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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

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

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

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

Let's Collaborate: Strategies For Authentic Partnerships in Inclusive Education
Saturday December 7, 2024 10:00am - 11:00am CST
3RD Floor - Ballroom: Celestin B
When students with extensive support needs are included in general education, it is essential that educators engage in authentic and ongoing collaboration. In this session, two general educators and their special educator co-teaching partner will share the benefits and components of authentic collaboration, key strategies and tools they utilize to support collaboration, how they find joy and have fun in their partnerships, and how to advocate for administrative support and accountability to promote shared ownership. Let the good times roll!
Moderators
avatar for Amy Hanreddy

Amy Hanreddy

Associate Professor, Special Education, California State University, Northridge
Amy Hanreddy is an associate professor in the Department of Special Education at California State University, Northridge. She teaches about inclusive and collaborative practices, with an emphasis on strategies that provide students with disabilities access to meaningful instruction... Read More →
Presenters
NO

Natalie O'Brien

CHIME Charter School
AF
Saturday December 7, 2024 10:00am - 11:00am CST
3RD Floor - Ballroom: Celestin B 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

Supporting Educators to Make Equitable Instructional Decisions For All Students
Saturday December 7, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 5B
The 2015 reauthorization of the Elementary and Secondary Education Act, known as ESSA, includes a 1% cap on state-level participation rates in the alternate assessment. Enforcement of this policy has required many states to revisit their alternate assessment participation criteria and implementation. Through engaging in processes to decrease alternate assessment participation, states have reported some push back from teachers as they navigate how to design effective school programming for students who have switched from the alternate to the general state assessment. State and district leaders need resources to support educators who are serving students who have shifted from the alternate assessment to general assessment. This presentation will showcase a series of newly-developed, research-based free resources that states, districts, and schools can use to ensure that all students with disabilities have equitable access to rigorous learning - no matter what assessment they take.
Moderators
avatar for Jessica Bowman

Jessica Bowman

Research Associate, TIES Center, University of Minnesota
inclusive education, systems change, mathematics education
Presenters
avatar for Gail Ghere

Gail Ghere

Research Associate, TIES Center/ NCEO, University of Minnesota
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 →
YW

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 →
Saturday December 7, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 5B 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
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 Samantha Gross Toews

Samantha Gross Toews

Assistant Professor, Cal State University Northridge
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

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

Making it Happen! Writing Inclusive IEPs
Saturday December 7, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 11
Inclusive education is a fundamental right of all students, including those with the most significant support needs. Creating Individualized Education Programs (IEPs) that effectively support these students is crucial for their academic, social, and emotional development. This presentation aims to explore strategies for developing comprehensive IEPs tailored to the unique needs of students with significant support needs. Through a combination of research insights, practical examples, and collaborative discussions, participants will gain a deeper understanding of how to create inclusive learning environments that empower every student to thrive.
Moderators
avatar for Kara Halley

Kara Halley

Associate Professor, Metropolitan State University of Denver
Dr. Halley has over twenty years of experience as a teacher in the public school system and university settiings. Dr. Halley is also a consultant with the Colorado Department of Education. Her research interests include inclusive education, transition and post-secondary services... Read More →
Presenters
avatar for Rebecca Canges

Rebecca Canges

Associate Professor, Metropolitan State University of Denver
Rebecca Dennis-Canges received her doctorate in Educational Leadership with an emphasis in Teacher Education in Multicultural Societies from the University of Southern California (USC). She completed her undergraduate work in Psychology at California State University, Long Beach where... Read More →
LA
Saturday December 7, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 11 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

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
AR
avatar for Grace Francis

Grace Francis

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

4:15pm CST

Using SETTT for Success to Plan Effective Professional Development
Saturday December 7, 2024 4:15pm - 5:15pm CST
4TH Floor - Imperial 5D
The SETTT for Success project is an OSEP-funded grant to support trainers of teachers of students with extensive support needs (ESN) in planning academic-focused professional development (PD). Trainers plan PD using the SETTT for Success PD cycle, a series of phases trainers complete to use data to determine PD priorities, use backwards design to design and develop PD, and then evaluate the effectiveness of their PD. The PD is designed to target comprehensive academic instruction, defined by this project as building conceptual understandings across and within content areas to know when, why, and how to apply knowledge to solve problems and answer questions. Initial findings show the SETTT PD cycle is useful for trainers in planning academic-focused PD. In this presentation, we will describe the SETTT PD cycle, the resources available to implement the cycle, and invite participants to apply the PD cycle, using SETTT PD resources, to their own local context or a case study example.
Presenters
LR

Lindsay Ruhter

Doctoral Candidate, University of Kansas Center for Research
Saturday December 7, 2024 4:15pm - 5:15pm CST
4TH Floor - Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions
 
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Wednesday, December 4
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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
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4TH Floor - Imperial 5A
4TH Floor - Imperial 5B
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4TH Floor - Reliance Boardroom
Celestin Ballroom: Celestin D & E
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