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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The Inclusionary Practices Technical Assistance Network (IPTN) is a dynamic, systems-level effort to eliminate exclusionary practices for all students in Washington state, with a focus students experiencing the most exclusion. While many students with disabilities have benefited from Washington's increased investment in inclusionary practices, state data show that Black students and students with IDD are still disproportionately excluded from general education. The IPTN is committed to addressing these inequities by explicitly targeting systems and practices that limit choice and opportunity these students. By braiding federal IDEA and state special education funds, IPTN has co-constructed a collaborative of statewide professional organizations to support inclusionary outcomes focusing systems changes in service of students furthest from educational justice. IPTN is more than a network of providers; it's a transformative force shaping the future of inclusive instructional leadership.
Executive Director of Special Education, Office of Superintendent of Public Instruction (OSPI)
Dr. Cassie Martin is WA state’s Executive Director of Special Education at OSPI. For over 25 years, Cassie has dedicated her professional life and learning to equitable and inclusive education for students with disabilities in support of strong educational outcomes for all students... Read More →
State developmental disability systems provide critical supports for people with intellectual and developmental disabilities. But, many people with autism and medically fragile children may not qualify for services. Hear how North Dakota is partnering with self-advocates and families to redefine their approach to supports through the lens of the All.
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.
Navigating the educational landscape for my children and advocating for other students with I/DD has been fraught with systemic barriers that perpetuate segregation and limit academic opportunities. As a parent and advocate for inclusive education, I've witnessed discriminatory practices that funnel students with I/DD into reductive life skills paths based solely on their disability classification, denying them an academic education. Drawing from personal experiences, I aim to unveil the harsh realities and challenges in advocating for inclusive education within a system that defaults to low expectations for students with I/DD. The exclusionary experiences of these students are masked within data presented to the California Department of Education (CDE) and other State Departments of Education, perpetuating invisibility and marginalization. My presentation will shed light on these issues and offer actionable insights and strategies from years of advocacy efforts.
Connecting communities and systems create a dynamic approach to Bridge, Disrupt, and Build. Prioritizing individuals with intellectual and developmental disabilities, with a focus on multicultural backgrounds and languages. Bringing forth perspectives and knowledge through the stories of themselves, caregivers, parents, and service providers. Recognizing that without connection, we can't make change; strengthening collaboration and building healthy partnerships so that individuals within the special education system can access learning, relationships, and opportunities to create a strong future for themselves.
Multi-tiered systems of support inclusive of students with extensive support needs are receiving increased attention as researchers point to improved outcomes and opportunities in general education contexts for students with disabilities. I synthesized 21 studies from 2014 to 2024 which included a review of assumptions and contextual factors either recommended or identified in the literature as factors associated with implementation of inclusive multi-tiered systems of support. Assumptions included beliefs, values, visions, and culture as well as family and community perspectives. Contextual factors included policy and leadership supportive of inclusive practices for students with extensive support needs.
