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Welcome to the official website for the 2024 TASH Conference!

Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others. This year’s conference theme is Celebrate Together: Let the Good Times Roll!

Click on the "Registration and More" tab for additional information about our Conference location, registration, reserving a guest room, sponsorship and exhibitor opportunities, and more!  The full Conference schedule is now available for viewing.  Registered attendees will receive an invitation to log in and create a personalized schedule.

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strong>Ableism [clear filter]
Friday, December 6
 

10:00am CST

Talking to Doctors: Their Beliefs and Your Rights
Friday December 6, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 12
Doctors present themselves as experts on the human body, and we live in a culture that venerates medical professionals for their specialized training. However, that training has limits, particularly as concerns those whose bodies differ from the norm at baseline. There, preconceived biases about capacity, intelligence, and quality of life can and frequently do dominate medical decision-making. Moreover, while the Americans with Disabilities Act (ADA) theoretically guarantees disabled Americans equal rights in a variety of settings, people may be unfamiliar with their rights in hospital and clinical environments. In this talk, a brief overview of medical education as it relates to disability and its limitations will be provided, followed by information on patient rights and recommendations on how to access and preserve those rights in interacting with doctors and other healthcare professionals.
Presenters
AL

Algernon Lutwak

Northern Light Health
Friday December 6, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Politics and Disability Policy: Oppression As A Bipartisan Issue
Friday December 6, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 5D
The articulation of disability rights principles and models of disability developed by disabled communities is fairly recent. Today, ongoing ignorance of these concepts in broader society significantly limits the general public’s ability to conceptualize any disabled group as one with distinct goals and interests. This has led to a lack of clear, consistent policy from any major political party in regards to accessibility, eugenics, or representative research policy. As a result, disability rights advocates may find themselves with allies and enemies across the political spectrum, with supporters who become oppressors when the issue changes. This talk will discuss relevant policy history, give a brief overview of some of the major areas crucial to policy development in which political values often lead to inconsistency. It will open into a discussion of coalition-building, public awareness and framing of disability rights issues, and self-advocacy.
Presenters
AL

Algernon Lutwak

Northern Light Health
Friday December 6, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

How to: Anti-Ableist, Respectful, and Student-Centered Evaluation
Friday December 6, 2024 2:15pm - 3:10pm CST
4TH Floor - Imperial 5B
We have created tools for students, families, and professionals that help leverage the IDEA evaluation process to not simply establish eligibility for Special Education, but as a guide to an IEP team, to a school, or even to a school district on how to support learners with extensive support needs in general education in a way that centers and respects the student and guarantees meaningful access, progress and engagement, is anti-ableist, and sets up the foundation for authentic relationships. There is a way to use the mandated documentation in anti-ableist, respectful, and strength-driven ways that center the student and their preferences, meaningful engagement, and authentic relationships, reframe the evaluation process as more humanistic, inclusive, empowering, and authentic, and that will help the evaluation team to reframe their ideas of Disability and Special Education.
Moderators
avatar for Taina Karru-Olsen

Taina Karru-Olsen

Co-Founder and Director, Inclusion For ALL
Inclusion For ALL is a grassroots network in Washington State and an intentional community of disabled individuals, parents and other caregivers of disabled individuals, professionals who work in education, and other community members who value social justice. We believe and know... Read More →
Presenters
avatar for Sarah Butcher

Sarah Butcher

Co-Founder and Director, Roots of Inclusion
Hi!  My name is Sarah Butcher.  I am dedicated to fostering an equitable, accessible, and inclusive education system that empowers each student to thrive. With a keen ability to identify connections across systems, I leverage relationship-building, family and community engagement... Read More →
avatar for Jennifer Karls

Jennifer Karls

Co-Founder and Director, Roots of Inclusion
avatar for Ananda Scott

Ananda Scott

President, Inclusion For ALL
Inclusion For ALL is a grassroots network in Washington State and an intentional community of disabled individuals, parents and other caregivers of disabled individuals, professionals who work in education, and other community members who value social justice. We believe and know... Read More →
Friday December 6, 2024 2:15pm - 3:10pm CST
4TH Floor - Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

Impact of Ableism in Schools: Perspective of New Special Educators
Friday December 6, 2024 2:15pm - 3:10pm CST
3RD Floor - Ballroom: Celestin A
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.
Presenters
avatar for Mina Chun

Mina Chun

Assistant Professor, California Lutheran University
avatar for Tammy Bachrach

Tammy Bachrach

Associate Professor, Azusa Pacific University
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
3RD Floor - Ballroom: Celestin A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:30pm CST

Combating Ableism With Your POWER
Friday December 6, 2024 2:30pm - 4:30pm CST
3RD Floor - Ballroom: Celestin E
Ableism can be defined as prejudice or bias based on a person's disability and fosters the belief that people with disabilities are inferior. American society values individualism and capitalism, which can promote ableism. Allies and advocates who work in various roles need to raise their consciousness and open their eyes to the ways in which oppression exists. The purpose of this article is to provide advocates, allies, educators, and service providers with tools to critically self-examine their own identity, positionality, and power to fight ableism within our society. This article will outline how to examine their own Positionality, Opportunity, Wokeness, Empathy, and Reflexivity (POWER) to act in advocacy and allyship dismantling ableism and fostering social justice.  
Moderators
CE

Christina Eagle

George Mason University
Friday December 6, 2024 2:30pm - 4:30pm CST
3RD Floor - Ballroom: Celestin E Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  TASH Talks

3:25pm CST

Key Components of Successful Pre-Employment Transition Services (Pre-ETS)
Friday December 6, 2024 3:25pm - 4:20pm CST
4TH Floor - Imperial 12
As agencies staffed by people with disabilities, Centers for Independent Living (CILs) are uniquely positioned to provide effective pre-employment transition services (Pre-ETS). During this session presenters from Able South Carolina (Able SC) and the Disability Employment Technical Assistance Center (DETAC) will share how Centers for Independent Living (CILs) can collaborate with state vocational rehabilitation (VR) agencies and schools to deliver comprehensive pre-ETS, empowering youth and strengthening communities. We will review how the disability rights and independent living movements have shaped the cultural landscape and address five key components of effective transition services: collaboration, accessibility, individualization, disability pride, and problem-solving. Successful transitions benefit the entire community, including businesses, families, and individuals, by promoting a more inclusive workforce and society.
Moderators
avatar for Megan Ketchell

Megan Ketchell

Project Manager, Disability Employment TA Center, The Lewin Group, Part of Optum Serve
Presenters
avatar for Diana Caldwell

Diana Caldwell

Managing Director, The Lewin Group
TH

Troy Hall

Able South Carolina
Friday December 6, 2024 3:25pm - 4:20pm CST
4TH Floor - Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

Prepare With Us: Self Advocates Educating Teacher Candidates
Friday December 6, 2024 3:25pm - 4:20pm CST
4TH Floor - Imperial 11
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.
Presenters
avatar for Amy Andersen

Amy Andersen

Associate Professor, Winona State University
avatar for Julia Snider

Julia Snider

Assistant Professor, Grand Valley State University
Julia is an assistant professor at Grand Valley State University. Julia’s passion is in promoting the meaningful inclusion of students with extensive support needs within the general education classroom through planning and preparing instruction. Her current research examines the... Read More →
Friday December 6, 2024 3:25pm - 4:20pm CST
4TH Floor - Imperial 11 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

Neurodiversity Advisory: Advancing Affirming Practice Within TASH
Friday December 6, 2024 4:35pm - 5:30pm CST
3RD Floor - Ballroom: Celestin B
Sparked at the 2022 TASH Conference, the Neurodiversity Advisory has been actively meeting and exploring neurodiversity and what it means for TASH. In this session, we will share resources like updated Terms and Definitions and Elements of Neurodiversity Affirming Practice. We will provide an update on what we're learning related to neurodiversity and ABA. Using the resources developed and insights gained through the work of the Advisory, participants will explore proposed recommendations for TASH to embrace neurodiversity and advance neurodiversity-affirming practice.
Moderators
avatar for Michael McSheehan

Michael McSheehan

Owner/TA Provider, Evolve & Effect, LLC
Michael McSheehan’s life work has been at the intersection of disability and K-12 education. During his twenty years at the University of New Hampshire, he worked on projects for assistive technology, inclusive education, alternate assessment, RTI & PBIS, and MTSS. Michael helped... Read More →
Presenters
avatar for Deborah Taub

Deborah Taub

Owner/CEO, OTL Education Solutions, LLC
MF

Mary Fisher

Professor, Lewis University
avatar for Leah Kelley

Leah Kelley

I am Leah Kelley, EdD, (she/her) an education consultant, writer, activist, parent, and teacher educator, who identifies as Neurodivergent and otherwise disabled. My research interests include connecting disability studies in education (DSE) to educational practice, strength-based... Read More →
avatar for Jean Gonsier-Gerdin

Jean Gonsier-Gerdin

Professor, Teaching Credentials-Special Education, California State University, Sacramento
Friday December 6, 2024 4:35pm - 5:30pm CST
3RD Floor - Ballroom: Celestin B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

Resetting MTSS from Control to Restorative Practices: Promoting Equity and Inclusion
Friday December 6, 2024 4:35pm - 5:30pm CST
4TH Floor - Imperial 10
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.
Presenters
avatar for Josh Bornstein

Josh Bornstein

Fairleigh Dickinson Univ.
Friday December 6, 2024 4:35pm - 5:30pm CST
4TH Floor - Imperial 10 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

5:45pm CST

Good Intentions Aren't Enough: Dismantling Ableism Within the Walls of our Classrooms
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall
Many autistic adults express dissatisfaction with their K-12 school experiences and face social rejection more often than their non-autistic peers. However, autistic youth’s voices are rarely included in educational research or policy-making. In this study, we examined autistic people’s perceptions of ableism in American K-12 school systems through interviews with 19 autistic adolescents and adults in a qualitative, community-participatory study. We found seven major themes in these interviews: Erasure Conformity Isolation Oppression Hidden curriculum Misaligned school priorities Authority Our research highlights the systemic barriers autistic people face in educational settings that either go unnoticed or are intentionally ignored. We examine the impact of said barriers on outcomes and experiences that extend beyond the classroom. Specifically, we examine these themes’ negative impacts on identity formation, self-advocacy, and self-acceptance for autistic student
Presenters
BV
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Poster Presentations

5:45pm CST

Voices Not Yet Heard: Implementation of a State Instructional Mandate on Disability History and Awareness
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall
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.
Presenters
MF

Mary Fisher

Professor, Lewis University
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Poster Presentations
 
Saturday, December 7
 

3:00pm CST

Neurodiversity Advisory: Grappling with Implications For Practice
Saturday December 7, 2024 3:00pm - 4:00pm CST
3RD Floor - Ballroom: Celestin H
The TASH Neurodiversity Advisory has created a resource articulating the Elements of Neurodiversity Affirming Practice. In this session, participants will use the Elements resource to reflect on current issues in education, employment, communication access, human rights, and community living. We will explore what our practice looks like and doesn't look like when we embrace neurodiversity and advance neurodiversity-affirming practice.
Moderators
avatar for Michael McSheehan

Michael McSheehan

Owner/TA Provider, Evolve & Effect, LLC
Michael McSheehan’s life work has been at the intersection of disability and K-12 education. During his twenty years at the University of New Hampshire, he worked on projects for assistive technology, inclusive education, alternate assessment, RTI & PBIS, and MTSS. Michael helped... Read More →
Presenters
avatar for Deborah Taub

Deborah Taub

Owner/CEO, OTL Education Solutions, LLC
MF

Mary Fisher

Professor, Lewis University
avatar for Leah Kelley

Leah Kelley

I am Leah Kelley, EdD, (she/her) an education consultant, writer, activist, parent, and teacher educator, who identifies as Neurodivergent and otherwise disabled. My research interests include connecting disability studies in education (DSE) to educational practice, strength-based... Read More →
avatar for Amy Hanreddy

Amy Hanreddy

Associate Professor, Special Education, California State University, Northridge
Amy Hanreddy is an associate professor in the Department of Special Education at California State University, Northridge. She teaches about inclusive and collaborative practices, with an emphasis on strategies that provide students with disabilities access to meaningful instruction... Read More →
avatar for Robyn Reagan

Robyn Reagan

Vice President of Special Education Services, Villa Esperanza Services
Robyn has been improving systems and supports for children, youth and families for over 25 years. Her first role model was Annie Sullivan, teacher and friend to Helen Keller. She is a lifelong advocate for children who struggle to make their gifts and needs known.​Robyn’s experience... Read More →
avatar for Jean Gonsier-Gerdin

Jean Gonsier-Gerdin

Professor, Teaching Credentials-Special Education, California State University, Sacramento
Saturday December 7, 2024 3:00pm - 4:00pm CST
3RD Floor - Ballroom: Celestin H Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

You Don't Look Autistic: Racism, Sexism, and Autistic Communities
Saturday December 7, 2024 3:00pm - 4:00pm CST
2ND Floor - Foster 2
Autism as originally defined by Dr. Sukhareva, and later, Dr. Asperger, was understood as a condition that could be found in any segment of the population, discriminating by neither sex nor ethnicity. However, when Leo Kanner redefined and codified autism diagnosis in the United States, his definition explicitly leaned on then-contemporary sexism, and implicitly on racism and classism, to define “real” autistics. This talk will explore this history and discuss its impact on autistics in the generations since, ranging from ongoing differential access to formal diagnosis, to disproportionate pathologization and violence against BIPOC autistics in institutional settings, to how ideas about "female autism,” race, and wealth pervade debates about self-diagnosis. We will then open into a discussion about intersectionality, implicit and explicit bias, and promoting autistic advocacy that centers the concerns of historically marginalized groups.
Presenters
AL

Algernon Lutwak

Northern Light Health
CP
Saturday December 7, 2024 3:00pm - 4:00pm CST
2ND Floor - Foster 2 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions
 
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  • Multi-tiered System of Support
  • Multi-Tiered Systems of Support
  • Multidisciplinary Approach
  • Multiple Case Study
  • Narrative Imagination
  • Naturalistic Developmental Behavioral Interventions
  • Neurodivergence
  • Neurodiversity
  • Neuroinclusion Systemic Changes
  • Non-Verbal
  • Nonspeaking
  • Occupational Therapy
  • Opportunity
  • Oral History
  • OTL
  • Paraprofessional
  • Paraprofessionals
  • Parent Centers
  • Parent Participation
  • Parent Perspectives
  • Parenting
  • Parents
  • Parents and Caregivers
  • Parents/Guardians
  • Participation
  • Participatory
  • Participatory Action Research
  • Participatory Research
  • Partnership
  • Partnerships
  • Pathways
  • Peer Relationships
  • Peer Support
  • Peer-Mediated Intervention
  • Peer-Mmediated intervention
  • Peers
  • People
  • People-First
  • Perceptions
  • Person Centered
  • Person Centeredness
  • Person-Centered
  • Person-Centered Planning
  • Person-Centered Practice
  • Personel Prep
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  • Physical Education
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  • Plain Language
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  • Positionality
  • Post Secondary Employment Training
  • Post-School Outcomes
  • Post-Secondary Education
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  • Post-Secondary Outcomes
  • Power of Attorney
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  • Pre-Employment
  • Pre-Service Education
  • Preschool
  • Preservice General Education Teachers
  • Presuming Competence
  • Preventative Care
  • Primary Care
  • Problem-Solving
  • Professional Development
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  • Program Evaluation
  • Public Policy
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  • Qualitative
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  • Racial Disparities
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  • Radio
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  • Reading
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  • Related Services
  • Relationship
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  • Research
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  • Resource Network
  • Respect
  • Restorative Practice
  • Restraint
  • Retention
  • Rights
  • Rural Education
  • School
  • School Community
  • School-Aged
  • School-Aged Children
  • Schools
  • Seclusion
  • Section 504
  • Segregated
  • Selection
  • Self Acceptance
  • Self Advocacy
  • Self Determination
  • Self-Advocacy
  • Self-Advocacy; Self-Determination; Empowerment; Creativity
  • Self-Advocate
  • Self-Advocates
  • Self-Determination
  • Self-Direction
  • Self-Efficacy
  • Self-Employment
  • Self-Expression
  • Service Delivery Model
  • Service Dogs
  • Services
  • Sex Education
  • Sexism
  • Sexual and Reproductive Healthcare
  • Sexuality
  • Shifting Mindset
  • Siblings
  • Significant Cognitive Disabilities
  • Significant Needs
  • Significant Support Needs
  • Skill-Building
  • Social Advocacy
  • Social Change
  • Social Communication
  • Social Connection
  • Social Emotional Skills
  • Social Interactions
  • Special Education
  • Special Education Teacher
  • Special Education Vouchers
  • Special Needs Trust
  • Specialized Health Care
  • Specifically Designed Instruction
  • Staff Stability
  • Stakeholder Perspectives
  • State-adopted general education standards
  • Stop Domestic Violence and Sexual Assault to People with Disabilites
  • Strategies
  • Strength Based
  • Strengths-Based Approach
  • Strengths-Based IEPs
  • Student Government
  • Student-Centered
  • Student-Directed Learning
  • Students
  • Students with Complex Support Needs
  • Students with ESN
  • Students with Extensive Support Needs
  • Success
  • Successes and Barriers
  • Suicide Prevention
  • Support
  • Support-Brokerage
  • Supported Decision-Making
  • Supporting-Families
  • Supports
  • Supports Disability
  • Survey
  • Sustainable
  • Sustiainable Entrepreneurship
  • System Change
  • Systematic Review
  • Systemic Change
  • Systemic Change; Coaching
  • Systems Change
  • Systems-Change
  • Tale
  • Teacher Beliefs
  • Teacher Education
  • Teacher Peparation
  • Teacher Preparation
  • Teacher Professional Development
  • Teacher Training
  • Teachers
  • Teachin
  • Teaching
  • teaching strategies for individuals with extensive support needs
  • Technical Assistance
  • Technology
  • Technology in Employment
  • Television
  • Theories of Disability
  • Togetherness
  • Training
  • Transformation
  • Transition
  • Transition Across the Lifespan
  • Transition Aged Students
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  • Transition Planning
  • Transition Services
  • Transition to Adulthood
  • Transition to Employment
  • Transition to Work
  • Transition-Aged Youth
  • Transportation
  • Trauma
  • Trauma-Informed
  • Trauma-Informed Education
  • Turnover
  • Typing to Communicate
  • UDL
  • Undiscovered
  • Universal Design
  • Universal Design for Learning
  • Universally Designed Systems
  • Urban Education
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  • Values
  • Video Modeling
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  • Vision
  • Visual Impairment
  • Vocational Rehabilitation
  • Waiver
  • Work
  • Work Experiences
  • Work-Based Learning Experiences
  • Workforce
  • Workforce Innovation and Opportunity Act (WIOA)
  • Workforce Strategies
  • Wraparound
  • Writing
  • Youth and Adults with Intellectual and Developmental Disabilities
  • Youth Leadership
  • Youth Participatory Action Research
  • Presentation Type
  • General
  • Research
  • Popular