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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Many adults with disabilities struggle with employment, college participation, and independent and community living post-high school, particularly people with disabilities who have extensive support needs. Improving professional development and support for special education teachers instructing youth and young adults with disabilities who have extensive support needs is a critical step to improving post-school outcomes. Therefore, to address this issue, we conducted a statewide survey exploring the professional development needs of special education teachers instructing transition-aged youth with extensive support needs. Our aims were to understand teachers' confidence in implementing evidence-based transition practices/strategies, training received, knowledge of community supports/opportunities, the extent to which teachers received training on those supports, and preferences for future professional development.
