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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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Saturday, December 7
 

8:45am CST

"Listen to My Typing": Centering Non-Speaking Autistic Experience in Education
Saturday December 7, 2024 8:45am - 9:45am CST
4TH Floor - Imperial 9
Too often, the experience of disability has been narrated and mediated by the non-disabled. Online platforms have created space for autistic individuals that type to communicate to participate in the discourse community to share perspectives, comment on schooling experiences, and provide guidance -- narrating their own experience of autism. For the purpose of this consideration of discursive and ideological trends, we analyze blogs written by autistic individuals that type to communicate. What can analyzing online materials by autistic typers teach us about their experiences? And what are implications for a reimagined inclusive education that seeks not to reify ableism, but create space for neurodivergent communicators?
Presenters
avatar for Nikkia Borowski

Nikkia Borowski

PhD Candidate, Syracuse University
Saturday December 7, 2024 8:45am - 9:45am CST
4TH Floor - Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

All It Could Be? Parent Perceptions of Advocacy and Collaboration
Saturday December 7, 2024 8:45am - 9:45am CST
4TH Floor - Imperial 11
Family involvement in their children’s education results in positive student outcomes and is structured by the parent participation and consent mandates of the Individuals with Disabilities Education Act (IDEA). However, there are well-documented inequities in participation and collaboration between culturally and linguistically diverse (CLD) families (e.g., multilingual immigrant families) and school personnel, as well as an overarching sense by families that interactions with school personnel are adversarial rather than collaborative. As a result, implementation of IDEA has resulted in an expectation of advocacy rather than participation. This advocacy expectation perpetuates cultural inequities and overburdens families during the special education process. This study examined family perceptions of special education procedures, interactions with school personnel and legislators, and their own advocacy through 17 focus groups with 72 parents/caregivers of children with disabilities.
Presenters
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 →
MB

Meghan Burke

Vanderbilt University
Saturday December 7, 2024 8:45am - 9:45am CST
4TH Floor - Imperial 11 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Empowering Diverse Families and Students Through Interdisciplinary Collaboration for Inclusion
Saturday December 7, 2024 8:45am - 9:45am CST
3RD Floor - Ballroom: Celestin H
Promoting inclusion for students with extensive support needs, particularly those with disabilities from diverse linguistic and cultural backgrounds, is crucial. Successful inclusion involves effective interdisciplinary collaboration among professionals and families. We interviewed professionals from diverse fields such as family advocacy, education, psychology, and speech-language pathology. These individuals participated in the Northern California LEND (Leadership Education in Neurodevelopmental and Related Disabilities) program, which aims to train leaders, educate community providers, and conduct research to promote systemic change. Participants have experience supporting a wide range of families and students as a collaborative team. Our goal was to identify factors contributing to successful inclusion for these families and students. We will focus on identifying facilitators and barriers to inclusion, and additional supports and training that professionals believe are necessary.
Presenters
avatar for Jean Gonsier-Gerdin

Jean Gonsier-Gerdin

Professor, Teaching Credentials-Special Education, California State University, Sacramento
GK

Gospel Kim

Baylor University
Saturday December 7, 2024 8:45am - 9:45am CST
3RD Floor - Ballroom: Celestin H Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Family Perspectives of Belonging in An Inclusive School
Saturday December 7, 2024 8:45am - 9:45am CST
3RD Floor - Ballroom: Celestin F
This presentation discusses results of a qualitative study conducted with parents of children with disabilities enrolled in schools within an inclusive charter system. The purpose was to gain a better understanding of parent perspectives around how schools support a culture of belonging for families of students with disabilities, and to determine school practices which facilitate belonging. Data was collected from focus group interviews conducted with parents of elementary and middle school aged children with disabilities. Analysis was conducted using grounded theory methods. Implications of familial belonging and how schools can support family belonging will be discussed. By the end of the session, participants will be able to (a) understand the importance of familial belonging for families of students with disabilities and (b) identify key ways schools can promote familial belonging.
Presenters
MG

Melanie Good

Department of Special Education, University of Kansas
Saturday December 7, 2024 8:45am - 9:45am CST
3RD Floor - Ballroom: Celestin F Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Identification with Disability: Narrative Imagination and Disability Identity
Saturday December 7, 2024 8:45am - 9:45am CST
4TH Floor - Imperial 5B
Whether they have a disability or not, a person must identify with disability in order to fully engage with the movement for a more equitable and inclusive society. This presentations shares a grounded theory of educators’ conceptions of disability based on interviews with preservice general educators and teacher education instructors. The theory, identification with disability, is a bridge between narrative imagination (Nussbaum, 1997) and disability identity (Darling & Heckert, 2010; Forber-Pratt & Zape, 2017). Narrative imagination is the ability to understand and share the feelings and experiences of others, and a strong disability identity requires disability acceptance, alignment with the social model of disability, and involvement with collective social change. Educators and family members who identify with disability are most equipped to empower individuals with complex support needs and collaborate to create a more socially just, democratic, and inclusive society.
Presenters
CP

Charles Pittack

University of Kansas
Saturday December 7, 2024 8:45am - 9:45am CST
4TH Floor - Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Leveraging Feedback From Autistic Adults to Develop A Healthcare App
Saturday December 7, 2024 8:45am - 9:45am CST
2ND Floor - Foster 2
Autistic individuals are more likely to have co-occurring health conditions and experience a cascade of health disparities compared to those who are not autistic. While ample research continues to be conducted to decrease disparities, it often is done without the input from autistic individuals. In this qualitative study, we interviewed 15 autistic adults to explore how a healthcare services app could be adapted for autistic adults. Overall, participants agreed that a healthcare services app specific to autistic adults could be beneficial. In addition, participants provided feedback on the types of healthcare services, filter options, and software features in the app. Implications for research and practice will be discussed.
Moderators
avatar for Megan Best

Megan Best

PhD Student in Special Education, University of Illinois Urbana-Champagin
Presenters
MB

Meghan Burke

Vanderbilt University
RL
Saturday December 7, 2024 8:45am - 9:45am CST
2ND Floor - Foster 2 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Systematic Review of Practices for Children with Deafblindness Across Domains
Saturday December 7, 2024 8:45am - 9:45am CST
4TH Floor - Imperial 5D
This session will present results of a comprehensive systematic review of practices in deafblindness. Studies were evaluated for method and evidence level based on What Works Clearinghouse (2022) criteria. Results indicate need for intervention studies conducted with increased rigor. An important purpose of research is the identification and dissemination of knowledge to positively affect student outcomes. It is essential that practitioners have access to information about practices that have an evidence-base supporting their effectiveness. However, within the field of deafblindness, there is currently limited research guiding practice which has resulted in the use of educational practices with no or limited research support for this population. The current systematic review is unique in that the purpose was to evaluate all identified existing intervention studies focused on children in the field of deafblindness for methodological soundness and for level of evidence.
Presenters
avatar for MaryAnn Demchak

MaryAnn Demchak

Professor, Special Education, University of Nevada, Reno
avatar for Chevonne Sutter

Chevonne Sutter

University of Nevada, Reno
Saturday December 7, 2024 8:45am - 9:45am CST
4TH Floor - Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Beyond Coercion and Institutionalization: Improving Behavior Support Services
Saturday December 7, 2024 10:00am - 11:00am CST
2ND Floor - Foster 1
Behavior support services are a core service in most IDD waivers. However, while many states use common terminology and concepts, there is wide variance in the availability and intensity of services, and many people with IDD remain underserved. To evaluate the current landscape of behavior support services, ASAN conducted a review of available literature and interviewed informants with professional expertise and lived experience receiving services. We will present our findings and policy proposals for ensuring that our behavior support systems meet the needs of IDD individuals as outlined in our policy paper, Beyond Coercion and Institutionalization: People with Intellectual and Developmental Disabilities and the Need for Improved Behavior Support Services available at https://autisticadvocacy.org/2024/05/beyond-coercion-and-institutionalization/
Presenters
RC

Reid Caplan

Autistic Self Advocacy Network
GR

Greg Robinson

Autistic Self Advocacy Network
Saturday December 7, 2024 10:00am - 11:00am CST
2ND Floor - Foster 1 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Impact of Inclusive Education Focused Short-Term Technical Assistance
Saturday December 7, 2024 10:00am - 11:00am CST
3RD Floor - Ballroom: Celestin C
New Jersey continues to be the most segregated state, as only 44% of students with disabilities are included in general education 80% of the day or more. The New Jersey Coalition for Inclusive Education (NJCIE) has partnered with the New Jersey Department of Education Office of Special Education (NJDOE OSE) to improve inclusion rates and overall quality of inclusive education in New Jersey schools. Through the New Jersey Inclusion Project (NJIP), NJCIE and NJDOE OSE offered short-term technical assistance support to schools around critical topics, including building an inclusive culture, Universal Design for Learning (UDL), differentiation, co-teaching, and accommodations and modifications. Using results from pre- and post-assessments of content knowledge, attitudes, beliefs, and self-efficacy, our mixed-methods study provides insight into the impacts of a feasible and sustainable short-term technical assistance model geared toward improving inclusive attitudes, beliefs, and practices.
Moderators
avatar for Jessica McQueston

Jessica McQueston

Assistant Professor, Sam Houston State University
CM

Cristin Montalbano

All In For Inclusive Education
Presenters
FB

Fred Buglione

President & CEO, All In For Inclusive Education
JL

Julie Lang

All In For Inclusive Education
Julie is an Inclusion Facilitator for NJCIE. She has over 29 years of experience teaching and coaching in the NJ public school system. Her areas of expertise are teaching and co-teaching in an inclusive classroom, instructional coaching, curriculum, literacy development, and literacy... Read More →
SJ

Sara Jutcovich

All In For Inclusive Education
Sara is an Inclusion Facilitator at NJCIE. She has ten years of classroom experience teaching in New York City. She has spent her career fostering inclusion through co-teaching. She earned her B.S. in Inclusive Elementary and Special Education from Syracuse University and then an... Read More →
JK

June Koo

All In For Inclusive Education
Saturday December 7, 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

Including Neurodiverse Learners: A DisCrit Examination
Saturday December 7, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 5C
This study aimed to understand the experiences of teachers with neurodiverse learners in their classrooms. Using a critical qualitative methodology and a DisCrit theoretical framework, practicing educators were interviewed to consider how they define neurodiversity, how they support neurodiverse students in the classroom, and challenges they experience including neurodiverse learners. Across the study, educators were asked about their perceptions and experiences with neurodiverse learners. Three significant themes were constructed using a DisCrit framework for analysis: 1) discussion of teachers’ general understanding of neurodiversity; 2) the learning strategies developed and implemented by teachers to include neurodiverse learners; and, 3) the challenges teachers articulated around inclusion for neurodiverse students. Within their descriptions and discussions, it was clear that educators still have implicit bias that impacts how they view neurodiverse students and their potential.
Presenters
CT
avatar for Sara Scribner

Sara Scribner

Assistant Professor and Program Coordinator: Special Education, Plymouth State University
Saturday December 7, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Licensing Teachers of Students with Extensive Support Needs
Saturday December 7, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 8
Students with extensive support needs (ESN) deserve highly qualified teachers, yet often their teachers are not licensed, not prepared to teach them, or missing all together in areas with extreme teacher shortages. There are major disparities across the United States related to access to teacher preparation programs in the area of ESN. For example, in Kentucky, there are 17 such programs leading to this licensure compared to 0 in Louisiana. In other states, such as Connecticut, a specific license to teach students with ESN is not required. Due to these disparities, it is likely to students with ESN in different states have different levels of access to highly qualified special educators. In this session, we will lead a discussion of the discrepancies across states, as well as if specific licensure for students with ESN is even needed as we approach more inclusive schooling.
Presenters
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 →
Saturday December 7, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 8 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Supports for Students with Complex Needs in Grade-Aligned Lessons
Saturday December 7, 2024 10:00am - 11:00am CST
3RD Floor - Ballroom: Celestin G
Students with complex support needs are at risk of not receiving adequate personalized supports during grade-aligned instruction in general education. To ensure access to the general education curriculum and environment, special educators need expertise to provide effective supports to students with complex needs. This study examined what supports teachers assigned in response to a piloted intervention intended to help teachers better understand how to support students while maintaining grade-aligned learning. An analysis of 25 priority plans for K-12 students with complex support needs was conducted using a qualitative reflexive thematic approach. We found special education teachers undertake labor-intensive and creative preparation of supports in addition to bearing the primary responsibility of implementation. In addition, visual supports, peer supports, and systematic instruction practices were found to be widely used.
Moderators
avatar for Roxanne Loyless

Roxanne Loyless

Doctoral Student, The University of Kansas
Presenters
avatar for Jennifer Kurth

Jennifer Kurth

Professor, University of Kansas
Inclusive Education
avatar for Samantha Gross Toews

Samantha Gross Toews

Assistant Professor, CSUN
Samantha Toews is an assistant professor at California State University Northridge in the Special Education Department. She was previously a special education teacher at WISH Charter School. Her research focusses teacher preparation and professional development to promote inclusive... Read More →
Saturday December 7, 2024 10:00am - 11:00am CST
3RD Floor - Ballroom: Celestin G Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

We Do Pretty Well With Inclusion: Beliefs About Supporting Students with Complex Support Needs in Rural Settings
Saturday December 7, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 12
This research investigates inclusive practices for rural students with complex support needs (CSN) and examines staff perceptions about their roles in facilitating an inclusive service delivery model. This study addresses concerns about inconsistent inclusive practices within one rural school district. Data collection included content analysis of IEPs, classroom observations, and interviews with special educators and administrators. Findings reveal that students with CSN lacked inclusive placements, highlighting a culture of low expectations and insufficient individualized support in general education settings. Additionally, special education spaces often perpetuated ableist structures, undermining inclusive opportunities. This research underscores the importance of targeted training and resources to promote inclusive practices in rural schools, contributing to the broader understanding of how rural contexts impact inclusive education for students with CSN.
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 →
Saturday December 7, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Caught in the Continuum: How Special Educators Provide Access for Students with Extensive Support Needs
Saturday December 7, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 8
Despite the preponderance of scholarly literature advocating the benefits of including students with disabilities in general education, students with ESN continue to be educated in restrictive settings. Limited research exists on how to facilitate access to inclusive opportunities in these segregated self-contained settings, yet this is primarily where these students are educated. Additionally, educators of these students are often caught in the continuum; teaching in a system that is set to exclude their students while attempting to facilitate access. This qualitative research study used collective case study methodology to analyze this gap in the literature. Through semistructured interviews and related documentation, findings highlight the perspectives of special education teachers, including the supports, educational practices, and barriers they experience when providing access for their students with ESN. These findings lead to recommendations for future research & practice.
Presenters
avatar for Megan Doty

Megan Doty

Program Specialist
Saturday December 7, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 8 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Correlates of Individual, Peer and Systemic Advocacy Among Parents of Children with Disabilities
Saturday December 7, 2024 11:15am - 12:15pm CST
3RD Floor - Ballroom: Celestin F
Parents advocate in a variety of ways for their children with disabilities to access services and supports in inclusive settings. Given the importance of parent advocacy at every level, it is essential to understand the factors that influence parent legislative advocacy. This study aimed to identify the correlates of individual, peer, and systemic advocacy among parents of children with disabilities. Altogether, 78 parents of children with disabilities participated in this six-site study. Data were analyzed using baseline data prior to participants completing a civic engagement program. We conducted linear regressions to identify correlates of parent advocacy levels. We found that disability connectedness significantly correlates with individual, peer, and systemic advocacy. Additionally, moral conviction was a significant correlate of individual advocacy. The results highlight the importance of fostering disability connectedness and enhancing moral conviction to boost advocacy efforts
Moderators
CL

Chak Li

Vanderbilt University, Peabody College
Presenters
MB

Meghan Burke

Vanderbilt 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 →
Saturday December 7, 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

Deciding What to Teach: Prioritizing Outcomes For Students with CSN
Saturday December 7, 2024 11:15am - 12:15pm CST
3RD Floor - Ballroom: Celestin A
To help teachers identify priority grade-aligned learning goals to be taught in general education settings for students with complex support needs, we developed a priority planning intervention and tested it with 41 teachers. We determined if the priority planning intervention changed teacher planning for inclusive academic instruction, identified the general education content teachers prioritized, assessed the social validity of the priority planning intervention, and measured the extent to which students learned prioritized goals when taught entirely in general education classrooms. Our findings revealed that teachers were more likely to develop instruction based on the general education curriculum after the intervention. Teachers developed primarily math, communication, and academic vocabulary goals. Students were successful in learning those prioritized goals when taught entirely in general education settings, and teachers reported the intervention was helpful and efficient.
Moderators
avatar for Jennifer Kurth

Jennifer Kurth

Professor, University of Kansas
Inclusive Education
Presenters
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.
avatar for Samantha Gross Toews

Samantha Gross Toews

Assistant Professor, CSUN
Samantha Toews is an assistant professor at California State University Northridge in the Special Education Department. She was previously a special education teacher at WISH Charter School. Her research focusses teacher preparation and professional development to promote inclusive... Read More →
avatar for Roxanne Loyless

Roxanne Loyless

Doctoral Student, The University of Kansas
Saturday December 7, 2024 11:15am - 12:15pm CST
3RD Floor - Ballroom: Celestin A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Grassroots Supported Civic Engagement
Saturday December 7, 2024 11:15am - 12:15pm CST
3RD Floor - Ballroom: Celestin B
Despite the 1999 Olmstead v. L. C. decision upholding the right to community integration and community living, the state of Illinois continues to operate seven state operated institutions for some Illinois residents with IDD. Going Home Coalition (GHC), formed in 2010, is an advocacy coalition comprised of a diverse statewide network of mostly self-advocates along with families, community providers, and allies whose mission is to advocate for systems change to transition away from institutional living and increase community supports. GHC’s broadest accomplishment to effect systems change is through their civic engagement and collective action of bringing conversations into the public discourse. The purpose of this study is to understand how and to what extent members of the Coalition engage in civic engagement activities. In addition, we sought to understand the barriers and facilitators members with disability have in civic engagement.
Moderators
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 →
Presenters
avatar for Carole Rosen

Carole Rosen

Advocacy Program Specialist - Going Home Coalition - REV UP Illinois, The Arc of Illinois
Come talk to me about advocacy!I'll be presenting on Saturday at 11:15 am on the 3rd floor Ballroom; Celestin B on Grassroots Supported Civic Engagement.As an Advocacy Program Specialist at The Arc of Illinois, I serve as the Going Home Coalition Manager and the REV UP Illinois Director... Read More →
SB

Sarah Ballard

Illinois State University
Saturday December 7, 2024 11:15am - 12:15pm CST
3RD Floor - Ballroom: Celestin B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Promoting Meaningful Inclusion For Students with Significant Disabilities at Recess
Saturday December 7, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 5D
Simply placing students with significant disabilities in the same educational environment with peers does not result in meaningful inclusion. FLIP Recess (Focusing on Learning, Interaction, and Play at Recess) is an intervention designed to increase interactions, interactive play, and social connections for elementary students with significant disabilities at recess. In a randomized controlled trial of FLIP Recess, we measured social interactions, interactive play, social skills and social connections through over 600 observations of children at recess and survey data from teachers, parents, and students. Interim findings from over 80 participants show that FLIP Recess produces large effects on all of these outcomes, and that effects generalized to other times of the school day and outside of school. We will share outcome data from the randomized controlled trial as well as practical implications for teachers, paraeducators, and related service personnel.
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
Saturday December 7, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Teacher Perceptions of Adaptations For Curriculum Access and Professional Development
Saturday December 7, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 9
Teachers should be familiar with adaptations that can make learning accessible for all students. Providing access to the general curriculum not only meets requirements outlined in important legislation such as the 2015 Every Student Succeeds Act, but it elevates expectations for students with extensive support needs. Among the challenges special education teachers face in providing access are a lack of resources, time, and skills needed to make curriculum adaptations. Given these challenges, teachers can benefit from additional resources and training. This session presents a study on teacher perceptions of curriculum adaptations as a resource for promoting access to the general curriculum and professional development. The study addresses questions related to teacher involvement in curriculum decisions and the challenges and benefits of making adaptations. The findings aim to improve teacher training and outcomes for students with extensive support needs.
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
Saturday December 7, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

The Value of Cherishing: A Mother and Daughter Who Do For the Sake of Doing
Saturday December 7, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 5B
Parenting, or the act of caring for a very young child, is a social occupation that, initially is a survival mechanism for the child. Parent and child are interdependent in a way unlike any other relationship. Parenting a child with extensive support needs adds an extensive layer to this relationship with the adult taking on multiple additional roles in a day. Because of this, the majority of time spent together is working towards a goal leaving little time for the parent to engage with their child just for the sake of doing together. Through examples from a case study, I argue that there is value in non-goal oriented doing for children with extensive support needs and their caregivers. Cherishing children with extensive support needs as their whole complete human selves is important and leads to stronger relationships, communication and meaningful engagement. By doing together for the sake of doing, structures and spaces allow for opportunities to grow belong and do.
Presenters
avatar for Susie Agostine

Susie Agostine

Western New England University
Saturday December 7, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Where I Belong: Cora's Story
Saturday December 7, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 5C
This presentation will present the methods and findings from a case study that explored the phenomenon of belonging from the perspective of Cora, a school-aged child with an intellectual disability and significant support needs. Findings from the study illuminated how Cora's microsystem influence her sense of belonging in the school, neighborhood, and her community.
Presenters
avatar for Alexandra Raines

Alexandra Raines

Assistant Professor of Special Education
Saturday December 7, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Bridging Beliefs and Guidelines: Exploring Educators' Views on Paraprofessional Implementation
Saturday December 7, 2024 3:00pm - 4:00pm CST
4TH Floor - Imperial 11
This study investigated the alignment between special education teachers' beliefs and professional guidelines regarding the roles and responsibilities of paraprofessionals. Paraprofessionals, essential in providing support to students with disabilities, often receive inconsistent training and are assigned varied tasks across educational settings. Through a national survey of certified special education teachers, this research explored how educators' beliefs align with the Council for Exceptional Children (CEC) guidelines and explores differences in these beliefs across various educational placements (general education, resource, self-contained, and separate schools). The findings reveal significant variations in alignment, with higher agreement observed in inclusive settings. This study underscores the need for tailored professional development to enhance paraprofessional support and highlights the impact of educational context on teachers' perceptions and expectations.
Presenters
avatar for Mary Mansouri

Mary Mansouri

Doctoral Student, University of Kansas - Department of Special Education
Mary Curran Mansouri is a doctoral student at the University of Kansas in the Department of Special Education. Her research focuses on inclusive education and understanding interactions that enhance learning and socialization for students with complex support needs.
Saturday December 7, 2024 3:00pm - 4:00pm CST
4TH Floor - Imperial 11 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Effects of Using Video Modeling In Teaching AAC to Individuals with ASD
Saturday December 7, 2024 3:00pm - 4:00pm CST
4TH Floor - Imperial 5B
The presentation will discuss a single case study. The study examined if using video modeling (VM) is an effective method for teaching augmentative and alternative communication (AAC) to children with autism spectrum disorders (ASD). Three children with ASD took part in the study. A multiple-probe across participants design was used. Participants' responses (task analysis) were used as dependent variables, and VM (short video clips) presented on an iPad was used as an independent variable. Baseline, intervention, and 1-week maintenance conditions were conducted to collect data. Results of the study indicates that using VM can help children with ASD effectively acquire communication skills and maintain the acquired skills.
Moderators
avatar for Minkowan Goo

Minkowan Goo

Texas Woman's University
Presenters
BH

Brandi Hines

Doctoral Student, Texas Woman's University
avatar for Renee Gonzalez

Renee Gonzalez

Doctoral Candidate, University of North Texas
Saturday December 7, 2024 3:00pm - 4:00pm CST
4TH Floor - Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

How Saudi Parents of Students with ASD' Perceive the Transitional Plan Member
Saturday December 7, 2024 3:00pm - 4:00pm CST
4TH Floor - Imperial 5C
Background: Implementation of transition plans for ASD students is crucial for their growth and development. Robust implementation of transition plans helps in minimizing barriers to opportunities such as education, employment, and other training services needed for the prosperity of ASD students. Accordingly, parents' participation and engagement in transition services is crucial as it help in delivering person-centered transition services. However, there is a lack of evidence on how parents of ASD students perceive the level of responsibility of transitional partners in implementing transition plans in Saudi Arabia Methods: A quantitative study design was used to gather information and report on the study's purpose. Data was collected from a sample of 469 parents of ASD students in Riyadh (n=243) and Makkah (n=226) regions of Saudi Arabia. A 5-point Likert scale survey tool was used in data collection. Descriptive analysis was used to measure parents’ perception and rank the level
Presenters
SA
Saturday December 7, 2024 3:00pm - 4:00pm CST
4TH Floor - Imperial 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Supporting Employment Through Technology: QR Codes and More
Saturday December 7, 2024 3:00pm - 4:00pm CST
3RD Floor - Ballroom: Celestin B
This will be the presentation of the findings of a study about the use of technology (specifically QR codes) by individuals with ID in the workplace. The participants in the study were post secondary aged students who were enrolled in an inclusive post secondary program. The students were working at inclusive on-campus jobs, supported by job coaches. The students all had access to, and were proficient in the use of, cell phones. QR codes were used to link students to individualized supports (e.g. videos, or task checklists) to reinforce skill development and increase independence in the workplace. The QR codes were easily be embedded at the worksites, limiting the need for hard copy lists or charts for students or coaches to manage. Pre and post intervention data will be presented and will include student and job coach feedback and task completion data.
Presenters
avatar for Mollie Sheppard

Mollie Sheppard

Associate Professor, Saint Joseph's University
avatar for Sara Corley

Sara Corley

Saint Joseph's University
Saturday December 7, 2024 3:00pm - 4:00pm CST
3RD Floor - Ballroom: Celestin B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Transition Away From Sheltered Employment: What We Know and What We Can Do
Saturday December 7, 2024 3:00pm - 4:00pm CST
4TH Floor - Imperial 9
This session offers the latest research relevant to the barriers and facilitators of transition from sheltered 14c employment to competitive, integrated employment via the Workforce Innovation and Opportunity Act (WIOA, 2014). Given Indiana's clear movement towards investment in Employment First philosophy, this session is relevant for service providers, families, and people with disabilities considering transition.  This session features research highlighting commonly reported concerns and fears around transition, as well as potential strategies to remediate these common challenges. This session will also review interviews of people with disabilities in Indiana who have successfully moved to competitive integrated employment (CIE), are in the process of transitioning from sheltered employment to CIE, and the staff who are assisting in these transitions.
Presenters
MP

Mary Pearson

Indiana University
Saturday December 7, 2024 3:00pm - 4:00pm CST
4TH Floor - Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:15pm CST

Analysis of Literacy IEP Content Across Educational Placements
Saturday December 7, 2024 4:15pm - 5:15pm CST
4TH Floor - Imperial 5A
Students with complex support needs are often at risk of not receiving instruction on grade-aligned literacy skills (Keefe & Copeland, 2011). Given the importance of instruction on these skills, and the importance of Individualized Education Program (IEP) content in guiding instruction, there is a need to understand the extent to which these skills are documented in student’s IEPs. We analyzed the IEPs of 112 students with complex support needs to understand the literacy skills that are stated in Present Levels of Academic Achievement and Functional Performance (PLAAFP) and annual goals. We will present similarities and differences that exist in literacy skills included in IEPs for students with complex support needs in four different placements (general education, resource, self-contained, separate school). We will also share the results of an alignment analysis that examined the extent to which the IEP goals aligned with the literacy skills in the students’ PLAAFP statements.
Moderators
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.
Presenters
avatar for Roxanne Loyless

Roxanne Loyless

Doctoral Student, The University of Kansas
avatar for Kirsten Rebecca Lansey

Kirsten Rebecca 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 →
avatar for Jennifer Kurth

Jennifer Kurth

Professor, University of Kansas
Inclusive Education
Saturday December 7, 2024 4:15pm - 5:15pm CST
4TH Floor - Imperial 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:15pm CST

Impacts of A First Year Inclusive Post-Secondary Education Program
Saturday December 7, 2024 4:15pm - 5:15pm CST
4TH Floor - Imperial 12
This presentation will provide an overview of the first year of a new inclusive post-secondary education (IPSE) program on a university campus, including the experiences of IPSE students, peer mentors, university instructors, and program directors.
Moderators
avatar for Kelli Sanderson

Kelli Sanderson

Assistant Professor of Special Education, California State University Long Beach
Hello! My name is Kelli Sanderson. I am an Assistant Professor of Special Education at California State University, Long Beach. I am also coordinator of the Special Education graduate program and the Applied Disability Studies certificate. I am focused on advocacy and collaboration... Read More →
Presenters
MR

Mia Real

California State University Long Beach
LR
CC
LV

Lizeth Valentin

California State University Long Beach
Saturday December 7, 2024 4:15pm - 5:15pm CST
4TH Floor - Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:15pm CST

Preparing Students with ID for College Programs: Key Skills and Practices
Saturday December 7, 2024 4:15pm - 5:15pm CST
4TH Floor - Imperial 5C
Students with ID are increasingly attending post secondary (college) programs that provide opportunities for academic, social and vocational growth and success. The students enter these programs with varying degrees of independence and academic skills, and are exiting both self-contained and inclusive high school programs. This research examines, from the the perspectives of college students with ID, their parents, regional transition coordinators, and high school special education teachers, what the transition process that led to enrollment in a post-secondary education program looked like. Further, college students, and their parents were asked what skills acquired in high school most prepared them for the expectations of a college program. These data will be presented in addition to suggestions for teachers and families on how to best support transition aged students and their families when preparing for postsecondary education programs.  
Presenters
JJ

James Johnson

Saint Jospeh's University
avatar for Mollie Sheppard

Mollie Sheppard

Associate Professor, Saint Joseph's University
Saturday December 7, 2024 4:15pm - 5:15pm CST
4TH Floor - Imperial 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions
 
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