practices and family partnership Indicators from the High-Quality Inclusion Indicators distributed by the Early Childhood Technical Assistance Center (ECTA). Participants will be guided through shared conversation and dialogue about how families and providers can connect to ensure belonging in early education settings and community.

  • Supporting Young Children Who Are DeafBlind and Those with Complex Support Needs—Through Routines, Relationships, and the IFSP

    Dr. Lisa McConachie & Darlene Daniels (Oregon DeafBlind Project)
    Session 3

    This session will focus on how everyday routines and activities can support the learning and development of young children who are DeafBlind. Participants will explore how meaningful relationships, activities of daily living, and natural routines can be thoughtfully incorporated into the Individualized Family Service Plan (IFSP). The session will introduce the Expanded Core Curriculum for children who are DeafBlind and provide practical, family-centered strategies for embedding learning into daily life. While designed with children who are DeafBlind in mind, the ideas and approaches shared are adaptable and will also benefit parents and caregivers of children with other complex or extensive support needs by supporting communication, independence, and skill development in ways that align with each family’s unique priorities and strengths.

  • Look! Think! Act!: Understanding and Using Data to Advocate for Young Children

    Britania Vazquez, FACT Oregon
    Session 3

    Description coming soon.

Get to Know Your Presenters

  • A man with short hair and rectangular glasses faces the camera in the stands of a baseball stadium, wearing a blue T-shirt under a black jacket with a yellow collar. Behind him are rows of red seats, a scoreboard, and an American flag in the distance

    Kevin Anderson, Multnomah Early Childhood Program

    Kevin has worked in education since 1993 and in Oregon since 1996, mostly in Early Intervention/Early Childhood Special Education (EI/ECSE) programs, and also as a middle school learning specialist and an elementary and middle school vice principal.
    At MECP since 2012, Kevin has supervised service teams and Inow serves as Program Director.

    I am actively involved at both the local and state levels, having formerly served as the chair of the State Interagency Coordinating Council and as a member of the Alliance for Early Intervention. On a personal note, I have two children—one of whom receives accommodations through a 504 plan—and my spouse also works in the field of special education.

  • A woman with long light brown hair and bangs wears a red shirt.

    Darlene Daniels, Oregon DeafBlind Project.

    Darlene is an Education Consultant with the Oregon DeafBlind Project.

  • A smiling man in a dark blazer and white collared shirt with blue buttons, looking slightly to the side against a light gray studio background. He has short, dark hair and a neatly trimmed beard.

    Oscar Gonzalez, ADA National Network (ADANN)

    Oscar es Coordinador de Programas en el Centro de Traducción de Conocimiento de la Red Nacional de la ADA. Ha estado trabajando en áreas relacionados con la discapacidad durante más de cinco años. Su experiencia incluye trabajo en política y como coordinador de atención para niños con cuidados especializados. Gran parte de su trabajo se ha centrado en ayudar a las comunidades de habla hispana a obtener recursos y servicios de entidades gubernamentales.

    Oscar is a Program Coordinator with the ADA National Network Knowledge Translation Center. He has been working in disability related fields for more than five years. His experience includes working in politics and as a care coordinator for children with specialized care. Much of his work has focused on helping Spanish-speaking communities obtain resources and services from governmental entities.

  • A woman with long blond hair wears a red polka-dot blouse.

    Dr. Mindi Helmandollar-Armantas, Oregon Department of Education

    Dr. Mindi Helmandollar-Armatas is the PreK-3rd Grade Coordinator at the Oregon Department of Education. Over the past several years, Mindi has served in a variety of roles supporting Title I, PreK–6 elementary schools across Utah and Oregon. Her experience spans classroom teaching, English as a Second Language instruction, and coaching in instructional practices, climate and culture, and student success. Throughout these roles, Mindi has remained committed to ensuring equitable, inclusive, and culturally responsive education for all students, so that every child and family, regardless of background, ability, or circumstance experiences smooth, seamless transitions and has access to the resources they need to live healthy, fulfilling lives. Mindi holds a Bachelor of Science in Business Management from Oregon State University, a Master of Arts in Teaching from Westminster University, and a Doctorate of Education from George Fox University. In her spare time, Mindi enjoys spending time with her family, traveling with her husband, walking her boxer dog Wiggles, and taking part in CrossFit.

  • A black-and-white portrait of a smiling woman with long wavy hair standing behind a young boy in a blazer and white shirt; both are looking directly at the camera.

    Stacy Inman, Jackson County EI/ECSE (Douglas ESD)

    Stacy is Director of the Jackson County EI/ECSE program and holds a master’s degree in special education with a specialization in Early Intervention/Early Childhood Special Education (EI/ECSE) from the University of Oregon. With over 20 years of experience in the early childhood field, including 12 years dedicated to Early Intervention, Stacy is passionate about advocacy work. As a leader, she has been driving meaningful change within Jackson County EI/ECSE for the past five years. Outside of her professional life, Stacy is a proud mother of a vibrant 8-year-old boy.

  • A woman wearing a crisp white blouse and jeans sits on a beige sofa, smiling

    Jackie Joseph, Ph.D., University of Denver

    Dr. Jackie Joseph is a Research Associate Professor at the University of Denver, where her work centers on belonging in early childhood. She focuses on partnering with families and supporting inclusive, evidence-informed practices that help every young child grow and reach their full potential. As a former classroom and home-based practitioner and child care leader, Jackie brings a practical understanding of what it takes to implement and sustain high-quality inclusion across systems. She’s also a parent to two young children, one of whom has a rare genetic syndrome. Being a parent in the systems she works in gives Jackie a personal and honest perspective that keeps her grounded in the real lives of children, families, and the early childhood workforce. Bridging research, practice, and policy, her message is rooted in a commitment to building environments where children, families, and providers experience a true sense of belonging.

  • A woman with light brown and gray shoulder-length hair wears a gray sweater and a long chain necklace,

    Dr. Lisa McConachie, Oregon DeafBlind Project

    Dr. Lisa McConachie is a dedicated leader in the field of special education with over 25 years of experience supporting children and families, particularly in the areas of Blind and DeafBlind education. Throughout her career, Dr. McConachie has worked across various settings, including early intervention, early childhood special education, and the K-12 school system. She has held multiple roles, including Teacher of the Visually Impaired, Orientation and Mobility Specialist, Inclusion Consultant, Teacher on Special Assignment for Special Education, Program Administrator for Blind/Low Vision, and Senior Director. Dr. McConachie is the Senior Director of Columbia Regional Inclusive Services at Portland Public Schools, which provides specialized education, services, and professional development for children with low incidence disabilities, including DeafBlind, Blind and Low Vision, Deaf and Hard of Hearing, autism, traumatic brain injury, and severe orthopedic impairments. In addition, Dr. McConachie currently serves as the Director of the Oregon DeafBlind Project, where she is committed to improving services and educational opportunities for DeafBlind students across the state. In this role, she works closely with families, educators, and service providers to build the knowledge, skills, and capacity of educational team members and families to meet the unique needs of learners who are DeafBlind. Dr. McConachie is committed to providing the tools, strategies, and support necessary for children to thrive in inclusive learning environments, advocating for equitable access to education for all.

  • A woman with long curly dark hair smiles.

    Heather Olivier, FACT Oregon

    Bio coming soon.

  • A woman with long dark hair and glasses smiles

    Britania Vazquez, FACT Oregon

    Bio coming soon

  • A woman with long, dark, wavy hair wears pale, cat-eye style glasses and a pink blouse, looking directly at the camera against a light background.

    Meredith Villines, Oregon Department of Education

    With 20+ years of working in early care and education, Meredith is currently at the Oregon Department of Education, in the Office of Enhancing Student Opportunities. Meredith’s has worked in a variety of roles, all with the primary focus of building a more equitable and inclusive early learning system and world.  Most importantly, Meredith is a mom. She identifies as an able-bodied, neurodivergent woman raising a non-binary neurodivergent kid in Southeast Portland.