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.

2:15pm CST

Comparing Literacy Programs for Nonspeaking Students with Extensive Support Needs

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

Foster 2

In this pilot randomized controlled trial, we tested two reading curricula designed to teach early literacy skills to nonspeaking studentsâ€”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.

Presenters

Matthew Brock

Associate Professor, Ohio State University

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 2 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Early Literacy, Complex Communication Needs
Presentation Type Research

4:35pm CST

Social-Emotional Skills Impact on Future Reading Achievement for Students with Disabilities

Friday December 6, 2024 4:35pm - 5:30pm CST

Celestin Ballroom: Celestin C

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.

Presenters

Sarah Hudler

The Ohio State University

Friday December 6, 2024 4:35pm - 5:30pm CST
Celestin 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 Social Emotional Skills, Literacy
Presentation Type Research

5:45pm CST

Adapting ELA Texts for Students with Complex Support Needs

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

Storyville Hall

Adapted books can serve as a support for students with complex support needs in general education classes. However, creating adapted books can be difficult for a special education teacher with a demanding schedule. Therefore, this session presents a feasible and efficient process for creating adapted books extended from the guidelines originally developed by Apitz et al. (2017). This process begins with special educators becoming familiar with the story through summarizing and outlining the original text. Next, collaboration with the general education teacher is recommended to identify the essential themes and key vocabulary. Special educators are encouraged to follow the book's plot structure and use visual supports, such as images or videos, based on key events in the text. Also included in this session are suggestions on how teachers can more effectively and efficiently adapt books using modern technology tools, such as ChatGPT and DALL-E.

Presenters

Roxanne Loyless

Doctoral Student, The University of Kansas

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.

Friday December 6, 2024 5:45pm - 7:15pm CST
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 Adapted Book, Complex Support Needs, Literacy, Inclusion, Generative Artificial Intelligence
Presentation Type General

5:45pm CST

Literacy Goals and Attainment for Students with Limited Speech

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

Storyville Hall

All students benefit from comprehensive literacy instruction. Literacy instruction is especially important for students with disabilities who have limited speech because aided augmentative and alternative communication (AAC) devices rely on printed language for communication. When students use aided AAC without literacy skills, they depend on the words and symbols provided by others. With literacy skills, students can say anything they want with only 26 letters of the alphabet. This poster will present research focused on the nature of literacy-focused individualized education program (IEP) goals of elementary-aged students with intellectual and developmental disabilities who were nonspeaking or had limited speech. We analyzed IEP goals for 36 elementary students with limited speech, exploring (a) the nature of literacy goals and (b) how parents viewed these goals. We will share findings and provide guidance to ensure access across literacy domains.

Presenters

Rebecca Gianforte

Vanderbilt University

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

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest High Expectations
Key Words Literacy, Augmentative and Alternative Communication (AAC), Parents, Individualized Education Program (IEP) goals, General Curriculum Access

4:15pm CST

Analysis of Literacy IEP Content Across Educational Placements

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

Foster 2

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 studentâ€™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 studentsâ€™ PLAAFP statements.

Presenters

Alison Zagona

Assistant Professor, University of Kansas

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.

Jennifer Kurth

Professor, University of Kansas

Inclusive Education

Saturday December 7, 2024 4:15pm - 5:15pm CST
Foster 2 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Breakout Sessions

Primary Topic Inclusive Education
Themes of Interest Outcomes vs. Programs
Key Words Reading, Writing, Literacy, Goal
Presentation Type Research