Loading…
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.

to bookmark your favorites and sync them to your phone or calendar.
strong>Inclusion [clear filter]
arrow_back View All Dates
Friday, December 6
 

10:00am CST

Building Educator Capacity: Coaching for Inclusion of ALL Learners
Friday December 6, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 8
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
avatar for Tyra Jambois
Friday December 6, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 8 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Community-Based Instruction: A Competency-Based Training
Friday December 6, 2024 10:00am - 11:00am CST
3RD Floor - Ballroom: Celestin C
This presentation delves into community-based instruction (CBI) training for direct support professionals engaged in home and community-based services (HCBS). It sheds light on developing and implementing a train-the-trainer (T/T) model designed to enhance the skills of HCBS providers, support compliance with the Settings Rule, and foster meaningful community involvement. Through a collaborative effort, project staff, HCBS providers, and family advocacy organizations have crafted a curriculum that addresses CBI's core needs and objectives. The presenters will discuss the systematic framework and the built-in fidelity measures of the T/T model, encompassing both trainer and learner competencies. Participants will leave with a comprehensive understanding of the projects foundation, its collaborative development process, and the impactful outcomes of the training initiative, thus paving the way for improved service delivery and community participation among HCBS providers.
Moderators
avatar for Aubrey Snyder

Aubrey Snyder

Program Coordinator, Utah State University
Hi! I'm Aubrey Snyder. First and foremost, I am a twin sibling to a brother who has Down syndrome and hearing impairments. As a sister, I am incredibly passionate about working within the disability community to improve the services and supports, systems, and society that we work... Read More →
Presenters
avatar for Tim Riesen

Tim Riesen

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 →
avatar for Katie Emmett

Katie Emmett

Utah State University Institute for Disability Research, Policy and Practice
NS
Friday December 6, 2024 10:00am - 11:00am CST
3RD Floor - Ballroom: Celestin C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Raise Inclusive Kids
Friday December 6, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 5A
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
KC
Friday December 6, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

The Social Impact of An Inclusive Dance Program
Friday December 6, 2024 10:00am - 11:00am CST
3RD Floor - Ballroom: Celestin F
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

11:15am CST

Leveraging Universal Design for Learning to Improve Student Behavior
Friday December 6, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 5B
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
  Breakout Sessions

11:15am CST

Revisiting Equitable Opportunities to Learn
Friday December 6, 2024 11:15am - 12:15pm CST
2ND Floor - Foster 2
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
JA
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

Seeking Inclusive Futures: (Best) Practices in Transition Programming
Friday December 6, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 11
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.
Presenters
MT
JB

Jessica Bacon

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

2:15pm CST

How to: Anti-Ableist, Respectful, and Student-Centered Evaluation
Friday December 6, 2024 2:15pm - 3:10pm CST
4TH Floor - Imperial 5B
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
  Breakout Sessions

2:15pm CST

Preparing Teachers to Support Children Who Use AAC
Friday December 6, 2024 2:15pm - 3:10pm CST
4TH Floor - Imperial 11
Preparing teachers to effectively support students with extensive support needs and complex communication needs who require Augmentative and Alternative Communication (AAC) necessitates collaboration with speech pathologists, Board Certified Behavior Analysts, parents, and families. Training should cover AAC methods, Universal Design for Learning (UDL) principles, and practical experiences and should be taught through coursework and meaningful clinical experiences. Collaborative partnerships ensure educators gain insights into best practices and access resources, and ongoing professional development keeps teachers aware of current best practices. Cultivating a school culture that values diversity in communicative expression is crucial for creating inclusive learning environments where all students can thrive academically and socially.
Presenters
avatar for Natalie Andzik

Natalie Andzik

Associate Professor, Northern Illinois University
Dr. Natalie Andzik is an Associate Professor in the Department of Special and Early Education at Northern Illinois University. Natalie's research interest grew from her experiences as a special educator in California. There, she worked with students with mild to significant disabilities... Read More →
avatar for Virginia Walker

Virginia Walker

Professor, UNC Charlotte
Friday December 6, 2024 2:15pm - 3:10pm CST
4TH Floor - Imperial 11 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

Preservice Teachers: Dissonant Beliefs About Including Students with ESN
Friday December 6, 2024 2:15pm - 3:10pm CST
4TH Floor - Imperial 5A
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
  Breakout Sessions

2:15pm CST

WE ARE! Our Stories Inclusion Thru Oral Histories
Friday December 6, 2024 2:15pm - 3:10pm CST
4TH Floor - Imperial 9
Everyone has a story! Oral histories help to identify our uniqueness and our commonalities. Through introspection, we all, individuals with and without disabilities can find, form and share our story. In sharing oral histories, we facilitate inclusion as the line between different and disability is diminished, perspectives and experiences of our community are broaden and enriched. The mutual sharing of oral histories contributes to understanding, valuing and inclusion, our common-unity. Rationale, strategies, low cost technologies to collect, share and archive oral histories are provided to help advocates, families and practitioners elicit, collect, share and archive oral histories.
Presenters
avatar for Joathan Edwards

Joathan Edwards

Edwards, Jonathan
My photography
avatar for Ralph Edwards
Friday December 6, 2024 2:15pm - 3:10pm CST
4TH Floor - Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

Celebrating Families: The Power of Parent Engagement to Support Employment
Friday December 6, 2024 3:25pm - 4:20pm CST
2ND Floor - Foster 1
Join this session to learn about an innovative partnership between the LEAD Center and Parent 2 Parent USA (P2P USA), harnessing the input from parent advisors to craft resources to promote employment and career outcomes for their family members with disabilities. Families also identified resources through which they can access essential supports and services. Hear from family leaders and employment subject matter experts from LEAD Center about the pivotal role families play in envisioning and supporting the people with disabilities in their lives across their lifespan as they journey towards competitive integrated employment.
Moderators
YW

Yvonne Wright

LEAD Center National Disability Institute
Presenters
RS
avatar for Marsha Quinn

Marsha Quinn

Co Executive Director, Parent to Parent USA
Marsha Quinn is the Co-Executive Director for Parent to Parent USA and brings nearly 30 years experience in non-profit marketing and management to its 40 member organizations across the nation.  She works to ensure access to peer to peer emotional support for ALL families of individuals... Read More →
AB

Aurelie Brown

Parent to Parent USA
Friday December 6, 2024 3:25pm - 4:20pm CST
2ND Floor - Foster 1 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

Empowering My Voice: Self-Advocacy and Transition Triumphs
Friday December 6, 2024 3:25pm - 4:20pm CST
4TH Floor - Imperial 10
In this presentation, Gage Perryman talks about his life and how he learned to stand up for himself and make big decisions. Gage has disabilities, but that doesn’t stop him from going to college and getting involved in activities that help his community and other individuals with disabilities across the state of Minnesota and beyond. He has navigated the complexities of transitioning into adulthood, leveraging self-advocacy skills, participating in inclusive higher education and state-wide community advocacy initiatives, and presenting at national conferences. In this talk, he will dive into the strategies, challenges, and successes he has encountered along the way, sharing useful tips and inspirational stories so that listeners feel able to make their own communities better and more welcoming for everyone. It's a talk about finding your voice, overcoming challenges, and making a difference within your community.
Presenters
avatar for Jennifer Sommerness

Jennifer Sommerness

Researcher, TIES Center, UMN, Minneapolis, MN
Jennifer Sommerness is a distinguished educator and researcher at the TIES Center, at the University of Minnesota. She is known for her dedication to inclusive education and student success, with a profound commitment to educational equity. Jennifer has played a role in shaping the... Read More →
GP

Gage Perryman

Gage Gives Back
Friday December 6, 2024 3:25pm - 4:20pm CST
4TH Floor - Imperial 10 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

From Experience to Empowerment
Friday December 6, 2024 3:25pm - 4:20pm CST
3RD Floor - Ballroom: Celestin A
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
KF
KC
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

4:35pm CST

Celebrate Together: Building Collaboration Towards Inclusion!
Friday December 6, 2024 4:35pm - 5:30pm CST
4TH Floor - Imperial 5C
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

Effective Transition Planning For Employment and Independence
Friday December 6, 2024 4:35pm - 5:30pm CST
4TH Floor - Imperial 5D
This presentation offers evidence-based solutions to bridge the significant gap between current practices and best practices in transition planning for adult independence, job skills, self-advocacy, technology, and post-secondary education. By adopting a growth mindset with strengths-based approach to student-centered transition planning, schools can effectively implement the practical steps detailed in our Transition Matrix. Steps are designed to enhance potential for personal fulfillment, employment, financial stability, independence, and community integration. Participants will receive a comprehensive road map for transition planning. Will’s personal journey from school to employment is a powerful testament to the impact of supportive interventions. His experience underscores challenges students face in being recognized as productive members of society. With tools and supports from LSU PAYCheck program, Will successfully secured competitively integrated employment.
Presenters
TO

Tracy O'Donnell

Louisiana UCEDD
Friday December 6, 2024 4:35pm - 5:30pm CST
4TH Floor - Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

Reimagining Teacher Preparation: Forging A New Path
Friday December 6, 2024 4:35pm - 5:30pm CST
3RD Floor - Ballroom: Celestin G
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
  Breakout Sessions

4:35pm CST

Unleashing Potential: Is A Service Dog Right For You?
Friday December 6, 2024 4:35pm - 5:30pm CST
3RD Floor - Ballroom: Celestin H
I'd love to bring my dog everywhere with me! We'd love another pet; let's get a service dog! Does my dog need special training to be a service dog? Can I train my own dog to be a service dog? There are many misconceptions about service dogs and how to obtain one. A service dog trainer and user discuss factors involved in determining if a service dog is right for you. These factors include eligibility and knowledge of ADA; physical factors involved in handling a dog; and financial aspects such as veterinary care, food, medication, and grooming. Housing issues such as space and relief areas, and family issues involving allergies or acquiring a dog exclusively for one family member must be considered as well. Perspective service dog users must also understand the dog training industry and how to select a qualified trainer or organization, and dog training principles if self training a service dog.
Presenters
avatar for Anne Papalia

Anne Papalia

Shippensburg University
Friday December 6, 2024 4:35pm - 5:30pm CST
3RD Floor - Ballroom: Celestin H 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
3RD Floor - Storyville Hall
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
  Poster Presentations

5:45pm CST

Career and Technology Education Micro-Credentials in Co-Taught Classes
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall
This session will review a Career and Technical Education (CTE) microcredential pilot project in Indiana in both Early Childhood and Automechanics Pathways. These microcredentials were created using industry standards so that they can be utilized so students with disabilities can earn microcredentials of skillsets. The microcredentials can be utilized by students as part of portfolio requirements for the Indiana alternate diploma and to obtain future employment, as the student will be able to list the microcredentials on their resumes and present them to future employers. We will discuss literature that supports microcredentials for students with disabilities, the microcredential design process, and future steps.
Presenters
MP

Mary Pearson

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

5:45pm CST

Decrease SIB Behaviors with Students with Extensive Support Needs
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall
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
  Poster Presentations

5:45pm CST

Inclusion of Individuals with Intellectual Disability in Qualitative Research
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall
This presentation will focus on practical methods researchers can use to include individuals with intellectual disability in qualitative research. This requires reconceptualizing the communication difference. Some challenges impede the inclusion of those individuals in qualitative research that mainly uses interviewing. For example, expected methodological issues and challenges include sampling, informed consent, and participant fatigue, as well as the quantity and quality/credibility of the data. Solutions to address these challenges will be discussed point by point. Additionally, strategies to facilitate hearing voices from participants with intellectual disabilities will be covered, including dyadic interviewing, visual/audio methods, and accessible focus groups. Finally, helpful tips for interviewing people with intellectual disabilities will be presented, focusing on building rapport and trust, effective questioning, triangulation, and interview scheduling.
Presenters
avatar for Geonhwa Kim

Geonhwa Kim

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

5:45pm CST

Inclusion Opportunities at Secondary Schools: Stakeholder Perspectives
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall
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
  Poster Presentations

5:45pm CST

Peer Support Arrangements for Students with Extensive Support Needs
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall
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
  Poster Presentations

5:45pm CST

Peer-Mediated Naturalistic Developmental Behavioral Interventions For Preschoolers with Disabilities
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall
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
  Poster Presentations

5:45pm CST

To Include All Students: Why We Fight
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall
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
  Poster Presentations

5:45pm CST

Using Logic to Leverage Inclusive Multi-Tiered Systems of Support
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall
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
  Poster Presentations
 
Share Modal

Share this link via

Or copy link

Filter sessions
Apply filters to sessions.
Filtered by Date - 
Clear filter
Wednesday, December 4
Thursday, December 5
Friday, December 6
Saturday, December 7
2ND Floor - Foster 1
2ND Floor - Foster 2
3RD Floor - Ballroom: Celestin A
3RD Floor - Ballroom: Celestin B
3RD Floor - Ballroom: Celestin C
3RD Floor - Ballroom: Celestin D
3RD Floor - Ballroom: Celestin D & E
3RD Floor - Ballroom: Celestin E
3RD Floor - Ballroom: Celestin F
3RD Floor - Ballroom: Celestin G
3RD Floor - Ballroom: Celestin H
3RD Floor - Celestin Foyer
3RD Floor - Storyville Hall
4TH Floor - Imperial 10
4TH Floor - Imperial 11
4TH Floor - Imperial 12
4TH Floor - Imperial 3 Boardroom
4TH Floor - Imperial 4 Boardroom
4TH Floor - Imperial 5A
4TH Floor - Imperial 5B
4TH Floor - Imperial 5C
4TH Floor - Imperial 5D
4TH Floor - Imperial 8
4TH Floor - Imperial 9
4TH Floor - Reliance 2
4TH Floor - Reliance Boardroom
Celestin Ballroom: Celestin D & E
Hyatt Regency
Hyatt Regency New Orleans
Storyville Hall
  • Awards
  • Breakout Sessions
  • Committee Meeting
  • Day 1 Intensive Workshops
  • Exhibitor Showcase
  • Film Festival
  • General Sessions
  • Information Center
  • Let's Connect Box Lunch
  • Meetings
  • Membership Center
  • Networking Event
  • Poster Presentations
  • Quiet / Wellness Room
  • Reception
  • Registration Center
  • Research Colloquium
  • Silent Auction
  • TASH Board
  • TASH Talks
  • TASHBash Dance
  • Primary Topic
  • Communication Access
  • Community Living
  • Diversity and Social Impact
  • Employment
  • Human Rights
  • Inclusive Education
  • PBIS
  • Recreation and Leisure
  • Self-Advocacy
  • Transition
  • Themes of Interest
  • Adapted PE
  • Agency Transformation
  • Aging Issues
  • Asset Development
  • Assistive Technology & Apps
  • Autonomy
  • Capacity Building for Inclusion
  • Common Core & Assessment
  • Competitive Integrated Employment
  • Creative
  • Direct Support
  • Disability Theory
  • Discrimination & Ableism
  • Early Childhood
  • Emergency Preparedness
  • Employment First
  • Expression
  • Family Support
  • Financial Planning
  • High Expectations
  • Housing
  • Inclusion
  • Inclusive PE
  • K-12 Education
  • Leading to Employment
  • Media & Disability
  • Mental Health
  • Other
  • Outcomes vs. Programs
  • PBIS & Trauma Informed Practices
  • Person Centered Practice
  • Physical Education
  • Post-Secondary Education
  • Public Policy
  • Relationships & Sexuality
  • Research to Practice
  • Self-Determination
  • Self-Employment
  • Supported Decision-Making
  • Supported Employment
  • Systems Change
  • Teacher Education
  • Teaching Inclusive Practices
  • Technology
  • Transition to Employment
  • Transition to Post-Secondary Education
  • Universal Design
  • Voting & Civic Engagement
  • Wrap Around Services
  • Key Words
  • & Community
  • 1% cap
  • AAC Research
  • ABLE
  • ABLE Accounts
  • Ableism
  • Academic Education for I/DD
  • Academic Instruction
  • Acceptance
  • Access
  • Access to the General Curriculum
  • Accessibility
  • Accessibility Competent Equity Inclusion Opportunity
  • Adapted Book
  • Adaptive Skills
  • Adult Learners
  • Adults
  • Adults with Cerebral Palsy Who Use AAC
  • Advance Care Planning
  • Advanced Directive
  • Advocacy
  • Advocate
  • Affirming
  • Aging
  • Aging In Place
  • All
  • Allyship
  • Alternate Assessment
  • Alternative Communication
  • Alternative Credentials
  • American with Disabilities Act
  • Anti-Ableism
  • Anti-Racism
  • Artificial Intelligence
  • ASD
  • Asset-Based Pedagogy
  • Assistive Technology
  • Augmentative
  • Augmentative & Alternative Communication
  • Augmentative and Alternative Communication
  • Augmentative and Alternative Communication (AAC)
  • Autism
  • Autism/Developmental Disability
  • Autonomy
  • Barriers
  • Behavior
  • Behavior Supports
  • Behavioral Support
  • Belief Systems
  • Belonging
  • Belongingness
  • Best Practices
  • Blindness
  • Bridging
  • Broadcasting
  • Building Through Stories and Reflections
  • California for All (except us?)
  • Capacity Building
  • Capacity Building for Inclusion
  • Career and Technical Education
  • Career Coaching
  • Career Planning
  • Caregiver
  • Caregiver Support
  • Caregivers
  • CBPR
  • Cherishing
  • Children's Literature
  • Choice
  • Civic Engagement
  • Civil Right
  • Civil Rights
  • Classroom Observation
  • Classroom Placement
  • CliftonStrengths
  • Co-Teaching
  • Coaching
  • Collaboration
  • Collaboration Maps
  • Collaboration Theory
  • Collaborative Approach to Awareness
  • Communication
  • Communication Access
  • Community
  • Community Access
  • Community Buillding
  • Community Engagement
  • Community Living
  • Community-Based
  • Community-Based Participatory Research
  • Community-Based Work Experiences
  • Community-Led
  • Competency
  • Competitive Employment
  • Competitive Integrated Employment
  • Competitive Integrated Employment.
  • Complex Communication Needs
  • Complex Support Needs
  • Conversations
  • Cotaught
  • Creativity
  • Cross-Disability
  • Cultural Humility
  • Cultural Responsiveness
  • Cultural-Competency
  • Culture
  • Curriculum
  • Curriculum Adaptations
  • Customized Employment
  • Dance
  • Data-Based Decision Making
  • Deafblindness
  • Decision-Making Skills
  • Definitional Issues
  • Deserve
  • Developmental Delays
  • Diagnostic Accessibility
  • Differentiation
  • Digital Citizenship
  • Dignity
  • Dignity of Risk
  • Direct Support Professional
  • Direct Support Professionals
  • Direct Support Workforce
  • DirectSsupport
  • Disabilities
  • Disability
  • Disability Ally
  • Disability Characterizations
  • Disability Connectedness
  • Disability Culture
  • Disability Data
  • Disability Education Reform
  • Disability Identity
  • Disability Inclusion
  • Disability Inclusive Employment
  • Disability Labeling
  • Disability Policy
  • Disability Providers
  • Disability Studies
  • Disability Trends
  • Disabled Womens Health
  • Disparities
  • Disruption of Norms
  • Dissonance
  • Diversity
  • Diversity and inclusion
  • Doctors
  • Dogs
  • Doing
  • DSP Wages vs. Fast Food Wages
  • Early Career Special Education Teachers
  • Early Childhood
  • Early Childhood Special Education
  • Early Literacy
  • Education
  • Education System
  • Educational Barriers IDD
  • Educational Decision-Making
  • Educational Outcomes
  • Educational Placement
  • Educational Strategies
  • Educational Values
  • Educator Perceptions
  • Empathy of Understanding
  • Employer Engagement
  • Employment
  • Employment First
  • Employment Readiness
  • Employment Supports
  • Empowerment
  • Engagement
  • Equity
  • Evaluation
  • Evidence
  • Evidence-Based Practice
  • Evidence-Based Practices
  • Expectations
  • Expenses
  • Experiential Learning
  • Extensive Support Needs
  • Fabrication
  • Factors
  • Faith Communities
  • Families
  • Family
  • Family Advocacy
  • Family Engagement
  • Family Involvement
  • Family Training
  • Family-Professional Collaboration
  • Family-School Partnership
  • Family/Caregivers
  • Fashion
  • Federal Legislation
  • Film
  • Financial
  • Financial Planning
  • Focus Groups
  • Future Planning.
  • General Curriculum Access
  • General Education
  • General Education Classroom
  • Generative Artificial Intelligence
  • Goal
  • Grassroots
  • Growth
  • Growth Mindset
  • Guardianship Reform
  • HCBS
  • Health
  • Health Equity
  • Health Self-Management
  • Healthcare
  • Healthcare Inequities
  • Hidden Disability
  • High Expectations
  • High-Quality Employment
  • Higher Education
  • History
  • Home Ownership
  • Hospitals
  • Housing
  • Human Animal Bond
  • Human Rights
  • IDEA
  • Identification with Disability
  • IEP
  • IEP Development
  • Implementation
  • Implementation Science
  • Inclusion
  • inclusion in general education classrooms and curriculum
  • Inclusion Starts Now
  • Inclusion; Collective Vision; Definition; Intellectual Disability; Foundational Priorities of Inclusion
  • Inclusionary
  • Inclusive
  • Inclusive College; Post Secondary Programs; Designing Support for Students with Intellectual Disabilities
  • Inclusive Economic Growth
  • Inclusive Education
  • Inclusive Education I/DD
  • Inclusive Educators
  • Inclusive Health Care Education
  • Inclusive Higher Education
  • Inclusive IEPs
  • Inclusive Instruction
  • Inclusive Post-Secondary Education
  • Inclusive Postsecondary Education
  • Inclusive Practices
  • Inclusive Research
  • Inclusivity
  • Independence
  • Individualized Education Program
  • Individualized Education Program (IEP) goals
  • Individualized Education Programs
  • Innovation
  • Instruction
  • Instructional Leadership
  • Integration Independence
  • Integrity
  • Intellectual Disabilities
  • Intellectual Disability
  • Interagency Collaboration
  • Interdisciplinary Collaboration
  • Intersectionality
  • Intervention Development
  • Interventions
  • Interviews with People with Disabilities
  • Job Coach
  • Job Coaches
  • Journey
  • K-12 Curriculum
  • K-12 Education
  • Kindergarten Transition
  • Knowledge and Skills
  • Language
  • Language-Access
  • Latina
  • Law Enforcement
  • Leadership
  • Legislative Advocacy
  • Lesson Planning
  • Leveraging Strengths
  • LGBTQ
  • Licensure
  • Linguistically and Culturally Diverse
  • Listening Service Provision
  • Literacy
  • Lived Experience
  • Logic Model
  • Long-term Services And Supports
  • Math
  • Meaningful Lives
  • Medical Education
  • Medical Self-Advocate Partnership
  • Medicine
  • Mentoring
  • Meta-Synthesis PLAAFPs LRE
  • Microcredentials
  • Mindfulness
  • Mixed Methods
  • Mixed Methods Research
  • Moral Conviction
  • Mother
  • Multi-tiered System of Support
  • Multi-Tiered Systems of Support
  • Multidisciplinary Approach
  • Multiple Case Study
  • Narrative Imagination
  • Naturalistic Developmental Behavioral Interventions
  • Neurodivergence
  • Neurodiversity
  • Neuroinclusion Systemic Changes
  • Non-Verbal
  • Nonspeaking
  • Occupational Therapy
  • Opportunity
  • Oral History
  • OTL
  • Paraprofessional
  • Paraprofessionals
  • Parent Centers
  • Parent Participation
  • Parent Perspectives
  • Parenting
  • Parents
  • Parents and Caregivers
  • Parents/Guardians
  • Participation
  • Participatory
  • Participatory Action Research
  • Participatory Research
  • Partnership
  • Partnerships
  • Pathways
  • Peer Relationships
  • Peer Support
  • Peer-Mediated Intervention
  • Peer-Mmediated intervention
  • Peers
  • People
  • People-First
  • Perceptions
  • Person Centered
  • Person Centeredness
  • Person-Centered
  • Person-Centered Planning
  • Person-Centered Practice
  • Personel Prep
  • Personnel Preparation
  • Physical Education
  • Placement Predictors
  • Plain Language
  • Planning
  • Podcasts
  • Policy
  • Politics
  • Positionality
  • Post Secondary Employment Training
  • Post-School Outcomes
  • Post-Secondary Education
  • Post-Secondary Inclusive Programs
  • Post-Secondary Outcomes
  • Power of Attorney
  • Power-Sharing
  • Pre-Employment
  • Pre-Service Education
  • Preschool
  • Preservice General Education Teachers
  • Presuming Competence
  • Preventative Care
  • Primary Care
  • Problem-Solving
  • Professional Development
  • Professional Learning
  • Program Evaluation
  • Public Policy
  • Public Policy Systems Change
  • Qualitative
  • Qualitative Research
  • Quality Assurance
  • Quality Improvements
  • Quality of life
  • Racial Disparities
  • Racism
  • Radio
  • Raise Inclusive Kids
  • Re-Evaluation
  • Reading
  • Reflections
  • Related Services
  • Relationship
  • Relationships
  • Research
  • Research to Practice
  • Resource Network
  • Respect
  • Restorative Practice
  • Restraint
  • Retention
  • Rights
  • Rural Education
  • School
  • School Community
  • School-Aged
  • School-Aged Children
  • Schools
  • Seclusion
  • Section 504
  • Segregated
  • Selection
  • Self Acceptance
  • Self Advocacy
  • Self Determination
  • Self-Advocacy
  • Self-Advocacy; Self-Determination; Empowerment; Creativity
  • Self-Advocate
  • Self-Advocates
  • Self-Determination
  • Self-Direction
  • Self-Efficacy
  • Self-Employment
  • Self-Expression
  • Service Delivery Model
  • Service Dogs
  • Services
  • Sex Education
  • Sexism
  • Sexual and Reproductive Healthcare
  • Sexuality
  • Shifting Mindset
  • Siblings
  • Significant Cognitive Disabilities
  • Significant Needs
  • Significant Support Needs
  • Skill-Building
  • Social Advocacy
  • Social Change
  • Social Communication
  • Social Connection
  • Social Emotional Skills
  • Social Interactions
  • Special Education
  • Special Education Teacher
  • Special Education Vouchers
  • Special Needs Trust
  • Specialized Health Care
  • Specifically Designed Instruction
  • Staff Stability
  • Stakeholder Perspectives
  • State-adopted general education standards
  • Stop Domestic Violence and Sexual Assault to People with Disabilites
  • Strategies
  • Strength Based
  • Strengths-Based Approach
  • Strengths-Based IEPs
  • Student Government
  • Student-Centered
  • Student-Directed Learning
  • Students
  • Students with Complex Support Needs
  • Students with ESN
  • Students with Extensive Support Needs
  • Success
  • Successes and Barriers
  • Suicide Prevention
  • Support
  • Support-Brokerage
  • Supported Decision-Making
  • Supporting-Families
  • Supports
  • Supports Disability
  • Survey
  • Sustainable
  • Sustiainable Entrepreneurship
  • System Change
  • Systematic Review
  • Systemic Change
  • Systemic Change; Coaching
  • Systems Change
  • Systems-Change
  • Tale
  • Teacher Beliefs
  • Teacher Education
  • Teacher Peparation
  • Teacher Preparation
  • Teacher Professional Development
  • Teacher Training
  • Teachers
  • Teachin
  • Teaching
  • teaching strategies for individuals with extensive support needs
  • Technical Assistance
  • Technology
  • Technology in Employment
  • Television
  • Theories of Disability
  • Togetherness
  • Training
  • Transformation
  • Transition
  • Transition Across the Lifespan
  • Transition Aged Students
  • Transition Educators
  • Transition From High School
  • Transition from Sheltered Work
  • Transition Planning
  • Transition Services
  • Transition to Adulthood
  • Transition to Employment
  • Transition to Work
  • Transition-Aged Youth
  • Transportation
  • Trauma
  • Trauma-Informed
  • Trauma-Informed Education
  • Turnover
  • Typing to Communicate
  • UDL
  • Undiscovered
  • Universal Design
  • Universal Design for Learning
  • Universally Designed Systems
  • Urban Education
  • User-Centered Design
  • Values
  • Video Modeling
  • Video Prompting
  • Vision
  • Visual Impairment
  • Vocational Rehabilitation
  • Waiver
  • Work
  • Work Experiences
  • Work-Based Learning Experiences
  • Workforce
  • Workforce Innovation and Opportunity Act (WIOA)
  • Workforce Strategies
  • Wraparound
  • Writing
  • Youth and Adults with Intellectual and Developmental Disabilities
  • Youth Leadership
  • Youth Participatory Action Research
  • Presentation Type
  • General
  • Research
  • Popular