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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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Friday, December 6
 

10:00am CST

Building Educator Capacity: Coaching for Inclusion of ALL Learners
Friday December 6, 2024 10:00am - 11:00am CST
What are the first steps in the journey toward living our courageous commitment to inclusive education? Experience how TrueNorth Educational Cooperative 804 partners with member districts to build capacity in educators to implement equitable inclusive practices for students with disabilities through professional learning and coaching. Coaches will share experiences from their work in several community districts. The presenters will celebrate the growth of students, educators, and systems at many different points in this journey. Participants will leave with collaborative structures, frameworks and processes that are applicable to teams and educational systems at the individual student, classroom, and building levels.
Moderators
avatar for Mary-Kelsey Coletto

Mary-Kelsey Coletto

TrueNorth Educational Cooperative 804
Presenters
DR

Danielle Ritchey

TrueNorth Educational Cooperative 804
avatar for Amanda Barton

Amanda Barton

TrueNorth Educational Cooperative 804
CK

Claire Kelley

TrueNorth Educational Cooperative 804
Friday December 6, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 8 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

10:00am CST

Centering Student Impact Through Inclusionary Instructional Leadership
Friday December 6, 2024 10:00am - 11:00am CST
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.
Moderators
avatar for Cassie Martin

Cassie Martin

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 →
Presenters
Friday December 6, 2024 10:00am - 11:00am CST
2ND Floor - Foster 1 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

10:00am CST

Creating Inclusive School Communities in An Urban Turnaround District
Friday December 6, 2024 10:00am - 11:00am CST
Attention all urban educators and administrators! Please join us as we present and discuss the systems change process underway in our district , with special emphasis on the challenges of creating inclusive school communities in a struggling urban school district with a large number of segregated special education classrooms. Our district has just completed Year 1 of our work on systems change for inclusive education. We would love to connect with other educators doing similar work to share ideas, strategies, and successes.
Moderators Presenters
DA

Danielle Archambeault

Lawrence Public Schools
SM

Sabrina Merdita

BCBA/School Psychologist, Lawrence Public Schools
AR

Amanda Rivard

Lawrence Public Schools
Friday December 6, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

10:00am CST

Empowering Diverse Families and Enhancing Advocacy During the IEP Process
Friday December 6, 2024 10:00am - 11:00am CST
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.
Presenters
avatar for Katie McCabe

Katie McCabe

Assistant Professor, Buffalo State University
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 H Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

10:00am CST

Raise Inclusive Kids
Friday December 6, 2024 10:00am - 11:00am CST
Everyone can be working on inclusive practices in their home or classroom. Whether you know someone with a disability or you don't. Disability is the only minority group that every single person can be a part of at some point in their life. This presentation will give steps for everyone to actively take in their community, resources to share with others, and a place to problem solve together what their specific barriers are. As a former special education teacher, now mom of 2, this has become a priority for me to raise inclusive kids. Educate children on how to support each other, celebrate our differences, and not focus on what is fair but how we can all be included.
Presenters
Friday December 6, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

10:00am CST

The Role of An Inclusive Education Coach During Systemic Change
Friday December 6, 2024 10:00am - 11:00am CST
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.
Moderators
DB

Dale Baker

Assistant Professor, St. Bonaventure University
Presenters
avatar for Diane Ryndak

Diane Ryndak

Professor, University of North Carolina at Greensboro
avatar for Kristin Burnette

Kristin Burnette

Assistant Professor, East Carolina University
Friday December 6, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

10:00am CST

The Social Impact of An Inclusive Dance Program
Friday December 6, 2024 10:00am - 11:00am CST
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.
Presenters
avatar for Robin Schulz

Robin Schulz

North College Hill City Schools
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 F Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Using the SDLMI to Enhance Teacher Teacher Goal Setting for Inclusive Education
Friday December 6, 2024 10:00am - 11:00am CST
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.
Presenters
avatar for Jennifer Kurth

Jennifer Kurth

Professor, University of Kansas
Inclusive Education
avatar for Alison Zagona

Alison Zagona

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 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

11:15am CST

A History, Growth, and Success of A Fully Inclusive, K-8, School Community
Friday December 6, 2024 11:15am - 12:15pm CST
This presentation will illustrate the inception through current day practices of an inclusive, K-8 school community; including roadblocks, missteps, small and large successes. The presenters will introduce you to how each stakeholder (students, families, practitioners, community) contributed to the development and growth of a school where students of all ages and abilities can be immersed in meaningful and relevant learning in a safe and supportive environment inclusive of all learners.
Presenters
JK

John Kershaw

Director of Special Edication, Meeting Street
HB

Heather Boccanfuso

Head of School, Meeting Street
Friday December 6, 2024 11:15am - 12:15pm CST
3RD Floor - Ballroom: Celestin F Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Leveraging Universal Design for Learning to Improve Student Behavior
Friday December 6, 2024 11:15am - 12:15pm CST
This workshop is designed to empower educators with the principles and practices of Universal Design for Learning (UDL) to foster a positive and inclusive learning environment. Participants will gain an understanding of the updated UDL Guidelines and their role in promoting desirable student behavior across diverse educational settings. By the end of this session, participants will be equipped with the knowledge and practical skills needed to create a more inclusive and behaviorally supportive learning environment for all students.
Moderators
avatar for Kelley Correio

Kelley Correio

Inclusionary Practices Coordinator, Educational Service District 123
I have spent the past 5 years as part of a staewide team committed to supporting educators and school leaders with developing and implementing sustainable systems, structures, and practices that support all students with meaningful access and engagement in inclusive learning envi... Read More →
Presenters
avatar for Lindsay Hicks-Frazer

Lindsay Hicks-Frazer

Inclusionary Practices Coordinator, NEWESD101
Over the past 5 years, I have collaborated closely with 8 other Inclusionary Practices coordinators from various regions across the state of Washington. Through our work, we have partnered extensively with schools and educational leaders to support the implementation of Universal... Read More →
Friday December 6, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

11:15am CST

Preparing Preservice Teachers for Inclusion Through Introductory Special Education Course
Friday December 6, 2024 11:15am - 12:15pm CST
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.
Moderators
avatar for Geonhwa Kim

Geonhwa Kim

Doctoral Student, University of Kansas
Presenters
avatar for Jennifer Kurth

Jennifer Kurth

Professor, University of Kansas
Inclusive Education
Friday December 6, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

11:15am CST

Revisiting Equitable Opportunities to Learn
Friday December 6, 2024 11:15am - 12:15pm CST
This session highlights new research on the importance of context in providing equitable opportunities to learn (OTL). Our original work highlighted how the concept of OTL in general education literature was missing components to ensure accessibility for students with disabilities. We proposed the use of Universal Design for Learning and attention to individualized needs within the OTL framework to better define access to the general curriculum and to consider the specific aspects of equitable learning opportunities to improve access and outcomes for students with complex support needs. While our original work alluded to context and placement, we did not address it directly. The updated OTL extends our understanding of how to advocate for inclusive practices by bringing together UDL 3.0 and new research on the importance of context for equitable learning opportunities.
Moderators
MF

Megan Foster

Utica University
Presenters
avatar for Deborah Taub

Deborah Taub

Owner/CEO, OTL Education Solutions, LLC
Friday December 6, 2024 11:15am - 12:15pm CST
2ND Floor - Foster 2 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

The Unique Attributes of Parents Who Advocate For Inclusive Education
Friday December 6, 2024 11:15am - 12:15pm CST
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?
Moderators Presenters
avatar for Robin Dodds

Robin Dodds

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 G Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

11:15am CST

Understanding Family Experiences with Section 504 For Their Autistic Children
Friday December 6, 2024 11:15am - 12:15pm CST
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.
Moderators
avatar for RaeAnne Lindsay

RaeAnne Lindsay

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 →
Presenters
MB

Meghan Burke

Vanderbilt University
Friday December 6, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Video Prompting Adaptive Skills For Preschool Students with Disabilities
Friday December 6, 2024 11:15am - 12:15pm CST
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.
Presenters
avatar for Kaitlyn Viera

Kaitlyn Viera

Doctoral Candidate, Ohio State University
Friday December 6, 2024 11:15am - 12:15pm CST
3RD Floor - Ballroom: Celestin C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

11:15am CST

Why Mix Methods? Iterative Development of A Peer Network Intervention
Friday December 6, 2024 11:15am - 12:15pm CST
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.
Presenters
avatar for Elizabeth Biggs

Elizabeth Biggs

Assistant Professor, Vanderbilt University
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 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

11:15am CST

Writing Together: Small Group Writing Instructions for Students with IDD
Friday December 6, 2024 11:15am - 12:15pm CST
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.
Presenters
avatar for Fred Spooner

Fred Spooner

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 →
Friday December 6, 2024 11:15am - 12:15pm CST
3RD Floor - Ballroom: Celestin H Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

2:15pm CST

Comparing Literacy Programs for Non-speaking Students with Extensive Support Needs
Friday December 6, 2024 2:15pm - 3:10pm CST
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.
Moderators
avatar for Matthew Brock

Matthew Brock

Associate Professor, Ohio State University
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 →
Presenters
SH

Sarah Hudler

The Ohio State University
KA

Kate Anderson

Graduate Student, The Ohio State University
avatar for Kaitlyn Viera

Kaitlyn Viera

Doctoral Candidate, Ohio State University
SM

Sara Martin

Ohio State University
JH

Jenna Hurlburt

The Ohio State University
Friday December 6, 2024 2:15pm - 3:10pm CST
2ND Floor - Foster 2 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

2:15pm CST

Educational Placements Predictors: Intersectional Analysis of Students with Complex Needs
Friday December 6, 2024 2:15pm - 3:10pm CST
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.
Presenters
avatar for Kristen Lansey

Kristen Lansey

Assistant Professor, University of Arizona
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 8 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

2:15pm CST

How to: Anti-Ableist, Respectful, and Student-Centered Evaluation
Friday December 6, 2024 2:15pm - 3:10pm CST
We have created tools for students, families, and professionals that help leverage the IDEA evaluation process to not simply establish eligibility for Special Education, but as a guide to an IEP team, to a school, or even to a school district on how to support learners with extensive support needs in general education in a way that centers and respects the student and guarantees meaningful access, progress and engagement, is anti-ableist, and sets up the foundation for authentic relationships. There is a way to use the mandated documentation in anti-ableist, respectful, and strength-driven ways that center the student and their preferences, meaningful engagement, and authentic relationships, reframe the evaluation process as more humanistic, inclusive, empowering, and authentic, and that will help the evaluation team to reframe their ideas of Disability and Special Education.
Moderators
avatar for Taina Karru-Olsen

Taina Karru-Olsen

Co-Founder and Director, Inclusion For ALL
Inclusion For ALL is a grassroots network in Washington State and an intentional community of disabled individuals, parents and other caregivers of disabled individuals, professionals who work in education, and other community members who value social justice. We believe and know... Read More →
Presenters
avatar for Sarah Butcher

Sarah Butcher

Co-Founder and Director, Roots of Inclusion
Hi!  My name is Sarah Butcher.  I am dedicated to fostering an equitable, accessible, and inclusive education system that empowers each student to thrive. With a keen ability to identify connections across systems, I leverage relationship-building, family and community engagement... Read More →
avatar for Jennifer Karls

Jennifer Karls

Co-Founder and Director, Roots of Inclusion
avatar for Ananda Scott

Ananda Scott

President, Inclusion For ALL
Inclusion For ALL is a grassroots network in Washington State and an intentional community of disabled individuals, parents and other caregivers of disabled individuals, professionals who work in education, and other community members who value social justice. We believe and know... Read More →
Friday December 6, 2024 2:15pm - 3:10pm CST
4TH Floor - Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

2:15pm CST

Navigating Inclusive College-Successes and Challenges
Friday December 6, 2024 2:15pm - 3:10pm CST
This presentation documents the experiences of students with intellectual disabilities who participated in an inclusive college program in a university in western United States. The students will share their experiences in various classes, both academic and social. They will discuss the support provided by peer mentors, faculty, and other staff and the challenges they faced during their college experience. Additionally, they will offer their input to improve the program.
Presenters
avatar for Sudha Krishnan

Sudha Krishnan

Assistant Professor, Department of Special Education, San Jose State University
Sudha’s research is focused on how literacy practices using pedagogies based on socio-cultural theory like multiliteracies provide challenging and empowering education for students with disabilities. She is interested in interrogating the deficit thinking surrounding students with... Read More →
Friday December 6, 2024 2:15pm - 3:10pm CST
3RD Floor - Ballroom: Celestin F Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

2:15pm CST

Patterns and Predictors of Special Education Program Placement For Students with Disabilities in Ontario, Canada
Friday December 6, 2024 2:15pm - 3:10pm CST
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.
Moderators
AM

Alexandra Minuk

Queen's University
Presenters
avatar for Jordan Shurr

Jordan Shurr

Associate Professor of Special Education, Queen's University
avatar for Haley Clark

Haley Clark

Queen's University
HC

Holly Crump

Queen's University
Friday December 6, 2024 2:15pm - 3:10pm CST
3RD Floor - Ballroom: Celestin G Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

2:15pm CST

Preservice Teachers: Dissonant Beliefs About Including Students with ESN
Friday December 6, 2024 2:15pm - 3:10pm CST
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.
Presenters
avatar for Katie Baulier

Katie Baulier

Boston University
Friday December 6, 2024 2:15pm - 3:10pm CST
4TH Floor - Imperial 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

2:15pm CST

Promoting Inclusivity Through A Critique of Fictional Children's Literature
Friday December 6, 2024 2:15pm - 3:10pm CST
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.
Presenters
LM

Loana Mason

New Mexico State University
avatar for Kara Halley

Kara Halley

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 10 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

2:15pm CST

Transforming Kindergarten: Inclusive Education For Students with Extensive Support Needs
Friday December 6, 2024 2:15pm - 3:10pm CST
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.
Presenters
avatar for Diane Ryndak

Diane Ryndak

Professor, University of North Carolina at Greensboro
Friday December 6, 2024 2:15pm - 3:10pm CST
3RD Floor - Ballroom: Celestin C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

2:30pm CST

Challenging Low Expectations: Navigating Systemic Barriers to Academic Education For Students with I/DD
Friday December 6, 2024 2:30pm - 4:30pm CST
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.
Presenters
Friday December 6, 2024 2:30pm - 4:30pm CST
3RD Floor - Ballroom: Celestin E Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

2:30pm CST

The Sound of Inclusion: Using Podcasts to Shift Perceptions About Inclusive
Friday December 6, 2024 2:30pm - 4:30pm CST
As a medium of storytelling and information dissemination, podcasts hold immense power in shaping public discourse and perceptions. When it comes to inclusive education, they offer a unique platform to highlight diverse voices and experiences, fostering a deeper understanding of inclusivity in learning environments. Through engaging narratives and expert interviews, podcasts can dismantle preconceived notions and play a pivotal role in advocating for educational reforms that accommodate all learners. They serve as a beacon of awareness and a catalyst for change, inspiring communities to embrace and support inclusive practices. In this TASH talk, I will underscore the transformative potential of podcasts in promoting positive attitudes toward inclusive education, thereby contributing to a more equitable society.
Moderators
Friday December 6, 2024 2:30pm - 4:30pm CST
3RD Floor - Ballroom: Celestin E Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

3:25pm CST

A Content Analysis of Research: Inclusion in State-Adopted General Education Standards in General Education Classrooms
Friday December 6, 2024 3:25pm - 4:20pm CST
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.
Moderators
avatar for Kathy Gee

Kathy Gee

Professor, California State University, Sacramento
inclusive education, meaningful access to core curriculum; augmentative communication; PBIS; elementary and secondary education; resaerch
Presenters
avatar for Kristin Burnette

Kristin Burnette

Assistant Professor, East Carolina University
avatar for Virginia Walker

Virginia Walker

Professor, UNC Charlotte
avatar for Diane Ryndak

Diane Ryndak

Professor, University of North Carolina at Greensboro
avatar for Amy Clausen

Amy Clausen

Assistant Professor, Winthrop University
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 →
DB

Dale Baker

Assistant Professor, St. Bonaventure University
MF

Mary Fisher

Professor, Lewis University
Friday December 6, 2024 3:25pm - 4:20pm CST
3RD Floor - Ballroom: Celestin H Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

3:25pm CST

From Experience to Empowerment
Friday December 6, 2024 3:25pm - 4:20pm CST
This session includes a collaborative presentation with a self-advocate and a teacher educator. The session will begin with a first-hand account of the educational experiences of a non-speaking and Autistic individual in both inclusive and self-contained settings, in both a specialized school and in public schools. These educational experiences have informed a list of suggested practices for general educators, special education teachers, and paraeducators on how to best include and challenge students with complex communication needs in the general education classroom. The session will conclude with information on how to leverage voices from the local disability community by inviting self-advocates to present in university courses that are aimed to prepare inclusive-minded educators.
Moderators
avatar for Katie McCabe

Katie McCabe

Assistant Professor, Buffalo State University
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 →
Presenters
Friday December 6, 2024 3:25pm - 4:20pm CST
3RD Floor - Ballroom: Celestin A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

He Belongs As He Is: Collective Visions of Authentic Inclusion
Friday December 6, 2024 3:25pm - 4:20pm CST
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.
Presenters
avatar for Katie Baulier

Katie Baulier

Boston University
avatar for Zach Rossetti

Zach Rossetti

Associate Professor, Boston University
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 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

3:25pm CST

Inclusive Education Partnerships: Collaborating to Create Curriculum Access
Friday December 6, 2024 3:25pm - 4:20pm CST
This presentation will explore the development and implementation of a partnership between UNLV’s Office of General Curriculum Access (OGCA) and the Nevada Department of Education’s Office of Inclusive Education (OIE). The collaboration aims to promote inclusive education by providing access to the general curriculum and a continuum of needed supports and services for students with extensive support needs. The OIE works to raise expectations and improve educational and employment outcomes for all students with disabilities through collaborative efforts with state and local partners. Through a partnership with the OIE, the OGCA provides educators with grade-aligned and standards-based curriculum materials, academic and behavioral support resources, and effective professional development. This session will share the challenges, strategies, and successes of the partnership and will provide attendees with actionable insights into creating similar collaborations in their own contexts.
Presenters
JB

Joshua Baker

Professor/Researcher, University of Nevada, Las Vegas, Department of Educational and Clinical Studies
CB

Catherine Bacos

Associate Director and Curriculum Specialist, UNLV Office of General Curriculum Access, University of Nevada, Las Vegas
Friday December 6, 2024 3:25pm - 4:20pm CST
3RD Floor - Ballroom: Celestin C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

3:25pm CST

Special Needs Vouchers Silence the Right to Inclusive Education
Friday December 6, 2024 3:25pm - 4:20pm CST
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.
Presenters
KH

Kathy Hulgin

University of Cincinnati Clermont College
Friday December 6, 2024 3:25pm - 4:20pm CST
4TH Floor - Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

4:35pm CST

Celebrate Together: Building Collaboration Towards Inclusion!
Friday December 6, 2024 4:35pm - 5:30pm CST
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.
Presenters
avatar for Emily Evanstein

Emily Evanstein

Assistant Professor, Linfield University
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 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

Community Conversations: A Tool For Campus Collaboration, Inclusion and Action
Friday December 6, 2024 4:35pm - 5:30pm CST
One complexity of inclusive postsecondary education (IPSE) programming is fostering campus-wide collaboration to enhance inclusion. In response to this, the Office of Inclusive Postsecondary Education (OIPE) at the University of Missouri-St. Louis, has adapted and employed the World Cafe Model as a formidable tool to facilitate community conversations. The World Cafe Model brings together stakeholders to explore a current barrier, elicit solutions, and potential action steps. During this presentation, OIPE will describe how they facilitate these community conversations, ensure inclusive representation, and share outcomes of key community conversations around employment, academic engagement, and inclusive practices in Title IX and Conduct processes on campus.
Moderators
avatar for April Regester

April Regester

Department Chair, Associate Professor - Inclusive Education, University of Missouri, St. Louis
Presenters
avatar for Sharon Spurlock

Sharon Spurlock

Director of Family Supports & Quality Enhancement, St. Louis Arc
I'm passionate about helping self-advocates and family create the lives they dream about. I believe that my work is enhanced by an ability to listen deeply and build trusting relationships. I like to talk about family supports, self-determination, post-secondary education, peer supports... Read More →
avatar for Jonathan Lidgus

Jonathan Lidgus

Director of Office of Inclusive Postsecondary Education, University of Missouri - St. Louis
avatar for Lindsay Athamanah

Lindsay Athamanah

Assistant Professor, University of Missouri - St. Louis
KD

Katelend Davis

University of Missouri - St. Louis
Friday December 6, 2024 4:35pm - 5:30pm CST
4TH Floor - Imperial 11 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

4:35pm CST

Deploying Universal Design For Learning for College Students with Disabilities and Complex Needs
Friday December 6, 2024 4:35pm - 5:30pm CST
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.
Friday December 6, 2024 4:35pm - 5:30pm CST
3RD Floor - Ballroom: Celestin E Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

4:35pm CST

Evaluating Impact of AA-AAAS 1% Cap Pursuit on Inclusive Education
Friday December 6, 2024 4:35pm - 5:30pm CST
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.
Moderators
YW

Yi-Chen Wu

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 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

4:35pm CST

Involving Special Education Teachers in Math Research and Curriculum Development
Friday December 6, 2024 4:35pm - 5:30pm CST
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.
Presenters
avatar for Jenny Root

Jenny Root

Assistant Professor, Florida State University
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 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

4:35pm CST

Reimagining Teacher Preparation: Forging A New Path
Friday December 6, 2024 4:35pm - 5:30pm CST
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.
Presenters
avatar for Amy Andersen

Amy Andersen

Associate Professor, Winona State University
Friday December 6, 2024 4:35pm - 5:30pm CST
3RD Floor - Ballroom: Celestin G Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

4:35pm CST

Social-Emotional Skills Impact on Future Reading Achievement For Students with Disabilities
Friday December 6, 2024 4:35pm - 5:30pm CST
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.
Presenters
SH

Sarah Hudler

The Ohio State University
Friday December 6, 2024 4:35pm - 5:30pm CST
3RD Floor - Ballroom: Celestin C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

5:45pm CST

Adapting ELA Texts For Students with Complex Support Needs
Friday December 6, 2024 5:45pm - 7:15pm CST
Adapted books can serve as a support for students with complex support needs in general education classes. However, creating adapted books can be difficult for a special education teacher with a demanding schedule. Therefore, this session presents a feasible and efficient process for creating adapted books extended from the guidelines originally developed by Apitz et al. (2017). This process begins with special educators becoming familiar with the story through summarizing and outlining the original text. Next, collaboration with the general education teacher is recommended to identify the essential themes and key vocabulary. Special educators are encouraged to follow the book's plot structure and use visual supports, such as images or videos, based on key events in the text. Also included in this session are suggestions on how teachers can more effectively and efficiently adapt books using modern technology tools, such as ChatGPT and DALL-E.
Moderators
avatar for Roxanne Loyless

Roxanne Loyless

Doctoral Student, The University of Kansas
Roxanne Loyless is a second-year Ph.D. student in Special Education at The University of Kansas. Her research interests center on inclusive education practices, strategies, and supports for students with significant support needs.
Presenters
avatar for Jennifer Kurth

Jennifer Kurth

Professor, University of Kansas
Inclusive Education
avatar for Alison Zagona

Alison Zagona

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 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

5:45pm CST

Breaking Down Barriers: Strategies on How to Create an Inclusive PE Class
Friday December 6, 2024 5:45pm - 7:15pm CST
Teachers face a number of challenges when working with students with disabilities to achieve inclusion for PE. Simple placement of students with disabilities is not sufficient to ensure that the needs of those students are met or that the environment is truly inclusive. Several factors must be considered and addressed to achieve true inclusion: a lack of experience in working with children having disabilities and a limited understanding of barriers that may prevent full participation. During this session, we will identify barriers and how to remove them. different strategies and techniques to create a more inclusive PE setting and provide a variety of modifications that will work for all students.
Presenters
LB

Lauren Baldino

All In For Inclusive Education
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

5:45pm CST

Celebrating Authentic Experiences That Enhance Appreciation of Diversity
Friday December 6, 2024 5:45pm - 7:15pm CST
This session presents information on a pilot program for undergraduates enrolled in a teacher education program. Teaching candidates have the opportunity to participate with faculty mentors and peers in a very engaging format. This project is designed to supplement learning and broaden one’s perspective of teaching students who have disabilities and to enhance one’s understanding and appreciation for different cultures, attitudes, beliefs, and perspectives. It is a culmination of what teacher candidates learned in terms of accessibility and inclusion as well as reflecting upon the themes of cultural humility and knowledge. A major part of cultural humility is understanding and analyzing your own reactions in a thoughtful and intentional way, which includes being tolerant, respectful, curious, and empathetic towards other cultures. Thus, teacher candidates self-reflect upon a series of related experiences by examining all aspects of events and experiences from different perspectives.
Presenters
avatar for Randy Seevers

Randy Seevers

Associate Professor, University of Houston-Clear Lake
Randy Seevers received his B.S. and Ph.D. degrees in Special Education from The Ohio State University. His experience includes working with a wide range of learners across the life span. He is currently an Associate Professor in the Department of Counseling, Special Education, and... Read More →
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

5:45pm CST

Decrease SIB Behaviors with Students with Extensive Support Needs
Friday December 6, 2024 5:45pm - 7:15pm CST
This poster defines what self-injurious behaviors are and how to modify behaviors to decrease these behaviors with students with extensive support needs. Students with Extensive Support Needs (ESN) often display self-injurious behaviors (SIB), which is defined as any occurrence where an individual engages in hitting or slapping themselves by making a connection with any part of their body with a closed or open fist or banging head to make an audible sound. This behavior also includes pinching, scratching, or biting, any instance where on the skin it leaves a mark or breaks the skin, causing bleeding. Understanding this behavior can lead to better support for students and opportunities for them to be involved in more inclusive educational settings.
Presenters
avatar for Susan Gollihugh

Susan Gollihugh

Doctoral student, Sam Houston State Universtiy
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

5:45pm CST

Good Intentions Aren't Enough: Dismantling Ableism Within the Walls of our Classrooms
Friday December 6, 2024 5:45pm - 7:15pm CST
Many autistic adults express dissatisfaction with their K-12 school experiences and face social rejection more often than their non-autistic peers. However, autistic youth’s voices are rarely included in educational research or policy-making. In this study, we examined autistic people’s perceptions of ableism in American K-12 school systems through interviews with 19 autistic adolescents and adults in a qualitative, community-participatory study. We found seven major themes in these interviews: Erasure Conformity Isolation Oppression Hidden curriculum Misaligned school priorities Authority Our research highlights the systemic barriers autistic people face in educational settings that either go unnoticed or are intentionally ignored. We examine the impact of said barriers on outcomes and experiences that extend beyond the classroom. Specifically, we examine these themes’ negative impacts on identity formation, self-advocacy, and self-acceptance for autistic student
Presenters
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

5:45pm CST

Inclusion Opportunities at Secondary Schools: Stakeholder Perspectives
Friday December 6, 2024 5:45pm - 7:15pm CST
Students with IDD are not typically included in school engagement for both academic and social activities. Though laws seek to encourage inclusive education for all students, at the Secondary School level, inclusion is lacking due to academic expectations in the classroom, social opportunities, buy in from both staff and fellow students, and because of typical expectations and norms in a public high school.  In order to remedy this problem, we propose that school stakeholders work together in order to create inclusion opportunities for all students.  This presentation discusses inclusion successes and perspectives held by a variety of stakeholders: teachers, related service providers, students with and without disabilities, parents, and school administrators. A call to action is offered for all stakeholders to find innovative, intentional, and joyful opportunities for true engagement for all students.  
Presenters
SE

Sarah Espanol

George Mason University
CE

Christina Eagle

George Mason University
HB

Heather Boccanfuso

Head of School, Meeting Street
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

5:45pm CST

Literacy Goals and Attainment for Students with Limited Speech
Friday December 6, 2024 5:45pm - 7:15pm CST
All students benefit from comprehensive literacy instruction. Literacy instruction is especially important for students with disabilities who have limited speech because aided augmentative and alternative communication (AAC) devices rely on printed language for communication. When students use aided AAC without literacy skills, they depend on the words and symbols provided by others. With literacy skills, students can say anything they want with only 26 letters of the alphabet. This poster will present research focused on the nature of literacy-focused individualized education program (IEP) goals of elementary-aged students with intellectual and developmental disabilities who were nonspeaking or had limited speech. We analyzed IEP goals for 36 elementary students with limited speech, exploring (a) the nature of literacy goals and (b) how parents viewed these goals. We will share findings and provide guidance to ensure access across literacy domains.
Presenters
RG

Rebecca Gianforte

Vanderbilt University
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

5:45pm CST

Meta-Synthesis of IEP Analysis Studies for Students with Extensive Support Needs
Friday December 6, 2024 5:45pm - 7:15pm CST
This study describes a meta-synthesis of studies (K = 12) using qualitative methods to analyze IEP documents comparing studies that addressed students with high-incidence disabilities compared to studies that addressed students with extensive support needs.
Presenters
MS

Michelle Squitieri

Lehigh University
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

5:45pm CST

Peer Support Arrangements for Students with Extensive Support Needs
Friday December 6, 2024 5:45pm - 7:15pm CST
When students with extensive support needs (ESN) are included with their same-aged typically developing peers in general education settings, it is not meaningful if they are not interacting with peers or the curriculum. Peer support arrangements address this problem by guiding peers without disabilities to provide academic and/or social support students with ESN in general education settings through training conducted by a teacher or paraprofessional. In this systematic literature review, we replicated the Brock & Huber (2017) review of 11 studies and identified 4 additional studies that examined peer support arrangements as an intervention for students with ESN. Several of those studies include evidence of peers benefiting from providing support. We conclude that peer support arrangements are an effective intervention for social outcomes and are a promising intervention for academic outcomes in a variety of general education settings for students with ESN.
Presenters
SM

Sara Martin

Ohio State University
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

5:45pm CST

Peer-Mediated Naturalistic Developmental Behavioral Interventions For Preschoolers with Disabilities
Friday December 6, 2024 5:45pm - 7:15pm CST
This presentation discusses a single-case design study using NDBIs as a peer-mediated intervention for preschool aged children with autism and developmental disabilities. Data will be collected in Fall 2024. This study will be conducted in inclusive special education classrooms, which are currently the standard practice for providing special education services for children with a wide variety of special learning needs. Preschool aged peers will be trained and coached in strategies, that align with the fidelity markers of Naturalistic Developmental Behavioral Interventions (NDBIs) for engaging with children with disabilities during center time. This study also aims to examine the effects intervention on the communication, play, and social skills for children with disabilities. This presentation will provide information to assist in understanding the impact of peer-mediated NDBIs on key skills for children with disabilities. Recommendations and suggestions will be provided.
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

5:45pm CST

To Include All Students: Why We Fight
Friday December 6, 2024 5:45pm - 7:15pm CST
The fight for inclusion of students with disabilities post-Brown v. Board of Education emphasizes the civil right to education for all. Segregated education denies this right and perpetuates outdated practices. Inclusive education, proven effective, ensures access to grade-level instruction, empowering students for self-directed lives. It also combats disability stigma, fostering empathy and understanding. Moreover, inclusion facilitates meaningful relationships, vital for mental well-being. Ultimately, inclusion ensures equitable access to education and upholds the fundamental principle that education is a civil right for all students.
Presenters
CS

Charles Semanko

Low Incidence Special Education Teacher, University of Kansas - Dept of Special Education
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

5:45pm CST

Using Logic to Leverage Inclusive Multi-Tiered Systems of Support
Friday December 6, 2024 5:45pm - 7:15pm CST
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.
Presenters
avatar for Lisa Morin

Lisa Morin

Doctoral Student, University of Florida
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

5:45pm CST

Why Should We Teach Digital Citizenship? A Curriculum For Pre-Service Special Educators
Friday December 6, 2024 5:45pm - 7:15pm CST
Schools play a critical role in providing access and to supporting youth's knowledge and skills related to using technology to participate in digital spaces. However, research indicates youth with disabilities, particularly those with intellectual and developmental disabilities (IDD), access and use technology less and have less access to digital citizenship training opportunities. This presentation will discuss a collaboratively developed curriculum we designed to:

(a) expand preservice special education teachers' knowledge of digital citizenship;
(b) improve their ability to teach digital citizenship skills and make that instruction accessible; and,
(c) integrate digital citizenship skills in both individualized education programs and transition plans.
Presenters
avatar for Kim Fisher

Kim Fisher

Assistant Professor, Illinois State University
Kim Fisher is an Assistant Professor in the Department of Special Education at Illinois State University. She studies how social networks and social capital promote community participation and social inclusion for adolescents and young adults with IDD and the role access to information... Read More →
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

5:45pm CST

Year Two: Pre-Service Teachers' Reflections on A Variety of Placement Settings
Friday December 6, 2024 5:45pm - 7:15pm CST
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.
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avatar for Kristin Burnette

Kristin Burnette

Assistant Professor, East Carolina University
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
 

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