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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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
3RD Floor - Ballroom: Celestin HHyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
Everyone has a story! Oral histories help to identify our uniqueness and our commonalities. Through introspection, we all, individuals with and without disabilities can find, form and share our story. In sharing oral histories, we facilitate inclusion as the line between different and disability is diminished, perspectives and experiences of our community are broaden and enriched. The mutual sharing of oral histories contributes to understanding, valuing and inclusion, our common-unity. Rationale, strategies, low cost technologies to collect, share and archive oral histories are provided to help advocates, families and practitioners elicit, collect, share and archive oral histories.
This poster defines what self-injurious behaviors are and how to modify behaviors to decrease these behaviors with students with extensive support needs. Students with Extensive Support Needs (ESN) often display self-injurious behaviors (SIB), which is defined as any occurrence where an individual engages in hitting or slapping themselves by making a connection with any part of their body with a closed or open fist or banging head to make an audible sound. This behavior also includes pinching, scratching, or biting, any instance where on the skin it leaves a mark or breaks the skin, causing bleeding. Understanding this behavior can lead to better support for students and opportunities for them to be involved in more inclusive educational settings.
This presentation explores the critical importance of overcoming challenges and resistance to systemic change in schools to advance inclusion. It delves into common barriers hindering progress towards inclusive education, such as lack of awareness, fear of change, and resource constraints. Through a combination of strategies, including education, collaboration, resource management, leadership, and advocacy, this presentation provides insights into how educators and administrators can effectively navigate these challenges. By examining case studies, engaging in interactive discussions, and outlining action plans, participants will leave with practical tools and knowledge to drive positive change and foster inclusive school environments.
