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.
Adaptive skills are important skills for students with significant disabilities to learn to help be more independent in the classroom. The purpose of this study is to see if preschool students can learn adaptive skills via video prompts and if the skill can be maintained once the video prompts are removed. Findings showed that all three students were able to make positive progress in learning their adaptive skill using video prompts. Two of the students reached the maintenance phase and both were able to remove the video prompts and maintain the learned skill. These two students also showed an interest in wanting to swipe through and start their own videos during the intervention. Therefore, video prompts also have the possibility of helping students become more independent, which leads to more or continued inclusion with their peers and by being included are in more diverse classrooms.
This presentation will explore the development and implementation of a partnership between UNLV’s Office of General Curriculum Access (OGCA) and the Nevada Department of Education’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.
This study aimed to understand the experiences of teachers with neurodiverse learners in their classrooms. Using a critical qualitative methodology and a DisCrit theoretical framework, practicing educators were interviewed to consider how they define neurodiversity, how they support neurodiverse students in the classroom, and challenges they experience including neurodiverse learners. Across the study, educators were asked about their perceptions and experiences with neurodiverse learners. Three significant themes were constructed using a DisCrit framework for analysis: 1) discussion of teachers’ general understanding of neurodiversity; 2) the learning strategies developed and implemented by teachers to include neurodiverse learners; and, 3) the challenges teachers articulated around inclusion for neurodiverse students. Within their descriptions and discussions, it was clear that educators still have implicit bias that impacts how they view neurodiverse students and their potential.
