2024 TASH Conference: Full Schedule

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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10:00am CST

Creating Inclusive School Communities in An Urban Turnaround District

Friday December 6, 2024 10:00am - 11:00am CST

4TH Floor - Imperial 5C

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

Patricia McDaid

Presenters

Danielle Archambeault

Lawrence Public Schools

Sabrina Merdita

BCBA/School Psychologist, Lawrence Public Schools

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

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Equity, Inclusive Education, Urban Education, Systems Change
Presentation Type General

10:00am CST

The Role of An Inclusive Education Coach During Systemic Change

Friday December 6, 2024 10:00am - 11:00am CST

4TH Floor - Imperial 5D

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

Dale Baker

Assistant Professor, St. Bonaventure University

Presenters

Diane Ryndak

Professor, University of North Carolina at Greensboro

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

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest Capacity Building for Inclusion
Key Words Inclusive Education, Systemic Change; Coaching, Students with Extensive Support Needs, Implementation Science
Presentation Type Research

10:00am CST

Using the SDLMI to Enhance Teacher Teacher Goal Setting for Inclusive Education

Friday December 6, 2024 10:00am - 11:00am CST

4TH Floor - Imperial 5B

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

Jennifer Kurth

Professor, University of Kansas

Inclusive Education

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

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest Self-Determination
Key Words Self-Determination, Inclusive Education, Teacher Education
Presentation Type Research

11:15am CST

Preparing Preservice Teachers for Inclusion Through Introductory Special Education Course

Friday December 6, 2024 11:15am - 12:15pm CST

4TH Floor - Imperial 5C

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

Geonhwa Kim

Doctoral Student, University of Kansas

Presenters

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

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest Capacity Building for Inclusion
Key Words Teacher Preparation, Teacher Education, Inclusive Education
Presentation Type Research

11:15am CST

The Unique Attributes of Parents Who Advocate For Inclusive Education

Friday December 6, 2024 11:15am - 12:15pm CST

3RD Floor - Ballroom: Celestin G

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

Marisol Martinez-Garcia

Presenters

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

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest Asset Development
Key Words Parents/Guardians, Advocacy, Inclusive Education, & Community
Presentation Type Research

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

3RD Floor - Ballroom: Celestin G

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

Alexandra Minuk

Queen's University

Presenters

Jordan Shurr

Associate Professor of Special Education, Queen's University

Haley Clark

Queen's University

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

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Inclusive Education, Classroom Placement, Educational Decision-Making
Presentation Type Research

2:15pm CST

Transforming Kindergarten: Inclusive Education For Students with Extensive Support Needs

Friday December 6, 2024 2:15pm - 3:10pm CST

3RD Floor - Ballroom: Celestin C

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

Kari Alberque

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

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest Systems Change
Key Words Inclusive Education, Kindergarten Transition, Systemic Change, Extensive Support Needs, Community Engagement
Presentation Type Research

2:30pm CST

The Sound of Inclusion: Using Podcasts to Shift Perceptions About Inclusive

Friday December 6, 2024 2:30pm - 4:30pm CST

3RD Floor - Ballroom: Celestin E

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

Timothy Villegas

Friday December 6, 2024 2:30pm - 4:30pm CST
3RD Floor - Ballroom: Celestin E Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

TASH Talks

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Podcasts, Inclusive Education, Advocacy

3:25pm CST

Inclusive Education Partnerships: Collaborating to Create Curriculum Access

Friday December 6, 2024 3:25pm - 4:20pm CST

3RD Floor - Ballroom: Celestin C

This presentation will explore the development and implementation of a partnership between UNLVâ€™s Office of General Curriculum Access (OGCA) and the Nevada Department of Educationâ€™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

Joshua Baker

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

Julie Bowers

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

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Collaboration, Inclusive Education, General Curriculum Access, Extensive Support Needs, Special Education
Presentation Type General

3:25pm CST

Special Needs Vouchers Silence the Right to Inclusive Education

Friday December 6, 2024 3:25pm - 4:20pm CST

4TH Floor - Imperial 5B

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 â€œmanipulative silencesâ€ of â€œchoiceâ€ 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

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

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest Public Policy
Key Words Special Education Vouchers, Inclusive Education, Policy, Families
Presentation Type Research

4:35pm CST

Evaluating Impact of AA-AAAS 1% Cap Pursuit on Inclusive Education

Friday December 6, 2024 4:35pm - 5:30pm CST

4TH Floor - Imperial 5A

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

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

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Alternate Assessment, Inclusive Education, Successes and Barriers, 1% cap, Classroom Observation
Presentation Type Research

5:45pm CST

Communication Opportunities For Preschoolers with Disabilities and Complex Communication Needs

Friday December 6, 2024 5:45pm - 7:15pm CST

3RD Floor - Storyville Hall

For children, social interaction plays a critical role in overall social, emotional, and cognitive development, however, not every child has equal opportunity to engage socially with their peers. Specifically, children with disabilities and complex communication needs (CCN) have limited meaningful opportunities to interact with their peers in inclusive educational spaces. To better support young children with CCN in early childhood educational settings, it is imperative to understand what opportunities exist naturally for social interaction and communication. This observational study investigates these naturally occurring communication opportunities for students with disabilities and CCN as well as other contextual factors that may impact social communication in inclusive classroom settings.

Presenters

Jenna Hurlburt

The 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

Primary Topic Communication Access
Themes of Interest Assistive Technology & Apps
Key Words Social Communication, Augmentative, Alternative Communication, Early Childhood, Inclusive Education
Presentation Type Research

5:45pm CST

Year Two: Pre-Service Teachers' Reflections on A Variety of Placement Settings

Friday December 6, 2024 5:45pm - 7:15pm CST

3RD Floor - Storyville Hall

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.

Moderators

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

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest Research to Practice
Key Words Inclusive Education, Experiential Learning, Qualitative Research
Presentation Type Research