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.
Who is the leader you are looking for. In this session, we hope to turn that question on its head. “How do we encourage others to be courageous and embrace their leadership†As supportive leaders, we can nurture a culture of kindness and connectedness that creates a fertile ground for people to build relationships and step into their own leadership roles with confidence. Are there ways for us to build up others in ways that empower them to challenge the status quo? Is there way to build a culture where courage isn’t needed? Where people just do “the next right thing� How does privilege impact leadership? Have we set up a culture that allows for everyone to be able to bring issues to light? How do we make space for relationships that allow marginalized people to be able to grow and exercise leadership? Please join us for a very interactive session with lots of conversation and fun. We will explore what qualities of a leader are and define the kind of leaders we want and need.
Sheldon Schwitek has been supporting individuals with complex behavioural needs in the United Statesb and in Canada for over decades. He was introduced to the founding members of the Marsha Forest Center in 1990 and became a facilitator of the person-centered processes of MAPS, PATH... Read More →
After ten years of working in a segregated Mental Health setting as a Music Therapist at New Hampshire Hospital and serving as a member of the National Music Therapy Association’s Training Committee LyAnn found inspiration. She was inspired by KFI's mission to provide supports... Read More →
This workshop brings together national experts in creating a sustainable inclusive and equitable education system. This deep work requires a multi-level, multi-year focus on systemic and structural barriers that maintain current practices. While research such as implementation and improvement science offer strong structural guidance, the nuances and context of different states, districts, and schools require some individualization of approaches. Panelists will share research, best practices, and tools related to creating sustainable change while discussing differences in our approaches and options. High-level and practical insight will be shared in this highly interactive session.
This presentation brings together national leaders in the field of system change. Christine Betchel, Jessica Bowman, Meghan Cosier, Patricia McDaid, Effie McMillian, Michael McSheehan, Diane Ryndak, Kurt Schneider, and Debbie Taub have been engaged with system change work throughout their careers. While there will be prepared materials and shared content, this colloquium allows for opportunities similar to a panel discussion to showcase the range of work, areas of focus, and different approaches to change. This will be an interactive session though there are specific times for audience questions..
Introduction to the topic (30 min) Mini-case studies by each participant related to their work (1.5 hours total) Commentary on big-picture levers and areas of agreement (30 min) Panelist questions and discussion related to contextual differences (1 hour) Audience questions (20 min)
Panelists will share case studies from their work to highlight contextualized levers and barriers in planning for and implementing sustainable systemic change. Key resources will be shared with participants. The goal of this colloquium is a lively discussion filled with practical guidance, debate, and audience engagement.
This colloquium centers youth and adults with intellectual and developmental disabilities and complex support needs as essential research partners within six participatory research projects, including inclusive research, participatory action research, community-based participatory research, and youth participatory action research. Each research team embodies the processes and principles of participatory research by how they center and amplify youth and adult experiences and perspectives to influence the policies, practices, scholarship, and systems that impact them most. Authentic equity, justice, access, and inclusion cannot be actualized without the epistemic agency of people with intellectual and developmental disabilities and complex support needs. This session calls for more participatory research controlled by them from theorization to dissemination.
This proposed four-hour session consists of 6 research paper presentations that will last 25 minutes each. We will reserve 10 minutes total for the session chair’s introduction and closing as well as 10 minutes for discussant remarks. There will also be a 10 minute break. This allows for 10 minutes for questions/discussion, dialogue/resource sharing with attendees after each presentation.
5 minutes: Introduction to the overall session and speakers, Colloquium Chair – Hasan Ko
25 minutes: “What Matters Most to Adults with Disabilities in Their Daily Lives: A Nationwide Project” - Paul Betz, Thomas Caswell, Whitley Daper, David Frye, Jess Kilpeck, Hasan Ko, Mark Utter, Nicole Villemaire, Emily Anderson, and Amanda Miller 10 minutes: Questions and discussion
25 minutes: “Participatory Action Research on the Service Planning Experiences of Massachusetts Adults with Intellectual and Developmental Disabilities” – Anne Fracht and Hezzy Smith 10 minutes: Questions and discussion
25 minutes: “Person Centered Planning and Home Community-Based Services on the Move” – David Taylor, Chaquetta Stuckey, and Anne Fracht 10 minutes: Questions and discussion
10 minutes: Break
25 minutes: “Collaborating With And Promoting Youth Voices in Research With Youth With Cerebral Palsy Who Do Not Speak And Who Use AAC” – Ramona Schwartz-Johnston 10 minutes: Questions and discussion
25 minutes: “Applying Inclusive Methods to Shed Light on the COVID-19 Pandemic Experiences of Group Home Residents with Intellectual and Developmental Disabilities in Massachusetts” – Anne Fracht and Hezzy Smith 10 minutes: Questions and discussion
25 minutes: “Working Together as an Inclusive Team” – Pauline Bosma and Oscar Hughes 10 minutes: Questions and discussion
10 minutes: Remarks, Discussant – Amanda L. Miller
While there is lots of research on the experiences and outcomes of people with disabilities, findings are not often shared in ways that are accessible and supportive of advocacy efforts. Advocacy methods that include quality data are often highly effective in steering the changes advocates hope to see; however, community engagement with disability data, including the collection, analysis, interpretation, and dissemination of data, is usually minimal. This can result in a disconnect between what researchers and policymakers feel is important to advocates and what advocates feel is important for their community. This session will feature an overview of existing efforts related to collecting and strengthening disability data and how these efforts are currently supporting advocacy. Then, we will have a rousing discussion with attendees about the most critical ways to enhance engagement with the disability community to support use of disability data in local, state, and national advocacy,
School-based occupational therapy practitioners (SBOTs) are invaluable for enabling inclusive participation for all students. However, existing literature highlights the need to shift from impairment-focused remedial approaches to inclusion-focused interventions. This presentation will discuss the findings of a qualitative multiple case study on inclusive OT practices in elementary schools for students with Extensive Support Needs (ESN). The study addresses two critical needs in education: (1) providing skilled support to make general education environments accessible and engaging for all learners, and (2) aligning SBOT practices with contemporary educational demands for students most vulnerable to segregation. The practical insights from this study will help us rise together as a collaborative team to promote authentic inclusion in the school community.
This presentation describes the experiences of a mother/advocate/researcher as she navigates the complex world of disability services for her daughter with extensive support needs. This longitudinal case study began five years ago with the analysis of videos and interviews of the mother-daughter dyad interacting with each other and sharing information about how this mother/advocate/researcher found her voice to advocate on behalf of her daughter who was once considered non-verbal. After five years, both mother and daughter have found their respective voices regarding advocacy and self-determination. This updated case study will share new findings on how this mother-daughter dyad has grown in their advocacy for equity at school and in the community.
Alma L. Contreras-Vanegas Ph.D., is an associate professor at Sam Houston State University. There she teaches courses in bilingual education and second language acquisition. Her research interests include: Bilingual children in Special Education (gifted and talented and children... Read More →
William H. Blackwell is an Assistant Professor of Special Education at Sam Houston State University in Huntsville, Texas. His research focuses on a broad spectrum of strategies for improving educational outcomes for children and adolescents with disabilities.
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 11Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Our research centers on historically marginalized families and their experiences during the IEP process, emphasizing the need for opportunities for advocacy and participation. School-based teams need to approach collaboration with families from an asset-based approach (Sauer & Rossetti, 2020) and educators can learn from practices associated with cultural humility to inform their relationships with diverse families (Trainor, 2010). We conducted semi-structured interviews with families and caregivers to gather first-hand accounts of their experience with decision-making and advocacy during IEP development. In particular, we asked participants how they were able to provide input on placements and services for their child. We will present our findings from a qualitative analysis and share the online resources that we developed to empower families by increasing their understanding of special education terminology, their rights under IDEA, and their confidence in advocating for their child.
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 →
Friday December 6, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin HHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
This study examined the effects of a remote video modeling intervention on romantic relationships for college students with intellectual and developmental disabilities (IDD) who are currently enrolled in an Inclusive Postsecondary Education (IPSE). A single-subject experimental design was used to illustrate the results. After removing the intervention, a follow-up phase was implemented to determine if the participants could maintain their skills. The findings were of significance to the participants. Limitations and future research were also included in this study to include in future literature.
Brianna Miller, Ed.D is an Instructor for the Department of Special Education at Florida Atlantic University (FAU). Dr. Miller is a faculty member and advisor of the Academy for Community Inclusion (ACI), a comprehensive transition postsecondary education program for adults 18 and... Read More →
Friday December 6, 2024 10:00am - 11:00am CST
Foster 2Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Using a constructivist grounded theory approach to interpret data collected through interviews, shadowing with field notes, and documents, this study begins to illuminate the role of an inclusive education coach working within an ongoing, successful district-wide systemic change endeavor to include students with extensive support needs (ESN) in regular education classrooms. The findings of this study begin with the experiences and qualities of the coach gleaned from interviews and shadowing experiences. Next, the preliminary theory that emerged from this study illustrates the coach's use of eight concurrent strategies that enable him to understand the context and build capacity at the classroom, school, district, and state levels of the education system to increase the membership, participation, and learning of students with ESN. Finally, additional implications derived from this study are discussed, which might assist districts in considering the use of coaching for systemic change.
Given the framework of the Contact Hypothesis, the We Dance Together program seeks to decrease bias and increase familiarity and acceptance between students with and without disabilities. This program was the subject of a mixed methods single case study investigating the social impact of program participation. Three groups of second grade students were included in the study in order to evaluate different qualities and quantities of contact: the intervention group, control group with contact, and a control group without contact. Results indicated significantly increased levels of favorability and an emerging desire to "play with" students with complex communication needs for the intervention group.
I am a school-based Speech and Language Pathologist, Adjunct Instructor at the University of Cincinnati, and Ohio Ambassador for Charting the LifeCourse. I earned my Doctor of Education degree from the University of Findlay where I completed my dissertation study of We Dance Together... Read More →
Friday December 6, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin FHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Most state rehabilitation agencies collaborate with community rehabilitation providers (CRPs) to provide job placement and support services, including supported employment (SE) and customized employment (CE). Despite efforts from CRPs to provide services and supports to individuals with disabilities for the demands of employment, competitive integrated employment (CIE) rates for individuals with disabilities, especially those with more significant disabilities remains poor. One way to improve employment outcomes is to ensure that those providing comprehensive supports are competent in knowledge and skills necessary for their job. The purpose of this presentation is to review result of a study that validated key knowledge and skill competencies essential for job coaches. We will provide a review of the competencies used in the study and review methods, results, implications. We will provide a review about how competency-based training and TA is being implemented in one state.
Assistant Professor, University of Missouri, St. Louis
Magen is an assistant professor of inclusive education at the University of Missouri-St. Louis. Her research focuses on the inclusion of students with significant support needs in work-based learning experiences.
Director of Research and Training, Utah State University
Tim is the Director of the Research and Training Division at the Institute for Disability Research, Policy & Practice with an appointment as research associate professor in the Department of Special Education and Rehabilitation at Utah State University. Tim has 30 years of experience... Read More →
Friday December 6, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin BHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
The current study describes how two teacher preparation programs used the Self-Determined Learning Model of Instruction (SDLMI) with 57 teachers to empower them to set goals, take action, and evaluate and adjust their goals and action plans to enhance their practices and supports provided to students. We analyzed the goals set by teachers to improve their inclusive teaching skills and practices, the quality of teacher goals, teacher goal attainment, and whether goal quality predicted goal attainment. We found that most teachers set goals that required a team approach. Teachers generally created high-quality goals, with teachers making expected or better-than expected progress on their goals. Teacher goal quality was predictive of goal attainment. We discuss how teacher preparation programs can use the SDLMI to support teachers in creating their own goals, measuring their goal progress, and improving their implementation of essential and best practices to advance inclusive education.
A multidisciplinary approach involving speech-language pathologists, educators, occupational therapists, and other professionals leads to improved communication outcomes for individuals using Augmentative & Alternative Communication (AAC) systems (McNaughton & Light, 2013). Despite this knowledge, AAC training opportunities for school staff often focus only on SLPs and less frequently on the direct support professionals assisting students on a daily basis. Our session focuses on the benefits of a multidisciplinary training approach, which facilitates the generalization and maintenance of communication skills across different settings and communication partners. This collaboration promotes communication and inclusion in a wider range of contexts (Millar et al., 2019). Multidisciplinary collaboration provides valuable opportunities for professional development and knowledge exchange among team members, enhancing AAC service delivery in educational settings (Beukelman & Mirenda, 2013).
Lisa Mihalich Quinn, M.A / M.Ed. is a licensed special educator with more than 15 years of experience making academic content accessible for neurodiverse students and learners who use Augmentative and Alternative Communication (AAC). She is a former Public Schools teacher and the... Read More →
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 8Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
We examined the social support networks of parents of adults with IDD, including members of their support networks, satisfaction with network members, and supports parents need to be effective caregivers for their adult son or daughter with IDD. Findings point to small social networks and the need for tangible support, social support, help navigating services, and future planning. Findings have important implications for research, practice, and policy.
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 →
Friday December 6, 2024 11:15am - 12:15pm CST
Foster 1Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Family support is essential for effective augmentative and alternative communication (AAC) implementation. Family level intervention is necessary to ensure this support, but few interventions exist. We will share the development process utilized as part of an IES funded grant to create an aided language modeling intervention for SLPs and families.
Dr. Sarah Douglas is an Associate Professor at Michigan State University where she directs the RADD lab (Research on Autism and Developmental Disabilities). Her work focuses on paraeducator supports, augmentative and alternative communication, children with extensive support needs... Read More →
Friday December 6, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin AHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
As more students with disabilities are included in general education settings, there is a growing need for enhanced preservice teacher training for inclusive practices. Especially, an introductory special education course is given greater emphasis due to the mandatory enrollment requirements for preservice teachers in most teacher preparation programs. To inform the development of this course that prepares teachers to provide inclusive education, a Delphi study will be completed to query experts on critical elements of the course syllabus (i.e., purpose, course contents, assignments) considered important by them to facilitate inclusion. The content analysis of 22 syllabi was conducted to develop the initial survey items. Consensus will be reached through multiple rounds of surveys. Results and implications for future research and practice will be discussed.
This qualitative research uncovers current and best inclusive practices in school-based transition programs for 18-21 year-old students with significant disabilities. Document analysis of published curricula, results of a mixed-method survey, and 24 semi-structured interviews offer multiple perspectives on the current status of transition programs as well as practices that uphold inclusivity, which are more likely to lead to inclusive adult life experiences. Findings show that many students expressed discontent with segregative aspects of transition programs and parents worked tirelessly to cobble together unique programs. Professional perspectives reveal that low-expectations often guided program decisions that led to segregative practices. Examples of promising and inclusive practices are also uncovered in the study. A review of the literature on inclusive transition programming and disability studies theoretical lens contextualize research findings.
This study aims to investigate the unique qualities that create opportunities for parents of students with multiple support needs to advocate for inclusive education settings. All humans need to connect and feel that they belong, and their unique human capital is used to attain a desired outcome. When a parent is part of an IEP team, these needs are not any different; belonging is needed to feel part of that team truly and for collaboration to occur. As this study investigates the phenomenon of parental qualities, the theoretical frameworks of the 10 Dimensions of Belonging by Carter (2021 & 2020) and Yosso's Community Cultural Capital (2005) will be used. What are the distinctive attributes of parents of children with multiple support needs that equip them to be advocates for inclusive education settings? a) How do parents acquire these distinctive attributes? b) How does possessing these qualities impact advocacy in the IEP process?
Associate Professor of Early Childhood Special Education, California State University LA
My primary research interests focus on supporting families of children with Autism Spectrum Disorder (ASD) and related Developmental Disabilities in two ways; through Parent to Parent social support and through parent-mediated interventions for social communication. Additionally... Read More →
Friday December 6, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin GHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Extant literature has focused mainly on access to Individualized Education Programs (IEPs) without addressing Section 504 of the American Rehabilitation Act. Over 1.38 million students are served by Section 504 in schools, yet little is known about their experiences. The purpose of the study was to explore the experiences of families of autistic children with Section 504 in schools. Altogether, 21 families participated in individual interviews about their initial experiences accessing Section 504, their input into the Section 504 plan, and the implementation of the Section 504 plan. The few families who reported positive experiences with Section 504 reported having supportive school professionals. Unfortunately, most participants reported negative experiences including the school being unwilling to provide accommodations. Implications include the need to develop and test an advocacy program for families and youth with disabilities to improve access to Section 504.
Adaptive skills are important skills for students with significant disabilities to learn to help be more independent in the classroom. The purpose of this study is to see if preschool students can learn adaptive skills via video prompts and if the skill can be maintained once the video prompts are removed. Findings showed that all three students were able to make positive progress in learning their adaptive skill using video prompts. Two of the students reached the maintenance phase and both were able to remove the video prompts and maintain the learned skill. These two students also showed an interest in wanting to swipe through and start their own videos during the intervention. Therefore, video prompts also have the possibility of helping students become more independent, which leads to more or continued inclusion with their peers and by being included are in more diverse classrooms.
Mixed methods designs are gaining traction in research for inclusive education, but there are still few examples of how mixed methods can inform intervention development. Learn how our team has used mixed and multi-methods research to develop an intervention that promotes social communication, language, and peer relationships for elementary-aged students with autism who are nonspeaking or have limited speech. Participants will learn about the components of the Enhanced Peer Network intervention, which include: (a) communication access through augmentative and alternative communication (AAC), (b) storybook lessons to promote social-emotional development for students with and without disabilities, and (c) support for peers and students with disabilities to promote social communication and engagement during play. Participants will also learn about the powerful roles mixed methods research can play in successfully bridging research-to-practice.
Elizabeth E. Biggs, Ph.D. is an Assistant Professor in the Department of Special Education at Vanderbilt University and a member of the Vanderbilt Kennedy Center. Her work focuses on promoting social, communication, language, and literacy outcomes for children and youth with autism... Read More →
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 5AHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
In this engaging presentation, presenters will discuss past research on writing instruction for students with intellectual and developmental disabilities (IDD) and describe two recent studies on the effectiveness of an intervention package including constant time delay, sentence frames, and technology-assisted instruction on: (a) writing within a shared story reading and (b) small group writing instruction for students with IDD. Additionally, we will provide teachers with writing examples that can be implemented in their classrooms without the need for additional funding.
Professor, University of North Carolina at Charlotte
Fred Spooner is Professor of Special Education at UNC Charlotte. Dr. Spooner has researched and written about instructional strategies for students with severe disabilities since the 1980s. Recently, he has focused on alternate assessment and linking both assessment and instruction... Read More →
In this pilot randomized controlled trial, we tested two reading curricula designed to teach early literacy skills to nonspeaking students—Early Literacy Skills Builder and Accessible Literacy Learning. Twenty-four participants were randomized to an ELSB, ALL, or control group, and we measured outcomes for all groups at 4 time points for phonological awareness, alphabet knowledge, and word reading. We used growth curve modeling to analyze our data. We found statistically significant effects for both ELSB and ALL compared to the control group on some outcomes, although ELSB outperformed ALL on most measures. We will report on effects of each intervention relative to each other and a control group, and share practical implications for practitioners.
Matt Brock has two major lines of research including (1) inclusion and peer-mediated intervention for students with significant disabilities, and (2) coaching paraprofessionals to implement evidence-based practices. He currently is implementing a large-scale federally-funded efficacy... Read More →
Friday December 6, 2024 2:15pm - 3:10pm CST
Foster 2Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
This study sheds light on potential inequities in student outcomes perpetuated by current disability labeling and placement systems, particularly for historically marginalized students. We used multi-level linear modeling to explore how student characteristics and their intersections affect the educational placement of public school students who received special education services in Utah across 6-years. Students’ eligibility for the state alternate assessment based on significant cognitive disability (SCD) had the strongest negative effect on educational placement, followed by disability labels often associated with complex support needs (i.e., multiple disabilities, intellectual disability, autism). The placement patterns of students of color and White students across autism and intellectual disability labels were reversed and disproportionate, suggesting White families have greater access to knowledge of relative resources and stigma associated with different disability labels.
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 →
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 8Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Person-centered transition planning empowers people with disabilities to take charge of their goals for the future— fostering self-determination and meaningful outcomes. However, little is known about the extent to which educators involve youth in transition planning when youth are unable to use speech to be heard and understood. Our research team has been engaging in research focused on understanding the involvement of youth who use augmentative and alternative communication (AAC) in transition planning. We interviewed youth who use AAC, their parents, their special education teachers, and their speech-language pathologists about their experiences. Key findings highlight the challenges youth face and the support needed from each stakeholder in the transition planning process. Participants will gain powerful insight into these first-hand experiences and will also leave with ideas about the changes needed in practice to empower youth voices in their own transition planning.
Elizabeth E. Biggs, Ph.D. is an Assistant Professor in the Department of Special Education at Vanderbilt University and a member of the Vanderbilt Kennedy Center. Her work focuses on promoting social, communication, language, and literacy outcomes for children and youth with autism... Read More →
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 5CHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
The historical perception of disability as a defect or abnormality has led to negative stigmas and biases, impacting students with disabilities and special education teachers. Paradigm shifts are necessary to address societal and physical barriers, improve school systems, and support special education teachers, especially early career educators. Students with disabilities face limitations due to these barriers, contributing to teacher turnover and impacting student learning. The presentation will focus on addressing these barriers to attract and retain highly qualified special education teachers. Additionally, the presentation will address the expectations placed on special education teachers and suggest using a social model of disability framework to shift perceptions in educational settings. It also emphasizes the need for an inclusive culture that supports special education teachers from diverse backgrounds.
Tammy Bachrach is a Professor of Special Education at Azusa Pacific University (APU) in Southern California. Prior to assuming her position at APU, Tammy was general and special educator for 18 years, working with both primary and secondary students with disabilities. Tammy grew up... Read More →
Friday December 6, 2024 2:15pm - 3:10pm CST
Celestin Ballroom: Celestin AHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Students with extensive support needs (ESN) often participate in community-based work experiences (CBWEs) as part of their transition programming. CBWEs allow students to experience real work while they are still in school. Students with ESN often benefit from the support of a paraprofessional to meaningfully participate in CBWEs. In this role, paraprofessionals are essentially acting as a “job coach,†a central feature of supported employment for adults with disabilities. While paraprofessionals can play an integral role in students’ ability to access CBWEs, little research had been conducted on their role with these experiences and how they support students with ESN in this capacity. This presentation will share findings and practical implications from a research study aimed at understanding paraprofessionals’ role in job coaching for students with ESN and practices that paraprofessionals utilize to support students at community worksites.
Placement in the general education classroom is critical for ensuring the inclusion of students with disabilities in schools. However, several variables (e.g., student age, school district type) have been implicated as potentially influencing classroom placement decisions despite established protocols guiding the process. Due to the non-public nature of disability-related data in Canada, little is known about the patterns and trends characterizing classroom placement in this context. This study analyzed special education program placement data provided by the Ontario Ministry of Education to describe the extent to which students with 13 disability types have accessed their education in general education classroom placements over time. Discussion focuses on implications for both policy and practice.
While inclusion in the general education classroom for students with extensive support needs (ESN) leads to significantly better academic, social, and behavioral outcomes, rates of full inclusion for this population remain low. Pre- and in-service teachers’ beliefs affect the placement in–and ultimately the efficacy of–inclusion for students with ESN. This systematic literature review synthesizes extant empirical studies that explore preservice general education teachers’ belief systems towards the inclusion of students with ESN. Findings highlight the dissonance that many preservice general education teachers feel, the interpretability of the least restrictive environment mandate, and the need for term stabilization (e.g., beliefs; ESN) in research questions about this topic. Implications for teacher education and systems change are discussed.
Learners need to be accurately reflected in their curriculum in myriad ways as it reinforces the development of positive self-identity and helps them make deeper connections with content. Culturally responsive practice emphasizes ethnic diversity while overlooking disability culture thereby contributing to ongoing stigmatization and marginalization. To avoid perpetuating stereotypes, fictional characterizations of those with disabilities must be carefully critiqued, especially when utilized by those with ableist notions. Thus, the results of a study will be shared in which a focus group evaluated fictional picture books featuring characters with visual impairment using a specially designed rubric to critique inclusivity attributes. Stereotypes, relationships, interactions, psychosocial adjustment, representation, inclusiveness, interdependence, reciprocity, equality, acceptance, and empathy were analyzed. Emerging themes and essential elements of quality literature were also evaluated.
This presentation explores a school district's systemic efforts to implement inclusive education practices for students with Extensive Support Needs (ESN) starting from kindergarten. The research highlights the strategic use of natural transitions, such as the entry into kindergarten, as pivotal moments for initiating systemic change. The study is framed by the Quality Implementation Framework (QIF) and implementation science, offering a structured approach to examining and enacting systemic changes. Data collection involved semi-structured interviews with district administrators, teachers, and parents; observations of kindergarten classrooms; and analysis of district policy documents and meeting minutes. This comprehensive approach allowed for an in-depth examination of the systemic changes implemented and their impact on the inclusion of students with ESN. Attendees will gain practical strategies and insights to promote inclusive practices within their own contexts.
Although research documents an association between low expectations and poor community living and participation (CLP) outcomes for individuals with ID, there remains a gap in understanding which factors most impactfully influence expectations; a gap that prevents an advancement of meaningful and effective policies and strategies in support of positive CLP outcomes. Further, research on CLP outcomes commonly excludes individuals with/family members of individuals with ID- thereby limiting an understanding of those most influential/impacted by low expectations and diminished CLP outcomes. Disentangling research on the factors that influence CLP expectations has the potential to enhance CLP outcomes by highlighting the factors that should be maximized to enhance expectations or addressed to minimize low expectations.
Adults with intellectual and developmental disabilities (IDD) are more likely to have poorer health outcomes and a shorter lifespan than the general population. Health is influenced by many factors, two of which are disease burden and engagement with primary and preventive care. In this presentation, we will share our study findings of common medical conditions and primary and preventive care utilization in 158 adults with IDD, as well as common caregiver concerns. We will bring our findings to life through a first-hand account from a parent of an adult with IDD, who will share her personal journey of supporting her son to successfully access necessary preventative care, and the impact this had on their family.
The presenters will share the results of a literature search and content analysis related to research and strategies for including students with extensive support needs (ESN), and/or complex multiple disabilities, in the state-adopted general education standards within general education classrooms. After the analysis, presenters will provide participants with points of issues for discussion regarding future directions for improving research related to students with ESN.
Terms used to refer to disabilities and the related definitions change over time, evolving in response to changes in social conventions. Currently we often see references to “students with extensive support needs (ESN).†When we look at studies focusing on participants with ESN, we find great variability in participant descriptions, even though all are using the “ESN†phrase; we likely find widely varying communication, academics, and motor skills, as well as co-occurring disabilities. The implications of study results and resulting applications for practitioners will be very different depending upon whom the study actually focuses (i.e., very specific participant descriptions). This session will focus on an analysis of published reviews that specifically state focusing on students with ESN. Results of this research will be examined to present an overview of who the term ESN represents in research and to make recommendations for definitional clarity.
Despite extensive research demonstrating the positive effects of inclusion for students with Intellectual Disability (ID) in general education, rates of full inclusion for this population remain low. Key components of successful inclusion include leadership that is committed to inclusive pedagogy and a shared vision across all stakeholders, including school staff, family, and community members. This qualitative study analyzes stakeholders’ definitions of inclusion at Sunshine Community Charter (SCC), a public charter (PK-6) whose mission is full, equitable inclusion for all, including those with ID, multilingual learners, and those with multiply-marginalized identities. Using Danforth & Naraian’s (2015) Foundational Priorities for Inclusive Education as a framework for authentic inclusion, our findings demonstrate a streamlined, viable vision for inclusive pedagogy, environments, values, and belongingness for all learners. Implications for systems and policy change are discussed.
This presentation will describe study results from a recent research project. The purpose of this study was to examine how teacher candidates were impacted by learning from individuals with disabilities through a Self-Advocate Guest Presenter Series. After attending the semester-long Presenter Series, 17 teacher candidates shared their perspectives through semi-structured interviews. During this presentation, we will share the main themes that resulted from our analysis as well as future implications for research and practice.
Paraprofessionals are increasingly serving as job coaches at community-based work sites. In this session we share findings from a study that explored the qualifications and responsibilities of job coaches who are employed by schools, the training these job coaches receive to perform their job, and the role of school professionals in directing the activities of job coaches. Discussion will focus on how we can continue to enhance the role, training, and supervision of job coaches who are employed by schools to improve employment outcomes for students with extensive support needs.
Assistant Professor, University of Missouri, St. Louis
Magen is an assistant professor of inclusive education at the University of Missouri-St. Louis. Her research focuses on the inclusion of students with significant support needs in work-based learning experiences.
Stacy Dymond is professor of special education at the University of Illinois at Urbana-Champaign. Her research focuses on curriculum issues related to educating secondary and transition-age students with severe intellectual disabilities in inclusive school and community settings... Read More →
Friday December 6, 2024 3:25pm - 4:20pm CST
Imperial 5DHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
For 30 years a direct support workforce crisis has worsened over time. Long-term services and support for people with intellectual and developmental disabilities who receive or are waiting for services are threatened. State systems, providers, people who self-direct, & advocates scramble for solutions. Leaders from RI and MN will share evaluation results of their multi-level effort to reduce turnover and vacancy rates. Interventions and outcomes will be shared. Each entity has its unique motivation, responsibility, intervention, and targeted outcomes, and all are informed by multi-stakeholders (e.g., DSPs, people with IDD, families, state agencies, advocates, employers) who co-created a statewide plan to address DSP and supervisor retention. To date, they have collectively reduced statewide turnover to 16% and vacancy rates to 14% (below the national averages). Formative and summative evaluation findings show that efforts produced promising outcomes for sustainability and replication.
The right to education in the least restrictive environment is at the foundation of IDEA. This research-based presentation examines how students with disabilities are losing this right and segregated through voucher programs. The study focused on three of the largest special needs voucher programs in the United States: those in Florida, Georgia and Ohio. These programs and the largest private special education schools within these states were found to be silent on the right to education in the LRE. Descriptions and analysis of how this occurs will show that special needs vouchers are manipulatively framed to undermine inclusive education. Neighborhood schooling and inclusion are rendered invisible and invalid through the “manipulative silences†of “choice†policy. This analysis draws connections between historical segregation, neoliberal ideology and the rhetoric of market choice. Implications regarding segregation, equity, and education policy will be discussed.
Experiences of belonging are a basic human need and the accessibility of belonging might look different for individuals labeled with IDD due to historic and ongoing exclusion. This qualitative, participatory study explored how adults with intellectual and developmental disabilities defined belonging, reflected on experiences of belonging, and co-constructed a conceptualization of belonging together. With a focus on presumptions of competence and epistemic agency, this project includes those with lived experiences in “the process of science†(Shogren, 2023).This presentation seeks to share critical implications (for schools, families, and communities) about the issues of safety and accessibility as taken up by co-researchers during our conversations.
This presentation provides findings from a qualitative document analysis study that examined 20 years of national advocacy documents focused on protecting children from the misuse of restraint and seclusion in U.S. schools. A systematic search resulted in the identification of 35 national advocacy documents. We used a qualitative inductive coding approach to identify themes across education, law, and policy issues, as well as, accounts of child abuse resulting from the misuse of restraint and seclusion in U.S. schools. Our findings bring attention to human rights and IDEA violations in U.S. schools and current challenges at the national level to protect children from the misuse of restraint and seclusion through federal legislation. Attendees will learn to (a) recognize the misuse of restraint and seclusion; (b) impacts on the safety of students, (c) resulting educational, law, and policy issues, (d) proposed federal legislation, and (e) ways to advocate for the protection of students.
As the U.S. population rapidly ages, it is critical that systems are in place to meet the ever-diversifying needs of people receiving services. National Core Indicators—Aging and Disabilities™ (NCI-AD™) Adult Consumer Survey (ACS) illuminate health and service outcomes among people aging with disabilities. We will discuss the current state of healthcare access and prevalence of long-term health conditions that impact this group, as well as how outcomes differ by demographic characteristics. In particular, we will delve into critical social determinants such as food insecurity, relationships, and community access that have unique and compounding effects on aging and disability. Information presented will enhance understanding of ways to support healthy aging and anticipate trends among those using long-term services and supports (LTSS) that are critical to build and maintain person-centered systems of supports.
Friday December 6, 2024 4:35pm - 5:30pm CST
Foster 1Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
This session discusses research about how collaboration instruction during teacher education can impact the ability of general and special educators to work with one another to create more inclusive and effective classrooms. We will discuss course design and collaboration best practices and look at data from the course that shows the positive impacts of the experience on preservice teachers and K-12 students including nuances associated with teacher understanding and practices of collaboration.
Hello everyone! I am excited to be attending TASH this year! I am an Assistant Professor and the Special Education Endorsement Coordinator at Linfield University in McMinnville, Oregon. I am excited to share the work I do in teacher education and learn from others as well! I would... Read More →
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 5CHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
The Every Student Succeeds Act indicated alternate assessments (AA) are for students with significant cognitive disabilities. Given the federal government actions to enforce the 1% state cap for AA participation, many students who previously took the alternate assessment are now taking the general state assessment. That means these students must be placed in the general classroom to learn the state standard curriculum. This presents a challenge to educators in educating students who may have been instructed according to modified curriculum and alternate achievement standards. This presentation will discuss results from a mixed methods study including a secondary data analysis, classroom observation, and teacher interview group to determine student characteristics and successes and challenges educators face when teaching students who have moved from the AA to the general assessment. Implications for policy and practice will be discussed. Related tools and resources will be shared.
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 →
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 5AHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Teachers can play a vital role in curriculum development and refinement. This presentation highlights recent mixed methods research on a teacher-implemented multiplicative word problem-solving intervention for students with extensive support needs (ESN) in small groups. We examined the involvement of special education teachers in iterative curriculum development through a multi-year embedded experimental study. Using quantitative data from a multiple-baseline across classrooms single-case design and qualitative data from interviews and observations, we evaluated whether an established evidence-based practice remained effective when implemented by teachers in routine conditions and assessed its usability, feasibility, and acceptability. The presentation will share student outcomes but primarily focus on teachers' perceptions and roles in the research and curriculum development process.
Jenny would like to talk to you about general curriculum access, teaching math to students with autism/intellectual disability, and how teachers make instructional decisions for students with extensive support needs. Jenny was the 2015 TASH Alice Hayden award winner.
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 12Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Legislative advocacy is a crucial channel for disability advocates to influence civil rights and disability-related legislation and policy, ultimately improving the quality of life for individuals with disabilities. We conduct a survey study to examine the legislative advocacy experiences of people with disabilities and family members of people with disabilities, and factors impacting their legislative advocacy. We analyze demographic characteristics, the causes they advocate for, organization membership and leadership, frequency of civic engagement, and level of agreements on how social and cultural factors impact their legislative advocacy. Findings of this study will enhance the understanding of the factors that influence legislative advocacy and identify strategies to enhance individual and collective advocacy efforts in the future.
The stagnant rate of inclusion placements for students with significant support needs remains alarming. Teacher educators play an essential role in preparing teacher candidates to shift outdated practices and implement inclusive practices. As teacher educators, we experience numerous barriers in preparing teacher candidates (Olson & Roberts, 2017). However, teacher educators must be creative and resilient as they work to persist past barriers (Olson & Roberts, 2020). Instead of focusing on the barriers, we sought to envision another way to prepare teacher candidates. The purpose of this study was to learn about what special education teacher educators can do in their role to help shift how teacher candidates are being prepared to include students with significant support needs in K-12 schools. We conducted a focus group with special education teacher educators, who are new to teacher preparation, to gauge their perspectives on avenues for change and steps to get there.
Friday December 6, 2024 4:35pm - 5:30pm CST
Celestin Ballroom: Celestin GHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
This session will present a case study of a culturally and linguistically diverse high school that implemented a Multi-Tiered System of Support (MTSS) emphasizing culturally responsive and restorative practices. By analyzing student, adult, policy, and structural factors through an anti-racist and anti-ableist lens, the school's leadership team shifted their disciplinary and support systems from focusing on control to promoting equitable and inclusive practices. The case study demonstrates how MTSS can be used to increase faculty competence in restorative pedagogy, benefiting all students, particularly those with disabilities who are disproportionately affected by punitive disciplinary practices. Attendees will gain practical strategies for implementing a similar approach in their schools.
A secondary data analysis using the Early Childhood Longitudinal Study: Kindergarten 2011 (ECLS:K 2011), explored the impact of social-emotional skills (SEL) on reading achievement over time for students with disabilities. We found working memory predicts achievement. but no statistically significant differences in achievement or SEL skills across different disability categories.
In this presentation, we will describe a mixed-methods research study completed in collaboration with a Southern California Regional Center. First, we will briefly discuss a secondary analysis of Regional Center client data which revealed significant under-utilization of allocated services for school-aged clients. Then, we will report on a series of focus groups conducted with parents/caregivers of school-aged children (5-22 years) eligible for regional center services. Primary questions for this inquiry focused on barriers and facilitators for service use for families of children with disabilities and how the regional center could improve service delivery to ensure best outcomes.
Associate Professor of Early Childhood Special Education, California State University LA
My primary research interests focus on supporting families of children with Autism Spectrum Disorder (ASD) and related Developmental Disabilities in two ways; through Parent to Parent social support and through parent-mediated interventions for social communication. Additionally... Read More →
Friday December 6, 2024 5:45pm - 7:15pm CST
Storyville HallHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
For children, social interaction plays a critical role in overall social, emotional, and cognitive development, however, not every child has equal opportunity to engage socially with their peers. Specifically, children with disabilities and complex communication needs (CCN) have limited meaningful opportunities to interact with their peers in inclusive educational spaces. To better support young children with CCN in early childhood educational settings, it is imperative to understand what opportunities exist naturally for social interaction and communication. This observational study investigates these naturally occurring communication opportunities for students with disabilities and CCN as well as other contextual factors that may impact social communication in inclusive classroom settings.
Traditionally, AAC researchers have defined topics for investigation. However, it is important to include AAC users in research to ensure that it addresses their needs and priorities and that it results in increased awareness and uptake to improve outcomes. This scoping review aimed to identify whether AAC users have been involved in the research conducted to address issues related to adults with cerebral palsy who use AAC, and, if so, in what types of studies. Through a systematic search, only 34 data-based studies from the last twenty years were identified that focused on adults with CP who used AAC. Nine of those studies involved an AAC user in at least one research process (conceptualization of the problem, determining research methods, collecting study data, analyzing study data, and disseminating study findings). To improve the outcomes of research, there is an urgent need to involve AAC users in studies conducted to understand and support their needs.
Self-advocacy is an essential component of transition planning for youth with disabilities. The Individuals with Disabilities Education Act (IDEA, 2004) mandates students with disabilities are included in transition planning to the greatest extent possible. Additionally, the Workforce and Innovation Act (WIOA, 2014) requires specific pre-employment transition services, one of which includes self-advocacy training. Despite federal requirements, youth with disabilities often report not being active members of their transition planning and self-advocacy is often tied to school and work-based settings. Our research team investigated self-advocacy experiences of transition-aged youth with disabilities through one-on-one interviews led by researches with and without disabilities. Key findings highlight youths’ advocacy experiences across settings, how they are empowered to advocate, and their suggested improvements to special education for other students with disabilities.
The proposed presentation will discuss the results of a study on interagency collaboration in Illinois. Linkages and relationships among disability providers are the main focus of the study. The study will utilize collaboration mapping highlighted in Frey et al., 2006. The visual representation of collaboration will be a useful aid to see how many linkages exist between disability providers and the strength of those linkages among the disability providers. The baseline data in the study collected will be utilized to determine how effective interventions are at improving collaboration among disability providers. The primary focus will be disability providers that provide employment-related services, including schools that provide employment-focused training.
Survey findings about implementation of a state instructional mandate on disability history and people with disabilities indicated that, while participants (irrespective of general or special education assignment) believed this instructional content was critical for K-12 students, they were not aware there was a mandate and required significant resources to meet this mandate and ensure that disabled people were involved in content design and implementation. Suggestions for change with a particular focus on including people with complex learning needs in curriculum development and implementation are provided.
Last year, I had the privilege of presenting with a group of students who had never seen inclusive practices, this year my university extended my grant funding to continue this line of research. Through university support, we are taking students on a study abroad trip to the Czech Republic, where inclusive opportunities are minimal. The purpose of this research is to allow undergraduate pre-service teachers to experience a variety of placement settings both in the United States and the Czech Republic. Additionally, data will be analyzed across two cohorts of students who are visiting inclusive placements for the first time. Pre-service teachers will complete a pre- and post- reflection on their experiences. Additionally students will record their initial reaction to a variety of placement sites to see differences and changes their perceptions during the semester. These video and written reflections will be analyzed qualitatively for themes.
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?
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.
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 8:45am - 9:45am CST
Imperial 11Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
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.
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.
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.
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.
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.
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/
Saturday December 7, 2024 10:00am - 11:00am CST
Foster 1Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
As students become increasingly diverse in institutions of higher education, it is up to the professors involved in the teaching and learning process to determine how to best make students’ learning accessible. This ensures that students with disabilities and complex needs have access to appropriate accommodations. This research study examined the use of UDL in college classrooms to meet student learning needs. The purpose was to determine the perspectives of students on the accessibility of their learning in regard to their traditional undergraduate special education course. We sought to determine the perceptions of the students’ accessibility to the curriculum and their learning experiences. Based on their unique needs and preferences, college learners respond to instruction differently. UDL uses these differences from the starting point to design effective learning opportunities. Providing options for engagement, learning experiences, and products of learning will be explored.
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.
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.
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.
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
Celestin Ballroom: Celestin AHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
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.
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 10:00am - 11:00am CST
Celestin Ballroom: Celestin GHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
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.
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
Imperial 12Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
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.
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
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.
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.
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 →
Saturday December 7, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin BHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
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.
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.
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.
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.
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.
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
Imperial 11Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
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.
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
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.
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.
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.
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.
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.
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 →
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.
