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

Impact of Ableism in Schools: Perspective of New Special Educators

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

3RD Floor - Ballroom: Celestin A

The historical perception of disability as a defect or abnormality has led to negative stigmas and biases, impacting students with disabilities and special education teachers. Paradigm shifts are necessary to address societal and physical barriers, improve school systems, and support special education teachers, especially early career educators. Students with disabilities face limitations due to these barriers, contributing to teacher turnover and impacting student learning. The presentation will focus on addressing these barriers to attract and retain highly qualified special education teachers. Additionally, the presentation will address the expectations placed on special education teachers and suggest using a social model of disability framework to shift perceptions in educational settings. It also emphasizes the need for an inclusive culture that supports special education teachers from diverse backgrounds.

Presenters

Mina Chun

Assistant Professor, California Lutheran University

Tammy Bachrach

Associate Professor, Azusa Pacific University

Tammy Bachrach is a Professor of Special Education at Azusa Pacific University (APU) in Southern California. Prior to assuming her position at APU, Tammy was general and special educator for 18 years, working with both primary and secondary students with disabilities. Tammy grew up... Read More →

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

Breakout Sessions

Primary Topic Human Rights
Themes of Interest Discrimination & Ableism
Key Words Alternative Credentials, Early Career Special Education Teachers, Ableism
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

5:45pm CST

Good Intentions Aren't Enough: Dismantling Ableism Within the Walls of our Classrooms

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

3RD Floor - Storyville Hall

Many autistic adults express dissatisfaction with their K-12 school experiences and face social rejection more often than their non-autistic peers. However, autistic youthâ€™s voices are rarely included in educational research or policy-making. In this study, we examined autistic peopleâ€™s perceptions of ableism in American K-12 school systems through interviews with 19 autistic adolescents and adults in a qualitative, community-participatory study. We found seven major themes in these interviews: Erasure Conformity Isolation Oppression Hidden curriculum Misaligned school priorities Authority Our research highlights the systemic barriers autistic people face in educational settings that either go unnoticed or are intentionally ignored. We examine the impact of said barriers on outcomes and experiences that extend beyond the classroom. Specifically, we examine these themesâ€™ negative impacts on identity formation, self-advocacy, and self-acceptance for autistic student

Presenters

Ben VanHook

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 Autism, CBPR, Research, Disability, Neurodiversity, Neuroinclusion Systemic Changes, Ableism, Education, Teachers, Students, School