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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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.
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.
