2024 TASH Conference: Full Schedule

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.

10:00am CST

The Role of An Inclusive Education Coach During Systemic Change

Friday December 6, 2024 10:00am - 11:00am CST

4TH Floor - Imperial 5D

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.

Moderators

Dale Baker

Assistant Professor, St. Bonaventure University

Presenters

Diane Ryndak

Professor, University of North Carolina at Greensboro

Kristin Burnette

Assistant Professor, East Carolina University

Friday December 6, 2024 10:00am - 11:00am CST
4TH Floor - Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest Capacity Building for Inclusion
Key Words Inclusive Education, Systemic Change; Coaching, Students with Extensive Support Needs, Implementation Science
Presentation Type Research

2:15pm CST

Paraprofessionals' Role in Job Coaching For Students with ESN

Friday December 6, 2024 2:15pm - 3:10pm CST

4TH Floor - Imperial 12

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 â€œjob coach,â€ a central feature of supported employment for adults with disabilities. While paraprofessionals can play an integral role in studentsâ€™ 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 paraprofessionalsâ€™ role in job coaching for students with ESN and practices that paraprofessionals utilize to support students at community worksites.

Presenters

Hannah Brenner

Friday December 6, 2024 2:15pm - 3:10pm CST
4TH Floor - Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Transition
Themes of Interest Transition to Employment
Key Words Extensive Support Needs, Community-Based Work Experiences, Paraprofessional, Job Coach, Transition to Work
Presentation Type Research

2:15pm CST

Preservice Teachers: Dissonant Beliefs About Including Students with ESN

Friday December 6, 2024 2:15pm - 3:10pm CST

4TH Floor - Imperial 5A

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 teachersâ€™ beliefs affect the placement inâ€“and ultimately the efficacy ofâ€“inclusion for students with ESN. This systematic literature review synthesizes extant empirical studies that explore preservice general education teachersâ€™ 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.

Presenters

Katie Baulier

Boston University

Friday December 6, 2024 2:15pm - 3:10pm CST
4TH Floor - Imperial 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest Capacity Building for Inclusion
Key Words Preservice General Education Teachers, Belief Systems, Inclusion, Dissonance, Extensive Support Needs
Presentation Type Research

2:15pm CST

Transforming Kindergarten: Inclusive Education For Students with Extensive Support Needs

Friday December 6, 2024 2:15pm - 3:10pm CST

3RD Floor - Ballroom: Celestin C

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.

Presenters

Kari Alberque

Diane Ryndak

Professor, University of North Carolina at Greensboro

Friday December 6, 2024 2:15pm - 3:10pm CST
3RD Floor - Ballroom: Celestin C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest Systems Change
Key Words Inclusive Education, Kindergarten Transition, Systemic Change, Extensive Support Needs, Community Engagement
Presentation Type Research

3:25pm CST

Extensive Support Needs: A Call For Definitional Clarity

Friday December 6, 2024 3:25pm - 4:20pm CST

3RD Floor - Ballroom: Celestin F

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 â€œstudents with extensive support needs (ESN).â€ When we look at studies focusing on participants with ESN, we find great variability in participant descriptions, even though all are using the â€œESNâ€ 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.

Presenters

MaryAnn Demchak

Professor, Special Education, University of Nevada, Reno

Friday December 6, 2024 3:25pm - 4:20pm CST
3RD Floor - Ballroom: Celestin F Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Diversity and Social Impact
Themes of Interest Disability Theory
Key Words Extensive Support Needs, Definitional Issues
Presentation Type Research

3:25pm CST

Inclusive Education Partnerships: Collaborating to Create Curriculum Access

Friday December 6, 2024 3:25pm - 4:20pm CST

3RD Floor - Ballroom: Celestin C

This presentation will explore the development and implementation of a partnership between UNLVâ€™s Office of General Curriculum Access (OGCA) and the Nevada Department of Educationâ€™s Office of Inclusive Education (OIE). The collaboration aims to promote inclusive education by providing access to the general curriculum and a continuum of needed supports and services for students with extensive support needs. The OIE works to raise expectations and improve educational and employment outcomes for all students with disabilities through collaborative efforts with state and local partners. Through a partnership with the OIE, the OGCA provides educators with grade-aligned and standards-based curriculum materials, academic and behavioral support resources, and effective professional development. This session will share the challenges, strategies, and successes of the partnership and will provide attendees with actionable insights into creating similar collaborations in their own contexts.

Presenters

Joshua Baker

Professor/Researcher, University of Nevada, Las Vegas, Department of Educational and Clinical Studies

Julie Bowers

Catherine Bacos

Associate Director and Curriculum Specialist, UNLV Office of General Curriculum Access, University of Nevada, Las Vegas

Friday December 6, 2024 3:25pm - 4:20pm CST
3RD Floor - Ballroom: Celestin C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Collaboration, Inclusive Education, General Curriculum Access, Extensive Support Needs, Special Education
Presentation Type General

5:45pm CST

Meta-Synthesis of IEP Analysis Studies for Students with Extensive Support Needs

Friday December 6, 2024 5:45pm - 7:15pm CST

3RD Floor - Storyville Hall

This study describes a meta-synthesis of studies (K = 12) using qualitative methods to analyze IEP documents comparing studies that addressed students with high-incidence disabilities compared to studies that addressed students with extensive support needs.

Presenters

Michelle Squitieri

Lehigh 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

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Extensive Support Needs, Individualized Education Programs, Meta-Synthesis PLAAFPs LRE

5:45pm CST

Peer Support Arrangements for Students with Extensive Support Needs

Friday December 6, 2024 5:45pm - 7:15pm CST

3RD Floor - Storyville Hall

When students with extensive support needs (ESN) are included with their same-aged typically developing peers in general education settings, it is not meaningful if they are not interacting with peers or the curriculum. Peer support arrangements address this problem by guiding peers without disabilities to provide academic and/or social support students with ESN in general education settings through training conducted by a teacher or paraprofessional. In this systematic literature review, we replicated the Brock & Huber (2017) review of 11 studies and identified 4 additional studies that examined peer support arrangements as an intervention for students with ESN. Several of those studies include evidence of peers benefiting from providing support. We conclude that peer support arrangements are an effective intervention for social outcomes and are a promising intervention for academic outcomes in a variety of general education settings for students with ESN.

Presenters

Sara Martin

Ohio State 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

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Inclusion, General Education, Extensive Support Needs, Peers, Peer Support

5:45pm CST

Supporting Complex Communication Needs of Children with Extensive Support Needs

Friday December 6, 2024 5:45pm - 7:15pm CST

3RD Floor - Storyville Hall

Communication skills are essential to everyday life to express our thoughts, needs, feelings, and to connect with others. Thus, access to communication should be available to all. Yet, due to complex communication needs, many children with significant cognitive disabilities do not have access to reliable communication modes. For these presymbolic communicators, we must take on creative approaches to improve access to communication. I used qualitative interviews to explore how 10 educators of young children with significant cognitive disabilities think about supporting complex communication needs. Findings suggest that, in addition to extensive support needs, factors such as, quality of relationships, school environments, and perceptions of disability affect communication outcomes. Findings also highlight strengths in educatorsâ€™ commitment to their students but identify a discord between educatorsâ€™ expectations and beliefs vs. actual feasibility due to school environment and resources.

Presenters

Chi Baik

PhD Student, University of Washington

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

Poster Presentations

Primary Topic Communication Access
Themes of Interest Early Childhood
Key Words Communication, Early Childhood, Qualitative, Extensive Support Needs, Complex Communication Needs, Significant Cognitive Disabilities

5:45pm CST

Using Logic to Leverage Inclusive Multi-Tiered Systems of Support

Friday December 6, 2024 5:45pm - 7:15pm CST

3RD Floor - Storyville Hall

Multi-tiered systems of support inclusive of students with extensive support needs are receiving increased attention as researchers point to improved outcomes and opportunities in general education contexts for students with disabilities. I synthesized 21 studies from 2014 to 2024 which included a review of assumptions and contextual factors either recommended or identified in the literature as factors associated with implementation of inclusive multi-tiered systems of support. Assumptions included beliefs, values, visions, and culture as well as family and community perspectives. Contextual factors included policy and leadership supportive of inclusive practices for students with extensive support needs.

Presenters

Lisa Morin

Doctoral Student, University of Florida

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

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest Systems Change
Key Words Multi-tiered System of Support, Inclusion, Extensive Support Needs, Logic Model

8:45am CST

Addressing Health Self-Management for Learners with Extensive Support Needs

Saturday December 7, 2024 8:45am - 9:45am CST

4TH Floor - Imperial 5A

This presentation will address health self-management skill domains and strategies to teach learners with extensive support needs (ESN) how to actively participate in their specialized health care at school. The development of health self-management skills promotes health wellness, independence, and positive self-image in students with ESN, as well as positive perceptions of social competency on behalf of peers and adults without disabilities. Research shows that individuals with ESN who acquire health self-management skills are also likelier to achieve positive adult outcomes in education, independent living, and employment. These promising adult outcomes also support inclusion in post-school life. Presentation participants will learn (a) the scope of health self-management skills for learners with ESN and specialized health care, (b) IEP teaming around health self-management, (c) developing IEP goals centered on safe and feasible participation, and (d) core instructional strategies.

Presenters

Sarah Ballard

Illinois State University

Saturday December 7, 2024 8:45am - 9:45am CST
4TH Floor - Imperial 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Self-Advocacy
Themes of Interest High Expectations
Key Words Health Self-Management, Extensive Support Needs, Specialized Health Care, Collaboration, Instruction
Presentation Type General

11:15am CST

Teacher Perceptions of Adaptations For Curriculum Access and Professional Development

Saturday December 7, 2024 11:15am - 12:15pm CST

4TH Floor - Imperial 9

Teachers should be familiar with adaptations that can make learning accessible for all students. Providing access to the general curriculum not only meets requirements outlined in important legislation such as the 2015 Every Student Succeeds Act, but it elevates expectations for students with extensive support needs. Among the challenges special education teachers face in providing access are a lack of resources, time, and skills needed to make curriculum adaptations. Given these challenges, teachers can benefit from additional resources and training. This session presents a study on teacher perceptions of curriculum adaptations as a resource for promoting access to the general curriculum and professional development. The study addresses questions related to teacher involvement in curriculum decisions and the challenges and benefits of making adaptations. The findings aim to improve teacher training and outcomes for students with extensive support needs.

Presenters

Joshua Baker

Professor/Researcher, University of Nevada, Las Vegas, Department of Educational and Clinical Studies

Catherine Bacos

Associate Director and Curriculum Specialist, UNLV Office of General Curriculum Access, University of Nevada, Las Vegas

Saturday December 7, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Access to the General Curriculum, Curriculum Adaptations, Teacher Professional Development, Extensive Support Needs
Presentation Type Research

4:15pm CST

Using SETTT for Success to Plan Effective Professional Development

Saturday December 7, 2024 4:15pm - 5:15pm CST

4TH Floor - Imperial 5D

The SETTT for Success project is an OSEP-funded grant to support trainers of teachers of students with extensive support needs (ESN) in planning academic-focused professional development (PD). Trainers plan PD using the SETTT for Success PD cycle, a series of phases trainers complete to use data to determine PD priorities, use backwards design to design and develop PD, and then evaluate the effectiveness of their PD. The PD is designed to target comprehensive academic instruction, defined by this project as building conceptual understandings across and within content areas to know when, why, and how to apply knowledge to solve problems and answer questions. Initial findings show the SETTT PD cycle is useful for trainers in planning academic-focused PD. In this presentation, we will describe the SETTT PD cycle, the resources available to implement the cycle, and invite participants to apply the PD cycle, using SETTT PD resources, to their own local context or a case study example.

Presenters

Lindsay Ruhter

Doctoral Candidate, University of Kansas Center for Research

Saturday December 7, 2024 4:15pm - 5:15pm CST
4TH Floor - Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Professional Development, Professional learning, Extensive Support Needs, Academic Instruction
Presentation Type General