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Welcome to the official website for the 2024 TASH Conference!

Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others. This year’s conference theme is Celebrate Together: Let the Good Times Roll!

Click on the "Registration and More" tab for additional information about our Conference location, registration, reserving a guest room, sponsorship and exhibitor opportunities, and more!  The full Conference schedule is now available for viewing.  Registered attendees will receive an invitation to log in and create a personalized schedule.

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Wednesday, December 4
 

12:00pm CST

5:00pm CST

 
Thursday, December 5
 

7:00am CST

8:00am CST

8:59am CST

9:00am CST

10:00am CST

1:00pm CST

2:00pm CST

3:00pm CST

5:00pm CST

6:30pm CST

 
Friday, December 6
 

7:00am CST

7:30am CST

8:00am CST

8:30am CST

9:59am CST

10:00am CST

A Latinas' Mother's Journey: A Study of Advocacy and Change 4TH Floor - Imperial 11Alma Contreras-Vanegas • Corinna Cole • William Blackwell ABLE Accounts 3RD Floor - Ballroom: Celestin Akellypiacenti Building Educator Capacity: Coaching for Inclusion of ALL Learners 4TH Floor - Imperial 8Mary-Kelsey Coletto • Danielle Ritchey • Amanda Barton • Claire Kelley • Tyra Jambois Case Study: Creating A Culture of Radical Person Centeredness 3RD Floor - Ballroom: Celestin GNicholas Burton • Karen Lee Centering Student Impact Through Inclusionary Instructional Leadership 2ND Floor - Foster 1Cassie Martin • Jaimee Kidder Community-Based Instruction: A Competency-Based Training 3RD Floor - Ballroom: Celestin CAubrey Snyder • Tim Riesen • Katie Emmett • Nancy Strahan Creating Inclusive School Communities in An Urban Turnaround District 4TH Floor - Imperial 5CPatricia McDaid • Danielle Archambeault • Sabrina Merdita • Amanda Rivard Empowering Diverse Families and Enhancing Advocacy During the IEP Process 3RD Floor - Ballroom: Celestin HKatie McCabe How AI & Technology Opens the Door for New Employment Opportunities 4TH Floor - Imperial 9Lisa Latchford • Michael Rogers • Alison DeYoung Peer to Peer Bridging The Gap Through Self Advocacy Curriculum 4TH Floor - Imperial 10Mary Hettel Raise Inclusive Kids 4TH Floor - Imperial 5AKayla Coburn Talking to Doctors: Their Beliefs and Your Rights 4TH Floor - Imperial 12Algernon Lutwak Teaching Romantic Relationships to Individuals with IDD 2ND Floor - Foster 2Brianna Miller The Role of An Inclusive Education Coach During Systemic Change 4TH Floor - Imperial 5DDale Baker • Diane Ryndak • Kristin Burnette The Social Impact of An Inclusive Dance Program 3RD Floor - Ballroom: Celestin FRobin Schulz Understanding Knowledge and Skill Competencies for Job Coaches Who Provide On-The-Job Supports to Individuals with Disabilities 3RD Floor - Ballroom: Celestin BTim Riesen • Corban Remund • Rachel Byers • Magen Rooney-Kron Using the SDLMI to Enhance Teacher Teacher Goal Setting for Inclusive Education 4TH Floor - Imperial 5BJennifer Kurth • Alison Zagona

11:00am CST

11:14am CST

11:15am CST

A History, Growth, and Success of A Fully Inclusive, K-8, School Community 3RD Floor - Ballroom: Celestin FJohn Kershaw • Heather Boccanfuso Benefits of Collaborative, Multidisciplinary Approaches to AAC Training in Schools 3RD Floor - Ballroom: Celestin ALisa Mihalich Quinn • Edlyn Peña • Julie Sando Catalight's Compass Work Tool-Help PwD Find Meaningful Careers 4TH Floor - Imperial 10Dan Middleton Examining Social Support Received by Parents of Adults with IDD 2ND Floor - Foster 1Kelli Sanderson • Meghan Burke • Jenn Bumble Facilitating Transitions for Students with Severe Disabilities 4TH Floor - Imperial 12Yvonne Moreno • Sergio Madrid-Aranda • Kristin Kew FamTAM Intervention Development to Support Children Who Use Aided AAC 4TH Floor - Imperial 8Sarah Douglas Inclusive Policing: Implementing Law Enforcement Training for Autism Equity 3RD Floor - Ballroom: Celestin BElissa Green Kaustinen Leveraging Universal Design for Learning to Improve Student Behavior 4TH Floor - Imperial 5BKelley Correio • Lindsay Hicks-Frazer Politics and Disability Policy: Oppression As A Bipartisan Issue 4TH Floor - Imperial 5DAlgernon Lutwak Preparing Preservice Teachers for Inclusion Through Introductory Special Education Course 4TH Floor - Imperial 5CGeonhwa Kim • Jennifer Kurth Revisiting Equitable Opportunities to Learn 2ND Floor - Foster 2Megan Foster • Deborah Taub • Jessica Apgar Seeking Inclusive Futures: (Best) Practices in Transition Programming 4TH Floor - Imperial 11Monika Tiwari • Jessica Bacon The Unique Attributes of Parents Who Advocate For Inclusive Education 3RD Floor - Ballroom: Celestin GMarisol Martinez-Garcia • Robin Dodds Understanding Family Experiences with Section 504 For Their Autistic Children 4TH Floor - Imperial 9RaeAnne Lindsay • Meghan Burke Video Prompting Adaptive Skills For Preschool Students with Disabilities 3RD Floor - Ballroom: Celestin CKaitlyn Viera Why Mix Methods? Iterative Development of A Peer Network Intervention 4TH Floor - Imperial 5AElizabeth Biggs Writing Together: Small Group Writing Instructions for Students with IDD 3RD Floor - Ballroom: Celestin HFred Spooner • Thai Williams

12:30pm CST

2:14pm CST

2:15pm CST

Celebrate Together: Empowering Transitions with Student-Led IEPs! 3RD Floor - Ballroom: Celestin BGraciela Copes • Huaiyue Zhang • Talisa Bates Celebrating that I AM at the center! 4TH Floor - Imperial 5DViviana Barnwell Closing the Gap: Developing Systems That Work for Everyonel 2ND Floor - Foster 1Erin Leveton Comparing Literacy Programs for Non-speaking Students with Extensive Support Needs 2ND Floor - Foster 2Matthew Brock • Sarah Hudler • Kate Anderson • Kaitlyn Viera • Sara Martin • Jenna Hurlburt Educational Placements Predictors: Intersectional Analysis of Students with Complex Needs 4TH Floor - Imperial 8Kristen Lansey Empowering Voices: Participation of Youth Using AAC in Transition Planning 4TH Floor - Imperial 5CElizabeth Biggs • Allison Cole • Megan Best How to: Anti-Ableist, Respectful, and Student-Centered Evaluation 4TH Floor - Imperial 5BTaina Karru-Olsen • Sarah Butcher • Jennifer Karls • Ananda Scott Impact of Ableism in Schools: Perspective of New Special Educators 3RD Floor - Ballroom: Celestin AMina Chun • Tammy Bachrach Learn To Earn-Leveraging Community Engagement to Increase Job Opportunities 3RD Floor - Ballroom: Celestin HKelly Paparazzo • Tona Craviotto Navigating Inclusive College-Successes and Challenges 3RD Floor - Ballroom: Celestin FSudha Krishnan Paraprofessionals' Role in Job Coaching For Students with ESN 4TH Floor - Imperial 12Hannah Brenner Patterns and Predictors of Special Education Program Placement For Students with Disabilities in Ontario, Canada 3RD Floor - Ballroom: Celestin GAlexandra Minuk • Jordan Shurr • Haley Clark • Holly Crump Preparing Teachers to Support Children Who Use AAC 4TH Floor - Imperial 11Natalie Andzik • Virginia Walker Preservice Teachers: Dissonant Beliefs About Including Students with ESN 4TH Floor - Imperial 5AKatie Baulier Promoting Inclusivity Through A Critique of Fictional Children's Literature 4TH Floor - Imperial 10Loana Mason • Kara Halley Transforming Kindergarten: Inclusive Education For Students with Extensive Support Needs 3RD Floor - Ballroom: Celestin CKari Alberque • Diane Ryndak WE ARE! Our Stories Inclusion Thru Oral Histories 4TH Floor - Imperial 9Joathan Edwards • Ralph Edwards Community Living Community of Practice 4TH Floor - Reliance BoardroomJennifer Lengyel • Sheldon Schwitek

2:28pm CST

2:29pm CST

2:30pm CST

3:24pm CST

3:25pm CST

A Content Analysis of Research: Inclusion in State-Adopted General Education Standards in General Education Classrooms 3RD Floor - Ballroom: Celestin HKathy Gee • Kristin Burnette • Virginia Walker • Diane Ryndak • Amy Clausen • Dale Baker • Mary Fisher Celebrating Families: The Power of Parent Engagement to Support Employment 2ND Floor - Foster 1Yvonne Wright • Rebecca Salon • Marsha Quinn • Aurelie Brown Community Living in California- Is Equity Still Achievable? 4TH Floor - Imperial 5CScott Shepard Empowering My Voice: Self-Advocacy and Transition Triumphs 4TH Floor - Imperial 10Jennifer Sommerness • Gage Perryman Extensive Support Needs: A Call For Definitional Clarity 3RD Floor - Ballroom: Celestin FMaryAnn Demchak From Experience to Empowerment 3RD Floor - Ballroom: Celestin AKatie McCabe • Karrie Frank • Kaylie Clinton He Belongs As He Is: Collective Visions of Authentic Inclusion 4TH Floor - Imperial 9Katie Baulier • Zach Rossetti Inclusive Education Partnerships: Collaborating to Create Curriculum Access 3RD Floor - Ballroom: Celestin CJoshua Baker • Julie Bowers • Catherine Bacos Key Components of Successful Pre-Employment Transition Services (Pre-ETS) 4TH Floor - Imperial 12Megan Ketchell • Diana Caldwell • Troy Hall Prepare With Us: Self Advocates Educating Teacher Candidates 4TH Floor - Imperial 11Amy Andersen • Julia Snider Qualifications, Responsibilities, Training, and Supervision of Paraprofessional Job Coaches 4TH Floor - Imperial 5DStacy Dymond • Hannah Brenner • Magen Rooney-Kron Research Evaluation of A Statewide Multi-Level Direct Support Workforce Intervention 3RD Floor - Ballroom: Celestin BAmy Hewitt Special Needs Vouchers Silence the Right to Inclusive Education 4TH Floor - Imperial 5BKathy Hulgin The Judith Campaign: Amplifying Voices, Honoring Truth 4TH Floor - Imperial 8Kevin Wright • Ricardo Thornton • Alison Whyte • Keith Wright • Thomas Mangrum The Road to Independence in Communication is A Long and Winding One 3RD Floor - Ballroom: Celestin GPascal Cheng The Role of Safety and Accessibility: Stories Shared By Adults with IDD in A Research Space 2ND Floor - Foster 2Bailey Allred Youth Leadership and Families: Getting Youth in the Driver's Seat 4TH Floor - Imperial 5AZach McCall

4:30pm CST

4:34pm CST

4:35pm CST

12 Strategies For Facilitating Transportation to Work-Based Learning Sites! 3RD Floor - Ballroom: Celestin FStacy Dymond • Melanie Phelan • Jessica Sipovic • Nicole Birri 20-Years of Advocacy: Federally Regulating Restraint and Seclusion in Schools 3RD Floor - Ballroom: Celestin ASarah Ballard Age Isn't Just A Number: Outcomes Among Adults Aging with Disability 2ND Floor - Foster 1Stephanie Giordano Celebrate Together: Building Collaboration Towards Inclusion! 4TH Floor - Imperial 5CEmily Evanstein Community Conversations: A Tool For Campus Collaboration, Inclusion and Action 4TH Floor - Imperial 11April Regester • Sharon Spurlock • Jonathan Lidgus • Lindsay Athamanah • Katelend Davis • Cooper Howard Deploying Universal Design For Learning for College Students with Disabilities and Complex Needs 3RD Floor - Ballroom: Celestin EChelsea Tracy-Bronson • Katie Heath Effective Transition Planning For Employment and Independence 4TH Floor - Imperial 5DTracy O'Donnell Evaluating Impact of AA-AAAS 1% Cap Pursuit on Inclusive Education 4TH Floor - Imperial 5AYi-Chen Wu How Does Self-Determination Help Me? 4TH Floor - Imperial 5BAreta Guthrey How to Communicate Disability Policy Accessibly with Your Faith Community 4TH Floor - Imperial 9Benjamin Bond Involving Special Education Teachers in Math Research and Curriculum Development 4TH Floor - Imperial 12Jenny Root Legislative Advocacy Among Disability Self-Advocates and Advocates 4TH Floor - Imperial 8Wen Zeng • Christopher Worth Neurodiversity Advisory: Advancing Affirming Practice Within TASH 3RD Floor - Ballroom: Celestin BMichael McSheehan • Deborah Taub • Mary Fisher • Leah Kelley • Jean Gonsier-Gerdin Reimagining Teacher Preparation: Forging A New Path 3RD Floor - Ballroom: Celestin GAmy Andersen Resetting MTSS from Control to Restorative Practices: Promoting Equity and Inclusion 4TH Floor - Imperial 10Josh Bornstein Social-Emotional Skills Impact on Future Reading Achievement For Students with Disabilities 3RD Floor - Ballroom: Celestin CSarah Hudler Strategies for Opening the Glass Door To Employment Through Employer Engagement 2ND Floor - Foster 2Megan Ketchell • Diana Caldwell • Jonathan Taylor Unleashing Potential: Is A Service Dog Right For You? 3RD Floor - Ballroom: Celestin HAnne Papalia RPSD Editorial Board Meeting 4TH Floor - Reliance BoardroomCraig Kennedy

5:30pm CST

5:44pm CST

5:45pm CST

Adapting ELA Texts For Students with Complex Support Needs 3RD Floor - Storyville HallRoxanne Loyless • Jennifer Kurth • Alison Zagona Barriers to Regional Center Service Utilization For School-Aged Clients 3RD Floor - Storyville HallHilary Wu • Robin Dodds Breaking Down Barriers: Strategies on How to Create an Inclusive PE Class 3RD Floor - Storyville HallLauren Baldino Building Partnerships For Teachers and Siblings of Individuals with IDD 3RD Floor - Storyville HallClaire Stelter Career and Technology Education Micro-Credentials in Co-Taught Classes 3RD Floor - Storyville HallMary Pearson Celebrating Authentic Experiences That Enhance Appreciation of Diversity 3RD Floor - Storyville HallRandy Seevers Communication Opportunities For Preschoolers with Disabilities and Complex Communication Needs 3RD Floor - Storyville HallJenna Hurlburt Decrease SIB Behaviors with Students with Extensive Support Needs 3RD Floor - Storyville HallSusan Gollihugh Determining Egocentric Networks of Families and Youth with Disabilities 3RD Floor - Storyville HallClaire Stelter Employment Preparation Activities Across Inclusive Post-Secondary Education Programs 3RD Floor - Storyville HallAmy Clausen Families as Partners in Promoting Positive Competitive Integrated Employment Outcomes 3RD Floor - Storyville HallDavid Strauser • Claire Stelter Good Intentions Aren't Enough: Dismantling Ableism Within the Walls of our Classrooms 3RD Floor - Storyville HallBen VanHook How Inclusive is AAC Research? A Scoping Review 3RD Floor - Storyville HallKelsey Steffen Inclusion of Individuals with Intellectual Disability in Qualitative Research 3RD Floor - Storyville HallGeonhwa Kim Inclusion Opportunities at Secondary Schools: Stakeholder Perspectives 3RD Floor - Storyville HallSarah Espanol • Christina Eagle • Heather Boccanfuso Inclusivity Through Creativity: Utilizing Film, Fashion and Broadcasting 3RD Floor - Storyville HallChristina Cannarella Investigating the Disability Training Experiences of Pediatric Residents in Michigan 3RD Floor - Storyville HallEmily Jensen • Sarah Douglas Literacy Goals and Attainment for Students with Limited Speech 3RD Floor - Storyville HallRebecca Gianforte Meta-Synthesis of IEP Analysis Studies for Students with Extensive Support Needs 3RD Floor - Storyville HallMichelle Squitieri Navigating Advocacy: Youth with Disabilities Share Their Experiences and Perspectives 3RD Floor - Storyville HallMegan Best • RaeAnne Lindsay • Zach Rossetti • Oscar Hughes Parent Cafes: Space to Connect for Complex Care Family Caregivers 3RD Floor - Storyville HallErika Thomison • Mary Ciccarelli Parent Perspectives on Post-School Employment 3RD Floor - Storyville Hall Peer Support Arrangements for Students with Extensive Support Needs 3RD Floor - Storyville HallSara Martin Peer-Mediated Naturalistic Developmental Behavioral Interventions For Preschoolers with Disabilities 3RD Floor - Storyville Hall Professional Development Needs of Special Educators Working with Transition-Age Students 3RD Floor - Storyville HallAllison Cole South Dakota Developmental Disabilities Study: Supporting Families 3RD Floor - Storyville HallErin Leveton Stories Braiding Synergy & Belonging 3RD Floor - Storyville HallNicole Barker • Melanie Cates Supporting Complex Communication Needs of Children with Extensive Support Needs 3RD Floor - Storyville HallChi Baik Survey of Interagency Collaboration in Illinois: A Preliminary Study 3RD Floor - Storyville HallDavid George Strauser The Black Box of Collaboration: Preliminary Qualitative Results 3RD Floor - Storyville HallDavid George Strauser To Include All Students: Why We Fight 3RD Floor - Storyville HallCharles Semanko Using Logic to Leverage Inclusive Multi-Tiered Systems of Support 3RD Floor - Storyville HallLisa Morin Voices Not Yet Heard: Implementation of a State Instructional Mandate on Disability History and Awareness 3RD Floor - Storyville HallMary Fisher Why Should We Teach Digital Citizenship? A Curriculum For Pre-Service Special Educators 3RD Floor - Storyville HallKim Fisher • Julian Wang Year Two: Pre-Service Teachers' Reflections on A Variety of Placement Settings 3RD Floor - Storyville HallKristin Burnette

7:00pm CST

 
Saturday, December 7
 

7:00am CST

7:30am CST

8:00am CST

8:44am CST

8:45am CST

"Listen to My Typing": Centering Non-Speaking Autistic Experience in Education 4TH Floor - Imperial 9Nikkia Borowski Addressing Health Self-Management for Learners with Extensive Support Needs 4TH Floor - Imperial 5ASarah Ballard Advancing Technology Access and Use For Augmentative/Alternative Communication 4TH Floor - Imperial 5CPascal Cheng • Christopher Lenart • Ryan Duncanwood • Amy Hanreddy All It Could Be? Parent Perceptions of Advocacy and Collaboration 4TH Floor - Imperial 11Zach Rossetti • Meghan Burke Celebrating Our Autonomy As We Transition to Post-Secondary Education 3RD Floor - Ballroom: Celestin BAnn Marie Licata Empowering Diverse Families and Students Through Interdisciplinary Collaboration for Inclusion 3RD Floor - Ballroom: Celestin HJean Gonsier-Gerdin • Gospel Kim Family Perspectives of Belonging in An Inclusive School 3RD Floor - Ballroom: Celestin FMelanie Good Go the Distance: Doing the Work to Retain Direct Support Workers 2ND Floor - Foster 1Megan Sanders • Karen Lee Identification with Disability: Narrative Imagination and Disability Identity 4TH Floor - Imperial 5BCharles Pittack Inclusion International's Listen Include Respect Guidelines in Action 4TH Floor - Imperial 10Sue Swenson • Federica Settimi Leveraging Feedback From Autistic Adults to Develop A Healthcare App 2ND Floor - Foster 2Megan Best • Meghan Burke • RaeAnn Lindsay Looking at Quality Services - How Do We Know? 4TH Floor - Imperial 8Jennifer Lengyel • Nanette Vanderford • Sheldon Schwitek Make Sure Your Life Is Worth Watching! 3RD Floor - Ballroom: Celestin GAaron Stephens Students with ID As Business Owners: Strategies For Transition Educators 3RD Floor - Ballroom: Celestin AEmily Malouf Studying Customized Employment to Expand Competitive Integrated Employment 4TH Floor - Imperial 12Jeffrey Carpenter • Merry-Reid Sheffer • Graham Maupin • Dara Patel • Rich Davis Sub-Minimum Wage to Competitive Integrated Employment: How Illinois Rolls! 3RD Floor - Ballroom: Celestin CJames Knauf • Sharon Bergfeld • Christina Irland • Kyle Menke Systematic Review of Practices for Children with Deafblindness Across Domains 4TH Floor - Imperial 5DMaryAnn Demchak • Chevonne Sutter

9:59am CST

10:00am CST

Beyond Coercion and Institutionalization: Improving Behavior Support Services 2ND Floor - Foster 1Greg Robinson Empowering School Leaders: Championing Inclusion and Belonging For Students 3RD Floor - Ballroom: Celestin AYvonne Moreno • Kristin Kew • Sergio Madrid-Aranda Expanding Employment Choices: An Innovative Approach to Sustainable Entrepreneurship for All 4TH Floor - Imperial 5DAarti Sahgal • Amit Sahgal • Angad Sahgal Impact of Inclusive Education Focused Short-Term Technical Assistance 3RD Floor - Ballroom: Celestin CCristin Montalbano • Jessica McQueston Including Neurodiverse Learners: A DisCrit Examination 4TH Floor - Imperial 5CChelsea Tracy-Bronson • Sara Scribner Let's Collaborate: Strategies For Authentic Partnerships in Inclusive Education 3RD Floor - Ballroom: Celestin BAmy Hanreddy • Natalie O'Brien • Alyson Furnback Leveraging Gallup CliftonStrengths For Disabled Employees in Inclusive Workplaces 2ND Floor - Foster 2Jennifer Camota Luebke Licensing Teachers of Students with Extensive Support Needs 4TH Floor - Imperial 8Amy Clausen Overcoming Challenges and Resistance: Advancing Inclusion in Schools 4TH Floor - Imperial 11Kelli Petrone Positive Behavior Supports in the Workplace 4TH Floor - Imperial 9Laura Owens Supporting Educators to Make Equitable Instructional Decisions For All Students 4TH Floor - Imperial 5BJessica Bowman • Gail Ghere • Jennifer Sommerness • Yi-Chen Wu Supports for Students with Complex Needs in Grade-Aligned Lessons 3RD Floor - Ballroom: Celestin GRoxanne Loyless • Jennifer Kurth • Samantha Gross Toews Trauma and Resilience For Advocates, Parents and Teachers 3RD Floor - Ballroom: Celestin HBarbara Ransom Trauma Sensitive Schools and Special Education: An Oxymoron? 4TH Floor - Imperial 10Therese Willkomm • Mary Schuh • Deborah Genthner Vamos DC: Supporting the Latino Disability Community Living in DC 3RD Floor - Ballroom: Celestin FClaire Simon • Carla McCaskill We Do Pretty Well With Inclusion: Beliefs About Supporting Students with Complex Support Needs in Rural Settings 4TH Floor - Imperial 12Katie McCabe

11:14am CST

11:15am CST

Addressing Early Turnover: The Critical Role of Realistic Job Previews For Direct Support Professionals 4TH Floor - Imperial 12Jerry Smith Caught in the Continuum: How Special Educators Provide Access for Students with Extensive Support Needs 4TH Floor - Imperial 8Megan Doty Correlates of Individual, Peer and Systemic Advocacy Among Parents of Children with Disabilities 3RD Floor - Ballroom: Celestin FChak Li • Meghan Burke • Zach Rossetti Creating Student-Designed Space For Non-Speaking/Minimally-Speaking Learners 3RD Floor - Ballroom: Celestin ELisa Mihalich Quinn • Anne Butler • Ingrid Ventura Ellis • Nicholas Barry Deciding What to Teach: Prioritizing Outcomes For Students with CSN 3RD Floor - Ballroom: Celestin AJennifer Kurth • Samantha Gross Toews • Roxanne Loyless Embracing Intersectionality and Advocating for Asset-Based Pedagogies in Special Education 4TH Floor - Imperial 5AAlison Wilhelm Empowering Independence Through Guardianship Public Policy Reform 3RD Floor - Ballroom: Celestin CLauren Wille • Staci Converse Grassroots Supported Civic Engagement 3RD Floor - Ballroom: Celestin BKim Fisher • Sarah Ballard Letting Their Voice Be Heard: Student Government and Campus Involvement For Students with IDD 4TH Floor - Imperial 10Jeremy Reid • Aubrei Grisaffe • Alison Durie Making it Happen! Writing Inclusive IEPs 4TH Floor - Imperial 11Kara Halley • Rebecca Canges • Lisa Altemueller Making Systems Change in Personnel Preparation to Improve Inclusive Education 3RD Floor - Ballroom: Celestin GJenna Porter • Kathy Gee • Cindy Collado • Jean Gonsier-Gerdin Promoting Meaningful Inclusion For Students with Significant Disabilities at Recess 4TH Floor - Imperial 5DSarah Hudler • Kate Anderson • Kaitlyn Viera • Sara Martin • Jenna Hurlburt Teacher Perceptions of Adaptations For Curriculum Access and Professional Development 4TH Floor - Imperial 9Joshua Baker • Catherine Bacos The Value of Cherishing: A Mother and Daughter Who Do For the Sake of Doing 4TH Floor - Imperial 5BSusie Agostine Voice is A Civil Right!!!!! 2ND Floor - Foster 1Ryan Duncanwood • Jennifer Lengyel Where I Belong: Cora's Story 4TH Floor - Imperial 5CAlexandra Raines • Grace Francis

12:30pm CST

1:45pm CST

2:59pm CST

3:00pm CST

"Well, THAT Will Never Work!" 3RD Floor - Ballroom: Celestin AKathy Brill • John Brill Breaking Barriers: Addressing Inequities in Access to Sexual and Reproductive Health Care for People with Disabilities 2ND Floor - Foster 1Leah Smith Bridging Beliefs and Guidelines: Exploring Educators' Views on Paraprofessional Implementation 4TH Floor - Imperial 11Mary Mansouri Dan Thompson Employment Rallies - Our History and Our Future 4TH Floor - Imperial 5DHeather Evans • Ryan Riggs • Larry Hill • Anthony Contreras-Sanchez • Wise Effects of Using Video Modeling In Teaching AAC to Individuals with ASD 4TH Floor - Imperial 5BMinkowan Goo • Brandi Hines • Renee Gonzalez How Saudi Parents of Students with ASD' Perceive the Transitional Plan Member 4TH Floor - Imperial 5CSalman Almughyiri Language... Does it Matter in Teacher Prep? 3RD Floor - Ballroom: Celestin GJessica McQueston My Home, My Life, My Choice 4TH Floor - Imperial 10Robert Tyler • LyAnn Grogan Neurodiversity Advisory: Grappling with Implications For Practice 3RD Floor - Ballroom: Celestin HMichael McSheehan • Deborah Taub • Mary Fisher • Leah Kelley • Amy Hanreddy • Robyn Reagan • Jean Gonsier-Gerdin Putting it All Together: Self-Determination, Decision-Making, Communication 4TH Floor - Imperial 5ADana Lloyd • Katie Chandler • Eric Naindouba Rethinking Practices: Supporting Students with Significant Needs with Trauma 4TH Floor - Imperial 12Katrine Gosselin Rolling with Inclusion: IPSE Perspectives From Students with IDD 4TH Floor - Imperial 8Jeremy Reid • Alison Durie • Graciela Copes Self-Advocacy and Healthy Relationships 3RD Floor - Ballroom: Celestin CTiffany Yuille • Thomas Mangrum • Kara Jones • Leonard Stevens Supporting Employment Through Technology: QR Codes and More 3RD Floor - Ballroom: Celestin BMollie Sheppard • Sara Corley Transition Away From Sheltered Employment: What We Know and What We Can Do 4TH Floor - Imperial 9Mary Pearson You Don't Look Autistic: Racism, Sexism, and Autistic Communities 2ND Floor - Foster 2Algernon Lutwak • Corissa Pittman

4:14pm CST

4:15pm CST

 

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  • Educational Outcomes
  • Educational Placement
  • Educational Strategies
  • Educational Values
  • Educator Perceptions
  • Empathy of Understanding
  • Employer Engagement
  • Employment
  • Employment First
  • Employment Readiness
  • Employment Supports
  • Empowerment
  • Engagement
  • Equity
  • Evaluation
  • Evidence
  • Evidence-Based Practice
  • Evidence-Based Practices
  • Expectations
  • Expenses
  • Experiential Learning
  • Extensive Support Needs
  • Fabrication
  • Factors
  • Faith Communities
  • Families
  • Family
  • Family Advocacy
  • Family Engagement
  • Family Involvement
  • Family Training
  • Family-Professional Collaboration
  • Family-School Partnership
  • Family/Caregivers
  • Fashion
  • Federal Legislation
  • Film
  • Financial
  • Financial Planning
  • Focus Groups
  • Future Planning.
  • General Curriculum Access
  • General Education
  • General Education Classroom
  • Generative Artificial Intelligence
  • Goal
  • Grassroots
  • Growth
  • Growth Mindset
  • Guardianship Reform
  • HCBS
  • Health
  • Health Equity
  • Health Self-Management
  • Healthcare
  • Healthcare Inequities
  • Hidden Disability
  • High Expectations
  • High-Quality Employment
  • Higher Education
  • History
  • Home Ownership
  • Hospitals
  • Housing
  • Human Animal Bond
  • Human Rights
  • IDEA
  • Identification with Disability
  • IEP
  • IEP Development
  • Implementation
  • Implementation Science
  • Inclusion
  • inclusion in general education classrooms and curriculum
  • Inclusion Starts Now
  • Inclusion; Collective Vision; Definition; Intellectual Disability; Foundational Priorities of Inclusion
  • Inclusionary
  • Inclusive
  • Inclusive College; Post Secondary Programs; Designing Support for Students with Intellectual Disabilities
  • Inclusive Economic Growth
  • Inclusive Education
  • Inclusive Education I/DD
  • Inclusive Educators
  • Inclusive Health Care Education
  • Inclusive Higher Education
  • Inclusive IEPs
  • Inclusive Instruction
  • Inclusive Post-Secondary Education
  • Inclusive Postsecondary Education
  • Inclusive Practices
  • Inclusive Research
  • Inclusivity
  • Independence
  • Individualized Education Program
  • Individualized Education Program (IEP) goals
  • Individualized Education Programs
  • Innovation
  • Instruction
  • Instructional Leadership
  • Integration Independence
  • Integrity
  • Intellectual Disabilities
  • Intellectual Disability
  • Interagency Collaboration
  • Interdisciplinary Collaboration
  • Intersectionality
  • Intervention Development
  • Interventions
  • Interviews with People with Disabilities
  • Job Coach
  • Job Coaches
  • Journey
  • K-12 Curriculum
  • K-12 Education
  • Kindergarten Transition
  • Knowledge and Skills
  • Language
  • Language-Access
  • Latina
  • Law Enforcement
  • Leadership
  • Legislative Advocacy
  • Lesson Planning
  • Leveraging Strengths
  • LGBTQ
  • Licensure
  • Linguistically and Culturally Diverse
  • Listening Service Provision
  • Literacy
  • Lived Experience
  • Logic Model
  • Long-term Services And Supports
  • Math
  • Meaningful Lives
  • Medical Education
  • Medical Self-Advocate Partnership
  • Medicine
  • Mentoring
  • Meta-Synthesis PLAAFPs LRE
  • Microcredentials
  • Mindfulness
  • Mixed Methods
  • Mixed Methods Research
  • Moral Conviction
  • Mother
  • Multi-tiered System of Support
  • Multi-Tiered Systems of Support
  • Multidisciplinary Approach
  • Multiple Case Study
  • Narrative Imagination
  • Naturalistic Developmental Behavioral Interventions
  • Neurodivergence
  • Neurodiversity
  • Neuroinclusion Systemic Changes
  • Non-Verbal
  • Nonspeaking
  • Occupational Therapy
  • Opportunity
  • Oral History
  • OTL
  • Paraprofessional
  • Paraprofessionals
  • Parent Centers
  • Parent Participation
  • Parent Perspectives
  • Parenting
  • Parents
  • Parents and Caregivers
  • Parents/Guardians
  • Participation
  • Participatory
  • Participatory Action Research
  • Participatory Research
  • Partnership
  • Partnerships
  • Pathways
  • Peer Relationships
  • Peer Support
  • Peer-Mediated Intervention
  • Peer-Mmediated intervention
  • Peers
  • People
  • People-First
  • Perceptions
  • Person Centered
  • Person Centeredness
  • Person-Centered
  • Person-Centered Planning
  • Person-Centered Practice
  • Personel Prep
  • Personnel Preparation
  • Physical Education
  • Placement Predictors
  • Plain Language
  • Planning
  • Podcasts
  • Policy
  • Politics
  • Positionality
  • Post Secondary Employment Training
  • Post-School Outcomes
  • Post-Secondary Education
  • Post-Secondary Inclusive Programs
  • Post-Secondary Outcomes
  • Power of Attorney
  • Power-Sharing
  • Pre-Employment
  • Pre-Service Education
  • Preschool
  • Preservice General Education Teachers
  • Presuming Competence
  • Preventative Care
  • Primary Care
  • Problem-Solving
  • Professional Development
  • Professional Learning
  • Program Evaluation
  • Public Policy
  • Public Policy Systems Change
  • Qualitative
  • Qualitative Research
  • Quality Assurance
  • Quality Improvements
  • Quality of life
  • Racial Disparities
  • Racism
  • Radio
  • Raise Inclusive Kids
  • Re-Evaluation
  • Reading
  • Reflections
  • Related Services
  • Relationship
  • Relationships
  • Research
  • Research to Practice
  • Resource Network
  • Respect
  • Restorative Practice
  • Restraint
  • Retention
  • Rights
  • Rural Education
  • School
  • School Community
  • School-Aged
  • School-Aged Children
  • Schools
  • Seclusion
  • Section 504
  • Segregated
  • Selection
  • Self Acceptance
  • Self Advocacy
  • Self Determination
  • Self-Advocacy
  • Self-Advocacy; Self-Determination; Empowerment; Creativity
  • Self-Advocate
  • Self-Advocates
  • Self-Determination
  • Self-Direction
  • Self-Efficacy
  • Self-Employment
  • Self-Expression
  • Service Delivery Model
  • Service Dogs
  • Services
  • Sex Education
  • Sexism
  • Sexual and Reproductive Healthcare
  • Sexuality
  • Shifting Mindset
  • Siblings
  • Significant Cognitive Disabilities
  • Significant Needs
  • Significant Support Needs
  • Skill-Building
  • Social Advocacy
  • Social Change
  • Social Communication
  • Social Connection
  • Social Emotional Skills
  • Social Interactions
  • Special Education
  • Special Education Teacher
  • Special Education Vouchers
  • Special Needs Trust
  • Specialized Health Care
  • Specifically Designed Instruction
  • Staff Stability
  • Stakeholder Perspectives
  • State-adopted general education standards
  • Stop Domestic Violence and Sexual Assault to People with Disabilites
  • Strategies
  • Strength Based
  • Strengths-Based Approach
  • Strengths-Based IEPs
  • Student Government
  • Student-Centered
  • Student-Directed Learning
  • Students
  • Students with Complex Support Needs
  • Students with ESN
  • Students with Extensive Support Needs
  • Success
  • Successes and Barriers
  • Suicide Prevention
  • Support
  • Support-Brokerage
  • Supported Decision-Making
  • Supporting-Families
  • Supports
  • Supports Disability
  • Survey
  • Sustainable
  • Sustiainable Entrepreneurship
  • System Change
  • Systematic Review
  • Systemic Change
  • Systemic Change; Coaching
  • Systems Change
  • Systems-Change
  • Tale
  • Teacher Beliefs
  • Teacher Education
  • Teacher Peparation
  • Teacher Preparation
  • Teacher Professional Development
  • Teacher Training
  • Teachers
  • Teachin
  • Teaching
  • teaching strategies for individuals with extensive support needs
  • Technical Assistance
  • Technology
  • Technology in Employment
  • Television
  • Theories of Disability
  • Togetherness
  • Training
  • Transformation
  • Transition
  • Transition Across the Lifespan
  • Transition Aged Students
  • Transition Educators
  • Transition From High School
  • Transition from Sheltered Work
  • Transition Planning
  • Transition Services
  • Transition to Adulthood
  • Transition to Employment
  • Transition to Work
  • Transition-Aged Youth
  • Transportation
  • Trauma
  • Trauma-Informed
  • Trauma-Informed Education
  • Turnover
  • Typing to Communicate
  • UDL
  • Undiscovered
  • Universal Design
  • Universal Design for Learning
  • Universally Designed Systems
  • Urban Education
  • User-Centered Design
  • Values
  • Video Modeling
  • Video Prompting
  • Vision
  • Visual Impairment
  • Vocational Rehabilitation
  • Waiver
  • Work
  • Work Experiences
  • Work-Based Learning Experiences
  • Workforce
  • Workforce Innovation and Opportunity Act (WIOA)
  • Workforce Strategies
  • Wraparound
  • Writing
  • Youth and Adults with Intellectual and Developmental Disabilities
  • Youth Leadership
  • Youth Participatory Action Research
  • Presentation Type
  • General
  • Research