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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

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

Celebrating Our Autonomy As We Transition to Post-Secondary Education
Saturday December 7, 2024 8:45am - 9:45am CST
3RD Floor - Ballroom: Celestin B
Inclusive postsecondary education (IPSE) is now a transitional opportunity for many students with intellectual/developmental disabilities. ThinkCollege, a national technical assistance, research, and evaluation center dedicated to developing, expanding, and improving higher education options for students with intellectual disability, now recognizes over 325 programs across the United States that provide these educational experiences. Transitioning to college from an IEP supported K-12 experience, students and families strive to engage in valued ways in higher education by finding the right fit of program for the interests and desires of the potential students and their families. Getting it "right" by preparing well during high school, growing in autonomous ways and developing a growth mindset are key. This session celebrates evidence of effectiveness for IPSE enfleshed with the experiences of a family and its members who qualify for IPSE sharing their preparation strategies.
Presenters
avatar for Ann Marie Licata

Ann Marie Licata

Assistant Professor, Millersville University
Saturday December 7, 2024 8:45am - 9:45am CST
3RD Floor - Ballroom: Celestin B 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

Empowering School Leaders: Championing Inclusion and Belonging For Students
Saturday December 7, 2024 10:00am - 11:00am CST
3RD Floor - Ballroom: Celestin A
 The number of students in special education has steadily risen, reaching 7.3 million in 2021-22 under IDEA. This growth emphasizes the need for skilled school administrators to address diverse learning needs. Special education leadership entails managing systems, ensuring compliance, promoting inclusivity, and improving outcomes. Effective leadership correlates with better academic and social results for students with disabilities. The presenters will discuss how through collaborative partnerships, advocacy, and the cultivation of inclusive school cultures, school leaders can enact systemic change, dismantle barriers and create environments where every student, irrespective of ability, feels a profound sense of belonging with a focus on practices tailored for students with severe disabilities and their families.  
Moderators
YM

Yvonne Moreno

College Assistant Professor, New Mexico State University
Yvonne Moreno, PhD is a College Assistant Professor at New Mexico State University. She believes that all individuals regardless of their exceptionalities must have a right to the self-actualization of their goals and aspirations. This belief has guided her education, career, and... Read More →
Presenters
KK

Kristin Kew

New Mexico State University
avatar for Sergio Madrid-Aranda

Sergio Madrid-Aranda

Assistant Professor, Augsburg University
Sergio Madrid-Aranda is an Assistant Professor at Augsburg University in Minneapolis, MN. He earned his PhD in Special Bilingual Education, focusing on autism spectrum disorders, from New Mexico State University. He collaborates with Murcia University in Spain as a research associate... Read More →
Saturday December 7, 2024 10:00am - 11:00am CST
3RD Floor - Ballroom: Celestin A 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
CM

Cristin Montalbano

All In For Inclusive Education
Presenters
avatar for Jessica McQueston

Jessica McQueston

Assistant Professor, Sam Houston State University
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

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

Overcoming Challenges and Resistance: Advancing Inclusion in Schools
Saturday December 7, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 11
This presentation explores the critical importance of overcoming challenges and resistance to systemic change in schools to advance inclusion. It delves into common barriers hindering progress towards inclusive education, such as lack of awareness, fear of change, and resource constraints. Through a combination of strategies, including education, collaboration, resource management, leadership, and advocacy, this presentation provides insights into how educators and administrators can effectively navigate these challenges. By examining case studies, engaging in interactive discussions, and outlining action plans, participants will leave with practical tools and knowledge to drive positive change and foster inclusive school environments.
Presenters
avatar for Kelli Petrone

Kelli Petrone

Program Director, All In For Inclusive Education
Saturday December 7, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 11 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

10:00am CST

Trauma and Resilience For Advocates, Parents and Teachers
Saturday December 7, 2024 10:00am - 11:00am CST
3RD Floor - Ballroom: Celestin H
The legal and mental health definitions of trauma are very broad. Conservatively, a third of us grow up with three or more powerful disruptive risk adverse childhood experiences during our development. We think about trauma as an individual problem. COVID reminded us that trauma can be worldwide in scope. Such collective trauma impacts each of us uniquely to varying degrees and with disproportionate impacts. This workshop’s focus is on those who are charged with fixing the problems trauma causes in the K-12 setting while exploring federal and state trauma-related legislation. We acknowledge that everyone who has experienced trauma does not automatically become a victim. Some have – with or without help – overcome the adversity of trauma. Some try to mask the impact of trauma; others acquire resilience in the face of trauma. While still, others suffer silently or violently from their experiences. Presenters will share their experiences and ask participants to share theirs also.
Presenters
avatar for Barbara Ransom

Barbara Ransom

A civil rights attorney who represents individuals, families and organizations seeking relief from discrimination on the basis of disability.
Saturday December 7, 2024 10:00am - 11:00am CST
3RD Floor - Ballroom: Celestin H Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Trauma Sensitive Schools and Special Education: An Oxymoron?
Saturday December 7, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 10
There are a growing number of schools and districts throughout the country engaged in efforts to transform education to become more trauma sensitive.  Trauma sensitive schools are intended to help all students feel safe to learn.  This session will explore what it means to work toward and identify as a trauma sensitive school and how special education interventions align with these efforts.  Discussing issues related to special education interventions that may be trauma inducing will be central to this presentation. A schoolwide trauma sensitive assessment tool incorporating special education practices for teachers, students, parents, and school/district leaders will be provided.
Moderators
TW
Presenters
MS

Mary Schuh

UNH Department of Education
avatar for Deborah Genthner

Deborah Genthner

Program Coordinator, UNH
Saturday December 7, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 10 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

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 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 →
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.
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

Empowering Independence Through Guardianship Public Policy Reform
Saturday December 7, 2024 11:15am - 12:15pm CST
3RD Floor - Ballroom: Celestin C
Guardianships, intended as protective measures, are often overused and overly restrictive, depriving individuals of autonomy and decision-making skills. This overreliance fails to recognize the potential of individuals with disabilities and overlooks less restrictive alternatives, such as supported decision-making. Guardianships can also allow entities like medical and service providers to avoid making reasonable accommodations for people with disabilities. The Maine Protection and Advocacy Agency has spearheaded guardianship policy reform for over two decades, culminating in setting a national precedent by being the first to adopt the progressive 2017 Guardianship, Conservatorship, and Other Protective Arrangements Act. This presentation will explore Maine’s innovative strategies, offering insights and lessons. Attendees will understand the successes and challenges in advocating for less restrictive alternatives. Join us to contribute to the guardianship reform dialogue.
Presenters
LW

Lauren Wille

Legal Director, Disability Rights Maine
SC

Staci Converse

Disability Rights Maine
Saturday December 7, 2024 11:15am - 12:15pm CST
3RD Floor - Ballroom: Celestin C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Letting Their Voice Be Heard: Student Government and Campus Involvement For Students with IDD
Saturday December 7, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 10
Self-advocacy and participation in student clubs and organizations for students with IDD in inclusive postsecondary education is vital to their experience, just as it is for college students without IDD. However, with the historically recent inclusion of students with IDD in postsecondary education, our knowledge of campus involvement, particularly in student government, is limited. The purpose of this session is to give voice to a student with and a student without IDD to share their experiences working together to create meaningful change and documented gains in access for students with IDD on a large Southern public four-year campus. This session hopes to empower participants with key skills and information to support students with IDD to get involved, engaged, and included on their campuses.
Moderators
JR
Presenters
AG
AD
Saturday December 7, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 10 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

Making Systems Change in Personnel Preparation to Improve Inclusive Education
Saturday December 7, 2024 11:15am - 12:15pm CST
3RD Floor - Ballroom: Celestin G
This presentation will focus on the systems change efforts in the College of Education at one University, related to personnel preparation for general education and special education teachers, as well as multiple other school-related disciplines. We will provide the systematic steps taken to improve collaboration between preservice multiple and single subject general education teachers and the preservice education specialists with a focus on inclusive education prior to exiting their credential programs; and the creation of a course that all credential candidates take together. We will also provide the next steps taken in which all disciplines who work with students with disabilities in schools are involved in a strengths-based IEP meeting (parents and teachers, Ed leadership, school psychology, counseling, speech therapy, social work, nursing, etc.); what it has taken to get to this place; and the outcomes we are seeing as a result.
Moderators
avatar for Jenna Porter

Jenna Porter

CSU Sacramento
Presenters
avatar for Kathy Gee

Kathy Gee

Professor, California State University, Sacramento
inclusive education, meaningful access to core curriculum; augmentative communication; PBIS; elementary and secondary education; resaerch
avatar for Cindy Collado

Cindy Collado

Associate Professor, Sacramento State University
avatar for Jean Gonsier-Gerdin

Jean Gonsier-Gerdin

Professor, Teaching Credentials-Special Education, California State University, Sacramento
Saturday December 7, 2024 11:15am - 12:15pm CST
3RD Floor - Ballroom: Celestin G 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

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

Language... Does it Matter in Teacher Prep?
Saturday December 7, 2024 3:00pm - 4:00pm CST
3RD Floor - Ballroom: Celestin G
The words we use and allow our students to use matter. As teacher educators, we are preparing the next generation of educators, and they will impact thousands of K-12 students every year. This presentation will explore the nuanced role of language in shaping perceptions of students with disabilities and strategies for integrating disability representation into teacher preparation curricula. The presentation will review what two colleagues, including a disabled professor, at one Texas university are doing to change language and the perception of students with disabilities in coursework and with colleagues. Participants will gain actionable insights, learn updated disability-centered language, and examples of ways to cultivate a more inclusive and supportive environment where all students thrive.  
Presenters
avatar for Jessica McQueston

Jessica McQueston

Assistant Professor, Sam Houston State University
Saturday December 7, 2024 3:00pm - 4:00pm CST
3RD Floor - Ballroom: Celestin G Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Rolling with Inclusion: IPSE Perspectives From Students with IDD
Saturday December 7, 2024 3:00pm - 4:00pm CST
4TH Floor - Imperial 8
Students with intellectual and developmental disabilities (or IDD) have most recently been welcomed into the halls of institutions of higher education (or IHEs) thanks in part to the Higher Education Opportunity Act of 2008. As the research agenda begins to blossom, the most critical voices to include are those of the students entering the halls of IHEs – students with IDD. Two students enrolled in an IPSE at a major IHE in the southeastern United States will lead a discussion on their experience, what they have learned on their college campus, and how they apply their experiences in inclusive spaces daily. The conversation will cover academics, employment, independent living, community access, and recreation/leisure activities. Participants should be prepared for a fun, lively, and engaging conversation with students!
Moderators
JR
Presenters
AD
GC
Saturday December 7, 2024 3:00pm - 4:00pm CST
4TH Floor - Imperial 8 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.
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 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

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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