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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This presentation describes the experiences of a mother/advocate/researcher as she navigates the complex world of disability services for her daughter with extensive support needs. This longitudinal case study began five years ago with the analysis of videos and interviews of the mother-daughter dyad interacting with each other and sharing information about how this mother/advocate/researcher found her voice to advocate on behalf of her daughter who was once considered non-verbal. After five years, both mother and daughter have found their respective voices regarding advocacy and self-determination. This updated case study will share new findings on how this mother-daughter dyad has grown in their advocacy for equity at school and in the community.
Alma L. Contreras-Vanegas Ph.D., is an associate professor at Sam Houston State University. There she teaches courses in bilingual education and second language acquisition. Her research interests include: Bilingual children in Special Education (gifted and talented and children... Read More →
William H. Blackwell is an Assistant Professor of Special Education at Sam Houston State University in Huntsville, Texas. His research focuses on a broad spectrum of strategies for improving educational outcomes for children and adolescents with disabilities.
Friday December 6, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 11Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Our research centers on historically marginalized families and their experiences during the IEP process, emphasizing the need for opportunities for advocacy and participation. School-based teams need to approach collaboration with families from an asset-based approach (Sauer & Rossetti, 2020) and educators can learn from practices associated with cultural humility to inform their relationships with diverse families (Trainor, 2010). We conducted semi-structured interviews with families and caregivers to gather first-hand accounts of their experience with decision-making and advocacy during IEP development. In particular, we asked participants how they were able to provide input on placements and services for their child. We will present our findings from a qualitative analysis and share the online resources that we developed to empower families by increasing their understanding of special education terminology, their rights under IDEA, and their confidence in advocating for their child.
Katie McCabe is an Assistant Professor in the Exceptional Education Department at Buffalo State University, with a Ph.D. in Special Education and a minor in Qualitative Research Methods from the University of Wisconsin-Madison. A former special education teacher in rural Upstate New... Read More →
Friday December 6, 2024 10:00am - 11:00am CST
3RD Floor - Ballroom: Celestin HHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
This study examined the effects of a remote video modeling intervention on romantic relationships for college students with intellectual and developmental disabilities (IDD) who are currently enrolled in an Inclusive Postsecondary Education (IPSE). A single-subject experimental design was used to illustrate the results. After removing the intervention, a follow-up phase was implemented to determine if the participants could maintain their skills. The findings were of significance to the participants. Limitations and future research were also included in this study to include in future literature.
Brianna Miller, Ed.D is an Instructor for the Department of Special Education at Florida Atlantic University (FAU). Dr. Miller is a faculty member and advisor of the Academy for Community Inclusion (ACI), a comprehensive transition postsecondary education program for adults 18 and... Read More →
Friday December 6, 2024 10:00am - 11:00am CST
2ND Floor - Foster 2Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Using a constructivist grounded theory approach to interpret data collected through interviews, shadowing with field notes, and documents, this study begins to illuminate the role of an inclusive education coach working within an ongoing, successful district-wide systemic change endeavor to include students with extensive support needs (ESN) in regular education classrooms. The findings of this study begin with the experiences and qualities of the coach gleaned from interviews and shadowing experiences. Next, the preliminary theory that emerged from this study illustrates the coach's use of eight concurrent strategies that enable him to understand the context and build capacity at the classroom, school, district, and state levels of the education system to increase the membership, participation, and learning of students with ESN. Finally, additional implications derived from this study are discussed, which might assist districts in considering the use of coaching for systemic change.
Given the framework of the Contact Hypothesis, the We Dance Together program seeks to decrease bias and increase familiarity and acceptance between students with and without disabilities. This program was the subject of a mixed methods single case study investigating the social impact of program participation. Three groups of second grade students were included in the study in order to evaluate different qualities and quantities of contact: the intervention group, control group with contact, and a control group without contact. Results indicated significantly increased levels of favorability and an emerging desire to "play with" students with complex communication needs for the intervention group.
I am a school-based Speech and Language Pathologist, Adjunct Instructor at the University of Cincinnati, and Ohio Ambassador for Charting the LifeCourse. I earned my Doctor of Education degree from the University of Findlay where I completed my dissertation study of We Dance Together... Read More →
Friday December 6, 2024 10:00am - 11:00am CST
3RD Floor - Ballroom: Celestin FHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Most state rehabilitation agencies collaborate with community rehabilitation providers (CRPs) to provide job placement and support services, including supported employment (SE) and customized employment (CE). Despite efforts from CRPs to provide services and supports to individuals with disabilities for the demands of employment, competitive integrated employment (CIE) rates for individuals with disabilities, especially those with more significant disabilities remains poor. One way to improve employment outcomes is to ensure that those providing comprehensive supports are competent in knowledge and skills necessary for their job. The purpose of this presentation is to review result of a study that validated key knowledge and skill competencies essential for job coaches. We will provide a review of the competencies used in the study and review methods, results, implications. We will provide a review about how competency-based training and TA is being implemented in one state.
Director of Research and Training, Utah State University
Tim is the Director of the Research and Training Division at the Institute for Disability Research, Policy & Practice with an appointment as research associate professor in the Department of Special Education and Rehabilitation at Utah State University. Tim has 30 years of experience... Read More →
Assistant Professor, University of Missouri, St. Louis
Magen is an assistant professor of inclusive education at the University of Missouri-St. Louis. Her research focuses on the inclusion of students with significant support needs in work-based learning experiences.
Friday December 6, 2024 10:00am - 11:00am CST
3RD Floor - Ballroom: Celestin BHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
The current study describes how two teacher preparation programs used the Self-Determined Learning Model of Instruction (SDLMI) with 57 teachers to empower them to set goals, take action, and evaluate and adjust their goals and action plans to enhance their practices and supports provided to students. We analyzed the goals set by teachers to improve their inclusive teaching skills and practices, the quality of teacher goals, teacher goal attainment, and whether goal quality predicted goal attainment. We found that most teachers set goals that required a team approach. Teachers generally created high-quality goals, with teachers making expected or better-than expected progress on their goals. Teacher goal quality was predictive of goal attainment. We discuss how teacher preparation programs can use the SDLMI to support teachers in creating their own goals, measuring their goal progress, and improving their implementation of essential and best practices to advance inclusive education.
Assistant Professor, University of Kansas - Department of Special Education
I am a researcher and special education teacher educator, and I am passionate about advocating for inclusive educational experiences for students with extensive support needs.
Friday December 6, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 5BHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
A multidisciplinary approach involving speech-language pathologists, educators, occupational therapists, and other professionals leads to improved communication outcomes for individuals using Augmentative & Alternative Communication (AAC) systems (McNaughton & Light, 2013). Despite this knowledge, AAC training opportunities for school staff often focus only on SLPs and less frequently on the direct support professionals assisting students on a daily basis. Our session focuses on the benefits of a multidisciplinary training approach, which facilitates the generalization and maintenance of communication skills across different settings and communication partners. This collaboration promotes communication and inclusion in a wider range of contexts (Millar et al., 2019). Multidisciplinary collaboration provides valuable opportunities for professional development and knowledge exchange among team members, enhancing AAC service delivery in educational settings (Beukelman & Mirenda, 2013).
Lisa Mihalich Quinn, M.A / M.Ed. is a licensed special educator with more than 15 years of experience making academic content accessible for neurodiverse students and learners who use Augmentative and Alternative Communication (AAC). She is a former Maryland Public Schools teacher... Read More →
I am a professor in the Educational Leadership doctoral program at California Lutheran University. I am also the Director of the Autism and Communication Center. Proud mom to an autistic teenager and book author, Diego.
My colleague Lisa and I will be presenting in a breakout room about text-based communication in educational settings. We will share about our experience with Communication For Education, where we help parents and educators learn how to support non-speaking, minimally-speaking, or... Read More →
Friday December 6, 2024 11:15am - 12:15pm CST
3RD Floor - Ballroom: Celestin AHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
We examined the social support networks of parents of adults with IDD, including members of their support networks, satisfaction with network members, and supports parents need to be effective caregivers for their adult son or daughter with IDD. Findings point to small social networks and the need for tangible support, social support, help navigating services, and future planning. Findings have important implications for research, practice, and policy.
Assistant Professor of Special Education, California State University Long Beach
Hello! My name is Kelli Sanderson. I am an Assistant Professor of Special Education at California State University, Long Beach. I am also coordinator of the Special Education graduate program and the Applied Disability Studies certificate. I am focused on advocacy and collaboration... Read More →
Family support is essential for effective augmentative and alternative communication (AAC) implementation. Family level intervention is necessary to ensure this support, but few interventions exist. We will share the development process utilized as part of an IES funded grant to create an aided language modeling intervention for SLPs and families.
Dr. Sarah Douglas is an Associate Professor at Michigan State University where she directs the RADD lab (Research on Autism and Developmental Disabilities). Her work focuses on paraeducator supports, augmentative and alternative communication, children with extensive support needs... Read More →
Friday December 6, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 8Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
As more students with disabilities are included in general education settings, there is a growing need for enhanced preservice teacher training for inclusive practices. Especially, an introductory special education course is given greater emphasis due to the mandatory enrollment requirements for preservice teachers in most teacher preparation programs. To inform the development of this course that prepares teachers to provide inclusive education, a Delphi study will be completed to query experts on critical elements of the course syllabus (i.e., purpose, course contents, assignments) considered important by them to facilitate inclusion. The content analysis of 22 syllabi was conducted to develop the initial survey items. Consensus will be reached through multiple rounds of surveys. Results and implications for future research and practice will be discussed.
This qualitative research uncovers current and best inclusive practices in school-based transition programs for 18-21 year-old students with significant disabilities. Document analysis of published curricula, results of a mixed-method survey, and 24 semi-structured interviews offer multiple perspectives on the current status of transition programs as well as practices that uphold inclusivity, which are more likely to lead to inclusive adult life experiences. Findings show that many students expressed discontent with segregative aspects of transition programs and parents worked tirelessly to cobble together unique programs. Professional perspectives reveal that low-expectations often guided program decisions that led to segregative practices. Examples of promising and inclusive practices are also uncovered in the study. A review of the literature on inclusive transition programming and disability studies theoretical lens contextualize research findings.
This study aims to investigate the unique qualities that create opportunities for parents of students with multiple support needs to advocate for inclusive education settings. All humans need to connect and feel that they belong, and their unique human capital is used to attain a desired outcome. When a parent is part of an IEP team, these needs are not any different; belonging is needed to feel part of that team truly and for collaboration to occur. As this study investigates the phenomenon of parental qualities, the theoretical frameworks of the 10 Dimensions of Belonging by Carter (2021 & 2020) and Yosso's Community Cultural Capital (2005) will be used. What are the distinctive attributes of parents of children with multiple support needs that equip them to be advocates for inclusive education settings? a) How do parents acquire these distinctive attributes? b) How does possessing these qualities impact advocacy in the IEP process?
Associate Professor of Early Childhood Special Education, California State University LA
My primary research interests focus on supporting families of children with Autism Spectrum Disorder (ASD) and related Developmental Disabilities in two ways; through Parent to Parent social support and through parent-mediated interventions for social communication. Additionally... Read More →
Friday December 6, 2024 11:15am - 12:15pm CST
3RD Floor - Ballroom: Celestin GHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Extant literature has focused mainly on access to Individualized Education Programs (IEPs) without addressing Section 504 of the American Rehabilitation Act. Over 1.38 million students are served by Section 504 in schools, yet little is known about their experiences. The purpose of the study was to explore the experiences of families of autistic children with Section 504 in schools. Altogether, 21 families participated in individual interviews about their initial experiences accessing Section 504, their input into the Section 504 plan, and the implementation of the Section 504 plan. The few families who reported positive experiences with Section 504 reported having supportive school professionals. Unfortunately, most participants reported negative experiences including the school being unwilling to provide accommodations. Implications include the need to develop and test an advocacy program for families and youth with disabilities to improve access to Section 504.
Coordinator for Section 504 project, Vanderbilt University, Peabody College
I am a Licensed Social Worker in the state of Illinois. I received a Masters Degree from the School of Social Work at the University of Illinois Urbana-Champaign. I am a Disability Advocate and the reining Ms. Wheelchair USA 2024-2025. I currently work at Vanderbilt University in... Read More →
Adaptive skills are important skills for students with significant disabilities to learn to help be more independent in the classroom. The purpose of this study is to see if preschool students can learn adaptive skills via video prompts and if the skill can be maintained once the video prompts are removed. Findings showed that all three students were able to make positive progress in learning their adaptive skill using video prompts. Two of the students reached the maintenance phase and both were able to remove the video prompts and maintain the learned skill. These two students also showed an interest in wanting to swipe through and start their own videos during the intervention. Therefore, video prompts also have the possibility of helping students become more independent, which leads to more or continued inclusion with their peers and by being included are in more diverse classrooms.
Mixed methods designs are gaining traction in research for inclusive education, but there are still few examples of how mixed methods can inform intervention development. Learn how our team has used mixed and multi-methods research to develop an intervention that promotes social communication, language, and peer relationships for elementary-aged students with autism who are nonspeaking or have limited speech. Participants will learn about the components of the Enhanced Peer Network intervention, which include: (a) communication access through augmentative and alternative communication (AAC), (b) storybook lessons to promote social-emotional development for students with and without disabilities, and (c) support for peers and students with disabilities to promote social communication and engagement during play. Participants will also learn about the powerful roles mixed methods research can play in successfully bridging research-to-practice.
Elizabeth E. Biggs, Ph.D. is an Assistant Professor in the Department of Special Education at Vanderbilt University and a member of the Vanderbilt Kennedy Center. Her work focuses on promoting social, communication, language, and literacy outcomes for children and youth with autism... Read More →
Friday December 6, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 5AHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
In this engaging presentation, presenters will discuss past research on writing instruction for students with intellectual and developmental disabilities (IDD) and describe two recent studies on the effectiveness of an intervention package including constant time delay, sentence frames, and technology-assisted instruction on: (a) writing within a shared story reading and (b) small group writing instruction for students with IDD. Additionally, we will provide teachers with writing examples that can be implemented in their classrooms without the need for additional funding.
Professor, University of North Carolina at Charlotte
Fred Spooner is Professor of Special Education at UNC Charlotte. Dr. Spooner has researched and written about instructional strategies for students with severe disabilities since the 1980s. Recently, he has focused on alternate assessment and linking both assessment and instruction... Read More →
In this presentation, we advocate for student-led Individualized Education Programs (IEPs) for transition-age adults with intellectual disabilities (ages 18-21). Transitioning from school to adulthood is critical, and empowering these individuals to participate in their IEPs is essential. Research highlights the importance of self-determination, self-advocacy, and engagement for better outcomes in education, employment, and independent living. Our approach includes providing direct instruction for self-advocacy skills, fostering collaboration between students, families, educators, and community agencies, and enhancing communication to improve participation. The presentation includes a student from a post-secondary transition program who adopted a person-centered IEP approach.
In this pilot randomized controlled trial, we tested two reading curricula designed to teach early literacy skills to nonspeaking students—Early Literacy Skills Builder and Accessible Literacy Learning. Twenty-four participants were randomized to an ELSB, ALL, or control group, and we measured outcomes for all groups at 4 time points for phonological awareness, alphabet knowledge, and word reading. We used growth curve modeling to analyze our data. We found statistically significant effects for both ELSB and ALL compared to the control group on some outcomes, although ELSB outperformed ALL on most measures. We will report on effects of each intervention relative to each other and a control group, and share practical implications for practitioners.
Matt Brock has two major lines of research including (1) inclusion and peer-mediated intervention for students with significant disabilities, and (2) coaching paraprofessionals to implement evidence-based practices. He currently is implementing a large-scale federally-funded efficacy... Read More →
This study sheds light on potential inequities in student outcomes perpetuated by current disability labeling and placement systems, particularly for historically marginalized students. We used multi-level linear modeling to explore how student characteristics and their intersections affect the educational placement of public school students who received special education services in Utah across 6-years. Students’ eligibility for the state alternate assessment based on significant cognitive disability (SCD) had the strongest negative effect on educational placement, followed by disability labels often associated with complex support needs (i.e., multiple disabilities, intellectual disability, autism). The placement patterns of students of color and White students across autism and intellectual disability labels were reversed and disproportionate, suggesting White families have greater access to knowledge of relative resources and stigma associated with different disability labels.
Kirsten Lansey (she/her), Ph.D., is an Assistant Professor of special education. Her overarching goal is to conduct research, teaching, and service that contributes to systemic educational change so that students with complex support needs receive inclusive and equitable learning... Read More →
Friday December 6, 2024 2:15pm - 3:10pm CST
4TH Floor - Imperial 8Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Person-centered transition planning empowers people with disabilities to take charge of their goals for the future— fostering self-determination and meaningful outcomes. However, little is known about the extent to which educators involve youth in transition planning when youth are unable to use speech to be heard and understood. Our research team has been engaging in research focused on understanding the involvement of youth who use augmentative and alternative communication (AAC) in transition planning. We interviewed youth who use AAC, their parents, their special education teachers, and their speech-language pathologists about their experiences. Key findings highlight the challenges youth face and the support needed from each stakeholder in the transition planning process. Participants will gain powerful insight into these first-hand experiences and will also leave with ideas about the changes needed in practice to empower youth voices in their own transition planning.
Elizabeth E. Biggs, Ph.D. is an Assistant Professor in the Department of Special Education at Vanderbilt University and a member of the Vanderbilt Kennedy Center. Her work focuses on promoting social, communication, language, and literacy outcomes for children and youth with autism... Read More →
The historical perception of disability as a defect or abnormality has led to negative stigmas and biases, impacting students with disabilities and special education teachers. Paradigm shifts are necessary to address societal and physical barriers, improve school systems, and support special education teachers, especially early career educators. Students with disabilities face limitations due to these barriers, contributing to teacher turnover and impacting student learning. The presentation will focus on addressing these barriers to attract and retain highly qualified special education teachers. Additionally, the presentation will address the expectations placed on special education teachers and suggest using a social model of disability framework to shift perceptions in educational settings. It also emphasizes the need for an inclusive culture that supports special education teachers from diverse backgrounds.
Tammy Bachrach is a Professor of Special Education at Azusa Pacific University (APU) in Southern California. Prior to assuming her position at APU, Tammy was general and special educator for 18 years, working with both primary and secondary students with disabilities. Tammy grew up... Read More →
Friday December 6, 2024 2:15pm - 3:10pm CST
3RD Floor - Ballroom: Celestin AHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Students with extensive support needs (ESN) often participate in community-based work experiences (CBWEs) as part of their transition programming. CBWEs allow students to experience real work while they are still in school. Students with ESN often benefit from the support of a paraprofessional to meaningfully participate in CBWEs. In this role, paraprofessionals are essentially acting as a “job coach,†a central feature of supported employment for adults with disabilities. While paraprofessionals can play an integral role in students’ ability to access CBWEs, little research had been conducted on their role with these experiences and how they support students with ESN in this capacity. This presentation will share findings and practical implications from a research study aimed at understanding paraprofessionals’ role in job coaching for students with ESN and practices that paraprofessionals utilize to support students at community worksites.
Placement in the general education classroom is critical for ensuring the inclusion of students with disabilities in schools. However, several variables (e.g., student age, school district type) have been implicated as potentially influencing classroom placement decisions despite established protocols guiding the process. Due to the non-public nature of disability-related data in Canada, little is known about the patterns and trends characterizing classroom placement in this context. This study analyzed special education program placement data provided by the Ontario Ministry of Education to describe the extent to which students with 13 disability types have accessed their education in general education classroom placements over time. Discussion focuses on implications for both policy and practice.
While inclusion in the general education classroom for students with extensive support needs (ESN) leads to significantly better academic, social, and behavioral outcomes, rates of full inclusion for this population remain low. Pre- and in-service teachers’ beliefs affect the placement in–and ultimately the efficacy of–inclusion for students with ESN. This systematic literature review synthesizes extant empirical studies that explore preservice general education teachers’ belief systems towards the inclusion of students with ESN. Findings highlight the dissonance that many preservice general education teachers feel, the interpretability of the least restrictive environment mandate, and the need for term stabilization (e.g., beliefs; ESN) in research questions about this topic. Implications for teacher education and systems change are discussed.
Learners need to be accurately reflected in their curriculum in myriad ways as it reinforces the development of positive self-identity and helps them make deeper connections with content. Culturally responsive practice emphasizes ethnic diversity while overlooking disability culture thereby contributing to ongoing stigmatization and marginalization. To avoid perpetuating stereotypes, fictional characterizations of those with disabilities must be carefully critiqued, especially when utilized by those with ableist notions. Thus, the results of a study will be shared in which a focus group evaluated fictional picture books featuring characters with visual impairment using a specially designed rubric to critique inclusivity attributes. Stereotypes, relationships, interactions, psychosocial adjustment, representation, inclusiveness, interdependence, reciprocity, equality, acceptance, and empathy were analyzed. Emerging themes and essential elements of quality literature were also evaluated.
Associate Professor, Metropolitan State University of Denver
Dr. Halley has over twenty years of experience as a teacher in the public school system and university settiings. Dr. Halley is also a consultant with the Colorado Department of Education. Her research interests include inclusive education, transition and post-secondary services... Read More →
Friday December 6, 2024 2:15pm - 3:10pm CST
4TH Floor - Imperial 10Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
This presentation explores a school district's systemic efforts to implement inclusive education practices for students with Extensive Support Needs (ESN) starting from kindergarten. The research highlights the strategic use of natural transitions, such as the entry into kindergarten, as pivotal moments for initiating systemic change. The study is framed by the Quality Implementation Framework (QIF) and implementation science, offering a structured approach to examining and enacting systemic changes. Data collection involved semi-structured interviews with district administrators, teachers, and parents; observations of kindergarten classrooms; and analysis of district policy documents and meeting minutes. This comprehensive approach allowed for an in-depth examination of the systemic changes implemented and their impact on the inclusion of students with ESN. Attendees will gain practical strategies and insights to promote inclusive practices within their own contexts.
Although research documents an association between low expectations and poor community living and participation (CLP) outcomes for individuals with ID, there remains a gap in understanding which factors most impactfully influence expectations; a gap that prevents an advancement of meaningful and effective policies and strategies in support of positive CLP outcomes. Further, research on CLP outcomes commonly excludes individuals with/family members of individuals with ID- thereby limiting an understanding of those most influential/impacted by low expectations and diminished CLP outcomes. Disentangling research on the factors that influence CLP expectations has the potential to enhance CLP outcomes by highlighting the factors that should be maximized to enhance expectations or addressed to minimize low expectations.
Adults with intellectual and developmental disabilities (IDD) are more likely to have poorer health outcomes and a shorter lifespan than the general population. Health is influenced by many factors, two of which are disease burden and engagement with primary and preventive care. In this presentation, we will share our study findings of common medical conditions and primary and preventive care utilization in 158 adults with IDD, as well as common caregiver concerns. We will bring our findings to life through a first-hand account from a parent of an adult with IDD, who will share her personal journey of supporting her son to successfully access necessary preventative care, and the impact this had on their family.
The presenters will share the results of a literature search and content analysis related to research and strategies for including students with extensive support needs (ESN), and/or complex multiple disabilities, in the state-adopted general education standards within general education classrooms. After the analysis, presenters will provide participants with points of issues for discussion regarding future directions for improving research related to students with ESN.
Dr. Amy Clausen (she/her) is an assistant professor of special education at Winthrop University. Her focus is preparing teachers of students with extensive support needs. Amy is committed to ensuring her students have access to literature featuring diverse and representative char... Read More →
Terms used to refer to disabilities and the related definitions change over time, evolving in response to changes in social conventions. Currently we often see references to “students with extensive support needs (ESN).†When we look at studies focusing on participants with ESN, we find great variability in participant descriptions, even though all are using the “ESN†phrase; we likely find widely varying communication, academics, and motor skills, as well as co-occurring disabilities. The implications of study results and resulting applications for practitioners will be very different depending upon whom the study actually focuses (i.e., very specific participant descriptions). This session will focus on an analysis of published reviews that specifically state focusing on students with ESN. Results of this research will be examined to present an overview of who the term ESN represents in research and to make recommendations for definitional clarity.
Despite extensive research demonstrating the positive effects of inclusion for students with Intellectual Disability (ID) in general education, rates of full inclusion for this population remain low. Key components of successful inclusion include leadership that is committed to inclusive pedagogy and a shared vision across all stakeholders, including school staff, family, and community members. This qualitative study analyzes stakeholders’ definitions of inclusion at Sunshine Community Charter (SCC), a public charter (PK-6) whose mission is full, equitable inclusion for all, including those with ID, multilingual learners, and those with multiply-marginalized identities. Using Danforth & Naraian’s (2015) Foundational Priorities for Inclusive Education as a framework for authentic inclusion, our findings demonstrate a streamlined, viable vision for inclusive pedagogy, environments, values, and belongingness for all learners. Implications for systems and policy change are discussed.
Zach Rossetti, Ph.D., is an Associate Professor of Special Education in the Teaching and Learning Department at Boston University's Wheelock College of Education & Human Development. His research examines the social belonging and participation of people with intellectual and developmental... Read More →
Friday December 6, 2024 3:25pm - 4:20pm CST
4TH Floor - Imperial 9Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
This presentation will describe study results from a recent research project. The purpose of this study was to examine how teacher candidates were impacted by learning from individuals with disabilities through a Self-Advocate Guest Presenter Series. After attending the semester-long Presenter Series, 17 teacher candidates shared their perspectives through semi-structured interviews. During this presentation, we will share the main themes that resulted from our analysis as well as future implications for research and practice.
Assistant Professor, Grand Valley State University
Julia is an assistant professor at Grand Valley State University. Julia’s passion is in promoting the meaningful inclusion of students with extensive support needs within the general education classroom through planning and preparing instruction. Her current research examines the... Read More →
Friday December 6, 2024 3:25pm - 4:20pm CST
4TH Floor - Imperial 11Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Paraprofessionals are increasingly serving as job coaches at community-based work sites. In this session we share findings from a study that explored the qualifications and responsibilities of job coaches who are employed by schools, the training these job coaches receive to perform their job, and the role of school professionals in directing the activities of job coaches. Discussion will focus on how we can continue to enhance the role, training, and supervision of job coaches who are employed by schools to improve employment outcomes for students with extensive support needs.
Stacy Dymond is professor of special education at the University of Illinois at Urbana-Champaign. Her research focuses on curriculum issues related to educating secondary and transition-age students with severe intellectual disabilities in inclusive school and community settings... Read More →
Assistant Professor, University of Missouri, St. Louis
Magen is an assistant professor of inclusive education at the University of Missouri-St. Louis. Her research focuses on the inclusion of students with significant support needs in work-based learning experiences.
Friday December 6, 2024 3:25pm - 4:20pm CST
4TH Floor - Imperial 5DHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
For 30 years a direct support workforce crisis has worsened over time. Long-term services and support for people with intellectual and developmental disabilities who receive or are waiting for services are threatened. State systems, providers, people who self-direct, & advocates scramble for solutions. Leaders from RI and MN will share evaluation results of their multi-level effort to reduce turnover and vacancy rates. Interventions and outcomes will be shared. Each entity has its unique motivation, responsibility, intervention, and targeted outcomes, and all are informed by multi-stakeholders (e.g., DSPs, people with IDD, families, state agencies, advocates, employers) who co-created a statewide plan to address DSP and supervisor retention. To date, they have collectively reduced statewide turnover to 16% and vacancy rates to 14% (below the national averages). Formative and summative evaluation findings show that efforts produced promising outcomes for sustainability and replication.
The right to education in the least restrictive environment is at the foundation of IDEA. This research-based presentation examines how students with disabilities are losing this right and segregated through voucher programs. The study focused on three of the largest special needs voucher programs in the United States: those in Florida, Georgia and Ohio. These programs and the largest private special education schools within these states were found to be silent on the right to education in the LRE. Descriptions and analysis of how this occurs will show that special needs vouchers are manipulatively framed to undermine inclusive education. Neighborhood schooling and inclusion are rendered invisible and invalid through the “manipulative silences†of “choice†policy. This analysis draws connections between historical segregation, neoliberal ideology and the rhetoric of market choice. Implications regarding segregation, equity, and education policy will be discussed.
Experiences of belonging are a basic human need and the accessibility of belonging might look different for individuals labeled with IDD due to historic and ongoing exclusion. This qualitative, participatory study explored how adults with intellectual and developmental disabilities defined belonging, reflected on experiences of belonging, and co-constructed a conceptualization of belonging together. With a focus on presumptions of competence and epistemic agency, this project includes those with lived experiences in “the process of science†(Shogren, 2023).This presentation seeks to share critical implications (for schools, families, and communities) about the issues of safety and accessibility as taken up by co-researchers during our conversations.
This presentation provides findings from a qualitative document analysis study that examined 20 years of national advocacy documents focused on protecting children from the misuse of restraint and seclusion in U.S. schools. A systematic search resulted in the identification of 35 national advocacy documents. We used a qualitative inductive coding approach to identify themes across education, law, and policy issues, as well as, accounts of child abuse resulting from the misuse of restraint and seclusion in U.S. schools. Our findings bring attention to human rights and IDEA violations in U.S. schools and current challenges at the national level to protect children from the misuse of restraint and seclusion through federal legislation. Attendees will learn to (a) recognize the misuse of restraint and seclusion; (b) impacts on the safety of students, (c) resulting educational, law, and policy issues, (d) proposed federal legislation, and (e) ways to advocate for the protection of students.
As the U.S. population rapidly ages, it is critical that systems are in place to meet the ever-diversifying needs of people receiving services. National Core Indicators—Aging and Disabilities™ (NCI-AD™) Adult Consumer Survey (ACS) illuminate health and service outcomes among people aging with disabilities. We will discuss the current state of healthcare access and prevalence of long-term health conditions that impact this group, as well as how outcomes differ by demographic characteristics. In particular, we will delve into critical social determinants such as food insecurity, relationships, and community access that have unique and compounding effects on aging and disability. Information presented will enhance understanding of ways to support healthy aging and anticipate trends among those using long-term services and supports (LTSS) that are critical to build and maintain person-centered systems of supports.
Stephanie co-directs the National Core Indicators project. Her work is driven by a passion for bettering the lives of individuals with disabilities and their families. She is particularly committed to helping public agency staff measure performance in terms of the provision of long-term... Read More →
Friday December 6, 2024 4:35pm - 5:30pm CST
2ND Floor - Foster 1Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
This session discusses research about how collaboration instruction during teacher education can impact the ability of general and special educators to work with one another to create more inclusive and effective classrooms. We will discuss course design and collaboration best practices and look at data from the course that shows the positive impacts of the experience on preservice teachers and K-12 students including nuances associated with teacher understanding and practices of collaboration.
Hello everyone! I am excited to be attending TASH this year! I am an Assistant Professor and the Special Education Endorsement Coordinator at Linfield University in McMinnville, Oregon. I am excited to share the work I do in teacher education and learn from others as well! I would... Read More →
Friday December 6, 2024 4:35pm - 5:30pm CST
4TH Floor - Imperial 5CHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
As students become increasingly diverse in institutions of higher education, it is up to the professors involved in the teaching and learning process to determine how to best make students’ learning accessible. This ensures that students with disabilities and complex needs have access to appropriate accommodations. This research study examined the use of UDL in college classrooms to meet student learning needs. The purpose was to determine the perspectives of students on the accessibility of their learning in regard to their traditional undergraduate special education course. We sought to determine the perceptions of the students’ accessibility to the curriculum and their learning experiences. Based on their unique needs and preferences, college learners respond to instruction differently. UDL uses these differences from the starting point to design effective learning opportunities. Providing options for engagement, learning experiences, and products of learning will be explored.
The Every Student Succeeds Act indicated alternate assessments (AA) are for students with significant cognitive disabilities. Given the federal government actions to enforce the 1% state cap for AA participation, many students who previously took the alternate assessment are now taking the general state assessment. That means these students must be placed in the general classroom to learn the state standard curriculum. This presents a challenge to educators in educating students who may have been instructed according to modified curriculum and alternate achievement standards. This presentation will discuss results from a mixed methods study including a secondary data analysis, classroom observation, and teacher interview group to determine student characteristics and successes and challenges educators face when teaching students who have moved from the AA to the general assessment. Implications for policy and practice will be discussed. Related tools and resources will be shared.
Research Associate, National Center on Educational Outcomes / University of Minnesota
Dr. Wu is an experienced psychometrician and the statistical expert for the National Center on Educational Outcomes. She has been working with large-scale assessment data since 2000. She has also had experience on analyzing state-wide assessment datasets and different types of da... Read More →
Friday December 6, 2024 4:35pm - 5:30pm CST
4TH Floor - Imperial 5AHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Teachers can play a vital role in curriculum development and refinement. This presentation highlights recent mixed methods research on a teacher-implemented multiplicative word problem-solving intervention for students with extensive support needs (ESN) in small groups. We examined the involvement of special education teachers in iterative curriculum development through a multi-year embedded experimental study. Using quantitative data from a multiple-baseline across classrooms single-case design and qualitative data from interviews and observations, we evaluated whether an established evidence-based practice remained effective when implemented by teachers in routine conditions and assessed its usability, feasibility, and acceptability. The presentation will share student outcomes but primarily focus on teachers' perceptions and roles in the research and curriculum development process.
Jenny would like to talk to you about general curriculum access, teaching math to students with autism/intellectual disability, and how teachers make instructional decisions for students with extensive support needs. Jenny was the 2015 TASH Alice Hayden award winner.
Friday December 6, 2024 4:35pm - 5:30pm CST
4TH Floor - Imperial 12Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Legislative advocacy is a crucial channel for disability advocates to influence civil rights and disability-related legislation and policy, ultimately improving the quality of life for individuals with disabilities. We conduct a survey study to examine the legislative advocacy experiences of people with disabilities and family members of people with disabilities, and factors impacting their legislative advocacy. We analyze demographic characteristics, the causes they advocate for, organization membership and leadership, frequency of civic engagement, and level of agreements on how social and cultural factors impact their legislative advocacy. Findings of this study will enhance the understanding of the factors that influence legislative advocacy and identify strategies to enhance individual and collective advocacy efforts in the future.
The stagnant rate of inclusion placements for students with significant support needs remains alarming. Teacher educators play an essential role in preparing teacher candidates to shift outdated practices and implement inclusive practices. As teacher educators, we experience numerous barriers in preparing teacher candidates (Olson & Roberts, 2017). However, teacher educators must be creative and resilient as they work to persist past barriers (Olson & Roberts, 2020). Instead of focusing on the barriers, we sought to envision another way to prepare teacher candidates. The purpose of this study was to learn about what special education teacher educators can do in their role to help shift how teacher candidates are being prepared to include students with significant support needs in K-12 schools. We conducted a focus group with special education teacher educators, who are new to teacher preparation, to gauge their perspectives on avenues for change and steps to get there.
This session will present a case study of a culturally and linguistically diverse high school that implemented a Multi-Tiered System of Support (MTSS) emphasizing culturally responsive and restorative practices. By analyzing student, adult, policy, and structural factors through an anti-racist and anti-ableist lens, the school's leadership team shifted their disciplinary and support systems from focusing on control to promoting equitable and inclusive practices. The case study demonstrates how MTSS can be used to increase faculty competence in restorative pedagogy, benefiting all students, particularly those with disabilities who are disproportionately affected by punitive disciplinary practices. Attendees will gain practical strategies for implementing a similar approach in their schools.
A secondary data analysis using the Early Childhood Longitudinal Study: Kindergarten 2011 (ECLS:K 2011), explored the impact of social-emotional skills (SEL) on reading achievement over time for students with disabilities. We found working memory predicts achievement. but no statistically significant differences in achievement or SEL skills across different disability categories.
In this presentation, we will describe a mixed-methods research study completed in collaboration with a Southern California Regional Center. First, we will briefly discuss a secondary analysis of Regional Center client data which revealed significant under-utilization of allocated services for school-aged clients. Then, we will report on a series of focus groups conducted with parents/caregivers of school-aged children (5-22 years) eligible for regional center services. Primary questions for this inquiry focused on barriers and facilitators for service use for families of children with disabilities and how the regional center could improve service delivery to ensure best outcomes.
Associate Professor of Early Childhood Special Education, California State University LA
My primary research interests focus on supporting families of children with Autism Spectrum Disorder (ASD) and related Developmental Disabilities in two ways; through Parent to Parent social support and through parent-mediated interventions for social communication. Additionally... Read More →
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville HallHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
For children, social interaction plays a critical role in overall social, emotional, and cognitive development, however, not every child has equal opportunity to engage socially with their peers. Specifically, children with disabilities and complex communication needs (CCN) have limited meaningful opportunities to interact with their peers in inclusive educational spaces. To better support young children with CCN in early childhood educational settings, it is imperative to understand what opportunities exist naturally for social interaction and communication. This observational study investigates these naturally occurring communication opportunities for students with disabilities and CCN as well as other contextual factors that may impact social communication in inclusive classroom settings.
Traditionally, AAC researchers have defined topics for investigation. However, it is important to include AAC users in research to ensure that it addresses their needs and priorities and that it results in increased awareness and uptake to improve outcomes. This scoping review aimed to identify whether AAC users have been involved in the research conducted to address issues related to adults with cerebral palsy who use AAC, and, if so, in what types of studies. Through a systematic search, only 34 data-based studies from the last twenty years were identified that focused on adults with CP who used AAC. Nine of those studies involved an AAC user in at least one research process (conceptualization of the problem, determining research methods, collecting study data, analyzing study data, and disseminating study findings). To improve the outcomes of research, there is an urgent need to involve AAC users in studies conducted to understand and support their needs.
I am interested in partnering with individuals with disabilities to inform research directions within the augmentative and alternative communication (AAC) community. I have a deep interest in disability justice, self-determination, and the transition into adulthood for individuals... Read More →
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville HallHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Self-advocacy is an essential component of transition planning for youth with disabilities. The Individuals with Disabilities Education Act (IDEA, 2004) mandates students with disabilities are included in transition planning to the greatest extent possible. Additionally, the Workforce and Innovation Act (WIOA, 2014) requires specific pre-employment transition services, one of which includes self-advocacy training. Despite federal requirements, youth with disabilities often report not being active members of their transition planning and self-advocacy is often tied to school and work-based settings. Our research team investigated self-advocacy experiences of transition-aged youth with disabilities through one-on-one interviews led by researches with and without disabilities. Key findings highlight youths’ advocacy experiences across settings, how they are empowered to advocate, and their suggested improvements to special education for other students with disabilities.
Coordinator for Section 504 project, Vanderbilt University, Peabody College
I am a Licensed Social Worker in the state of Illinois. I received a Masters Degree from the School of Social Work at the University of Illinois Urbana-Champaign. I am a Disability Advocate and the reining Ms. Wheelchair USA 2024-2025. I currently work at Vanderbilt University in... Read More →
Zach Rossetti, Ph.D., is an Associate Professor of Special Education in the Teaching and Learning Department at Boston University's Wheelock College of Education & Human Development. His research examines the social belonging and participation of people with intellectual and developmental... Read More →
Postdoctoral researcher, University of Massachusetts Boston
My research supports self-advocacy and self-determination, examines the experiences of LGBTQ+ people with intellectual and/or developmental disabilities, and promotes access to sexuality education.
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville HallHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
The proposed presentation will discuss the results of a study on interagency collaboration in Illinois. Linkages and relationships among disability providers are the main focus of the study. The study will utilize collaboration mapping highlighted in Frey et al., 2006. The visual representation of collaboration will be a useful aid to see how many linkages exist between disability providers and the strength of those linkages among the disability providers. The baseline data in the study collected will be utilized to determine how effective interventions are at improving collaboration among disability providers. The primary focus will be disability providers that provide employment-related services, including schools that provide employment-focused training.
Survey findings about implementation of a state instructional mandate on disability history and people with disabilities indicated that, while participants (irrespective of general or special education assignment) believed this instructional content was critical for K-12 students, they were not aware there was a mandate and required significant resources to meet this mandate and ensure that disabled people were involved in content design and implementation. Suggestions for change with a particular focus on including people with complex learning needs in curriculum development and implementation are provided.
Last year, I had the privilege of presenting with a group of students who had never seen inclusive practices, this year my university extended my grant funding to continue this line of research. Through university support, we are taking students on a study abroad trip to the Czech Republic, where inclusive opportunities are minimal. The purpose of this research is to allow undergraduate pre-service teachers to experience a variety of placement settings both in the United States and the Czech Republic. Additionally, data will be analyzed across two cohorts of students who are visiting inclusive placements for the first time. Pre-service teachers will complete a pre- and post- reflection on their experiences. Additionally students will record their initial reaction to a variety of placement sites to see differences and changes their perceptions during the semester. These video and written reflections will be analyzed qualitatively for themes.
