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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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.
