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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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strong>Transition [clear filter]
Thursday, December 5
 

9:00am CST

Person Centered Planning and Website Portfolios in Action
Thursday December 5, 2024 9:00am - 12:00pm CST
2ND Floor - Foster 2
Are you feeling stuck? Are you looking for new tools to expand possibility for students & job seekers? This workshop offers hands-on practice using Person Centered Planning tools to develop Website Portfolios for students & job seekers. The goal is to get unstuck, here's how. We'll start with the best practice of Person Centered Planning. Attendees will practice using tools to expand on skills and contributions, integrating a strengths-based approach. We will dig deep to develop strategies for success in education and employment, and then think creatively about new possibilities.

Next, we'll explore how to use the information effectively. The second half of the workshop dives into creating website portfolios, which are dynamic resumes and marketing tools showcasing skills, experiences, and achievements. Attendees will set up accounts on Wix Tomorrow, a free platform for educators, and explore tools and editor functions, including generative AI, to develop a sample website. So kick off TASH with us and let the good times roll!

Check out some sample website portfolios below:
Roshini's Website Portfolio
Hasen's Website Portfolio
Presenters
avatar for Alison DeYoung

Alison DeYoung

Training & Technical Assistance Manager, Wise
Alison DeYoung has worked in the field of transition and employment since 2008 in various roles as a direct support provider, job developer and special education teacher. She worked as the Lead Instructor of Campus Life with Project FOCUS at the University of Arizona, a model demonstration... Read More →
avatar for Katherine Titus

Katherine Titus

Senior TA and Training Manager, Wise
I am interested in talking with people about efforts to dismantle ableist systems, Nothing About Us Without Us efforts, my cats, and college football.
Thursday December 5, 2024 9:00am - 12:00pm CST
2ND Floor - Foster 2 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Day 1 Intensive Workshops
 
Friday, December 6
 

11:15am CST

Facilitating Transitions for Students with Severe Disabilities
Friday December 6, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 12
This presentation will focus on facilitating successful transitions for students with severe disabilities from school to post-school environments. It highlights the importance of early, individualized transition planning, robust support systems, and community partnerships. Attendees will gain insights into evidence-based practices and implementing effective transition programs. The presenters will discuss transition challenges and barriers faced by adolescents with disabilities and their families. The presenters will focus on fostering collaborative relationships with families and community organizations and on multidisciplinary approaches for integrating educational, social, and community resources for holistic transition support.
Moderators
YM

Yvonne Moreno

College Assistant Professor, New Mexico State University
Yvonne Moreno, PhD is a College Assistant Professor at New Mexico State University. She believes that all individuals regardless of their exceptionalities must have a right to the self-actualization of their goals and aspirations. This belief has guided her education, career, and... Read More →
Presenters
avatar for Sergio Madrid-Aranda

Sergio Madrid-Aranda

Assistant Professor, Augsburg University
Sergio Madrid-Aranda is an Assistant Professor at Augsburg University in Minneapolis, MN. He earned his PhD in Special Bilingual Education, focusing on autism spectrum disorders, from New Mexico State University. He collaborates with Murcia University in Spain as a research associate... Read More →
KK

Kristin Kew

New Mexico State University
Friday December 6, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Seeking Inclusive Futures: (Best) Practices in Transition Programming
Friday December 6, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 11
This qualitative research uncovers current and best inclusive practices in school-based transition programs for 18-21 year-old students with significant disabilities. Document analysis of published curricula, results of a mixed-method survey, and 24 semi-structured interviews offer multiple perspectives on the current status of transition programs as well as practices that uphold inclusivity, which are more likely to lead to inclusive adult life experiences. Findings show that many students expressed discontent with segregative aspects of transition programs and parents worked tirelessly to cobble together unique programs. Professional perspectives reveal that low-expectations often guided program decisions that led to segregative practices. Examples of promising and inclusive practices are also uncovered in the study. A review of the literature on inclusive transition programming and disability studies theoretical lens contextualize research findings.
Presenters
MT
JB

Jessica Bacon

Montclair State University
Friday December 6, 2024 11:15am - 12:15pm CST
4TH Floor - Imperial 11 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

Celebrate Together: Empowering Transitions with Student-Led IEPs!
Friday December 6, 2024 2:15pm - 3:10pm CST
3RD Floor - Ballroom: Celestin B
In this presentation, we advocate for student-led Individualized Education Programs (IEPs) for transition-age adults with intellectual disabilities (ages 18-21). Transitioning from school to adulthood is critical, and empowering these individuals to participate in their IEPs is essential. Research highlights the importance of self-determination, self-advocacy, and engagement for better outcomes in education, employment, and independent living. Our approach includes providing direct instruction for self-advocacy skills, fostering collaboration between students, families, educators, and community agencies, and enhancing communication to improve participation. The presentation includes a student from a post-secondary transition program who adopted a person-centered IEP approach.
Moderators
GC
Presenters
HZ
TB
Friday December 6, 2024 2:15pm - 3:10pm CST
3RD Floor - Ballroom: Celestin B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

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
KA
avatar for Diane Ryndak

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

3:25pm CST

Empowering My Voice: Self-Advocacy and Transition Triumphs
Friday December 6, 2024 3:25pm - 4:20pm CST
4TH Floor - Imperial 10
In this presentation, Gage Perryman talks about his life and how he learned to stand up for himself and make big decisions. Gage has disabilities, but that doesn’t stop him from going to college and getting involved in activities that help his community and other individuals with disabilities across the state of Minnesota and beyond. He has navigated the complexities of transitioning into adulthood, leveraging self-advocacy skills, participating in inclusive higher education and state-wide community advocacy initiatives, and presenting at national conferences. In this talk, he will dive into the strategies, challenges, and successes he has encountered along the way, sharing useful tips and inspirational stories so that listeners feel able to make their own communities better and more welcoming for everyone. It's a talk about finding your voice, overcoming challenges, and making a difference within your community.
Presenters
avatar for Jennifer Sommerness

Jennifer Sommerness

Researcher, TIES Center, UMN, Minneapolis, MN
Jennifer Sommerness is a distinguished educator and researcher at the TIES Center, at the University of Minnesota. She is known for her dedication to inclusive education and student success, with a profound commitment to educational equity. Jennifer has played a role in shaping the... Read More →
GP

Gage Perryman

Gage Gives Back
Friday December 6, 2024 3:25pm - 4:20pm CST
4TH Floor - Imperial 10 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

Key Components of Successful Pre-Employment Transition Services (Pre-ETS)
Friday December 6, 2024 3:25pm - 4:20pm CST
4TH Floor - Imperial 12
As agencies staffed by people with disabilities, Centers for Independent Living (CILs) are uniquely positioned to provide effective pre-employment transition services (Pre-ETS). During this session presenters from Able South Carolina (Able SC) and the Disability Employment Technical Assistance Center (DETAC) will share how Centers for Independent Living (CILs) can collaborate with state vocational rehabilitation (VR) agencies and schools to deliver comprehensive pre-ETS, empowering youth and strengthening communities. We will review how the disability rights and independent living movements have shaped the cultural landscape and address five key components of effective transition services: collaboration, accessibility, individualization, disability pride, and problem-solving. Successful transitions benefit the entire community, including businesses, families, and individuals, by promoting a more inclusive workforce and society.
Moderators
avatar for Megan Ketchell

Megan Ketchell

Project Manager, Disability Employment TA Center, The Lewin Group, Part of Optum Serve
Presenters
avatar for Diana Caldwell

Diana Caldwell

Managing Director, The Lewin Group
TH

Troy Hall

Able South Carolina
Friday December 6, 2024 3:25pm - 4:20pm CST
4TH Floor - Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

Qualifications, Responsibilities, Training, and Supervision of Paraprofessional Job Coaches
Friday December 6, 2024 3:25pm - 4:20pm CST
4TH Floor - Imperial 5D
Paraprofessionals are increasingly serving as job coaches at community-based work sites. In this session we share findings from a study that explored the qualifications and responsibilities of job coaches who are employed by schools, the training these job coaches receive to perform their job, and the role of school professionals in directing the activities of job coaches. Discussion will focus on how we can continue to enhance the role, training, and supervision of job coaches who are employed by schools to improve employment outcomes for students with extensive support needs.
Moderators
avatar for Stacy Dymond

Stacy Dymond

Professor, University of Illinois
Stacy Dymond is professor of special education at the University of Illinois at Urbana-Champaign. Her research focuses on curriculum issues related to educating secondary and transition-age students with severe intellectual disabilities in inclusive school and community settings... Read More →
Presenters
HB
avatar for Magen Rooney-Kron

Magen Rooney-Kron

Assistant Professor, University of Missouri, St. Louis
Magen is an assistant professor of inclusive education at the University of Missouri-St. Louis. Her research focuses on the inclusion of students with significant support needs in work-based learning experiences.
Friday December 6, 2024 3:25pm - 4:20pm CST
4TH Floor - Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

12 Strategies For Facilitating Transportation to Work-Based Learning Sites!
Friday December 6, 2024 4:35pm - 5:30pm CST
3RD Floor - Ballroom: Celestin F
Work experience, whether paid or unpaid, enables students with disabilities to learn job skills in the real world and clarify their career path. Despite the benefits of work experiences, many educational programs struggle to provide work experiences in the community due to issues surrounding transportation. In this session we will share 12 creative strategies for transporting students with disabilities to community-based work sites and provide tips to consider when selecting strategies. Come join us to discuss this important topic and share your creative solutions for obtaining transportation!
Moderators
avatar for Stacy Dymond

Stacy Dymond

Professor, University of Illinois
Stacy Dymond is professor of special education at the University of Illinois at Urbana-Champaign. Her research focuses on curriculum issues related to educating secondary and transition-age students with severe intellectual disabilities in inclusive school and community settings... Read More →
Presenters
avatar for Melanie Phelan

Melanie Phelan

Training Specialist, Illinois Center for Transition and Work - UIUC
I am a training specialist for the Illinois Center for Transition and Work at the University of Illinois. My background is mostly in transition to work for people with significant disabilities. I am passionate about finding paid employment for youth with disabilities where they can... Read More →
avatar for Jessica Sipovic

Jessica Sipovic

Training Specialist, University of Illinois Urbana-Champaign
Jessica Sipovic is a training specialist for the Illinois Center for Transition and Work through the University of Illinois Urbana-Champaign (UIUC). She has over 15 years of experience working with children and adults with diverse needs in school, home, and community settings. Most... Read More →
avatar for Nicole Birri

Nicole Birri

Training Specialist, University of Illinois at Urbana-Champaign
Friday December 6, 2024 4:35pm - 5:30pm CST
3RD Floor - Ballroom: Celestin F Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

Effective Transition Planning For Employment and Independence
Friday December 6, 2024 4:35pm - 5:30pm CST
4TH Floor - Imperial 5D
This presentation offers evidence-based solutions to bridge the significant gap between current practices and best practices in transition planning for adult independence, job skills, self-advocacy, technology, and post-secondary education. By adopting a growth mindset with strengths-based approach to student-centered transition planning, schools can effectively implement the practical steps detailed in our Transition Matrix. Steps are designed to enhance potential for personal fulfillment, employment, financial stability, independence, and community integration. Participants will receive a comprehensive road map for transition planning. Will’s personal journey from school to employment is a powerful testament to the impact of supportive interventions. His experience underscores challenges students face in being recognized as productive members of society. With tools and supports from LSU PAYCheck program, Will successfully secured competitively integrated employment.
Presenters
TO

Tracy O'Donnell

Louisiana UCEDD
Friday December 6, 2024 4:35pm - 5:30pm CST
4TH Floor - Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

5:45pm CST

Building Partnerships For Teachers and Siblings of Individuals with IDD
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall
During transition planning, the partnerships formed between the family and the school are essential to post-high school success, and family involvement must be prioritized (Kellems & Morningstar, 2010). When family members (i.e., siblings) are involved in transition planning, the comprehensive understanding of the transition-aged youth is enhanced (e.g., Seltzer et. al., 2005). Siblings fulfill beneficial roles within the family unit, and their involvement in transition planning and partnership with their sibling’s teacher can promote positive post-school outcomes in the areas of employment, education, independent living, and more. This poster presentation will discuss what a sibling-teacher partnership is and it’s importance. Moreover, the development and administration of a scale assessing the sibling-teacher partnership will be highlighted. Attendees at this poster presentation will learn ways to support the sibling-teacher partnership for transition-aged youth and family members.
Presenters
CS
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Poster Presentations

5:45pm CST

Determining Egocentric Networks of Families and Youth with Disabilities
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall
The transition to adulthood for youth with disabilities and their families can be challenging, as they learn to navigate new post-school environments, often without the necessary supports. Ideally, youth with disabilities connect to necessary post-school services while they are still in high school. However, families regularly report having limited information on post-high school options, & describe services as fragmented or unavailable (Gibson et al., 2017). The absence of strong post-school connections can inhibit community inclusion and may contribute to poor post-school employment, education, & community living outcomes (Prince et al., 2017; Sanford et al., 2011). To help further understand the personal networks and connectedness of youth, families, and transition team members, this research describes the use of egocentric network methodology and a data collection software to study the networks that families interact with as their youth gets ready to transition out of high school.
Presenters
CS
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Poster Presentations

5:45pm CST

Families as Partners in Promoting Positive Competitive Integrated Employment Outcomes
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall
When it comes to securing competitive integrated employment (CIE), families may be an integral part of the process. Family members often provide support to individuals with intellectual and developmental disabilities across a variety of domains, including employment. For families to establish effective partnerships and help promote CIE outcomes, the field needs a more in-depth understanding of the current state of family involvement and its relationship with accessing and supporting employment outcomes. To fill this knowledge gap, a scoping review was conducted. The review revealed facilitators (i.e., advocacy, knowledge of supports and services, family expectations, contributing to obtaining employment, building a support network, and family member working), barriers (i.e., lack of family support, socioeconomic status, lack of knowledge, perceptions on abilities, and family challenges), support needs, and overall familial perspectives on employment outcomes.
Presenters
DS
CS
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Poster Presentations

5:45pm CST

The Black Box of Collaboration: Preliminary Qualitative Results
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall
Policy requirements and incentives emphasize interagency collaboration (IDEA, 2004; WIOA, 2014). Despite evidence of interagency collaboration improving postsecondary outcomes for students with disabilities, there are noted challenges in collaboration (Saleh et al., 2019). Difficulties exist despite the prevalence of conceptual interagency collaboration models (Kwiatek et al., 2023). Reconceptualizing research on interagency collaboration to emphasize collaboration theory will provide new insights into the process of interagency collaboration that may better address barriers to interagency collaboration (Thomson & Perry, 2006; Wood & Gray,1991). An exploratory qualitative study was conducted using collaboration theory. Vocational rehabilitation counselors in Central Illinois were asked to describe the process of collaboration in the provision of school-to-work employment-focused transition services. The results of the exploratory study are discussed.
Presenters
avatar for David George Strauser

David George Strauser

University of Illinois at Urbana-Champaign
Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Poster Presentations
 
Saturday, December 7
 

8:45am CST

Celebrating Our Autonomy As We Transition to Post-Secondary Education
Saturday December 7, 2024 8:45am - 9:45am CST
3RD Floor - Ballroom: Celestin B
Inclusive postsecondary education (IPSE) is now a transitional opportunity for many students with intellectual/developmental disabilities. ThinkCollege, a national technical assistance, research, and evaluation center dedicated to developing, expanding, and improving higher education options for students with intellectual disability, now recognizes over 325 programs across the United States that provide these educational experiences. Transitioning to college from an IEP supported K-12 experience, students and families strive to engage in valued ways in higher education by finding the right fit of program for the interests and desires of the potential students and their families. Getting it "right" by preparing well during high school, growing in autonomous ways and developing a growth mindset are key. This session celebrates evidence of effectiveness for IPSE enfleshed with the experiences of a family and its members who qualify for IPSE sharing their preparation strategies.
Presenters
avatar for Ann Marie Licata

Ann Marie Licata

Assistant Professor, Millersville University
Saturday December 7, 2024 8:45am - 9:45am CST
3RD Floor - Ballroom: Celestin B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

How Saudi Parents of Students with ASD' Perceive the Transitional Plan Member
Saturday December 7, 2024 3:00pm - 4:00pm CST
4TH Floor - Imperial 5C
Background: Implementation of transition plans for ASD students is crucial for their growth and development. Robust implementation of transition plans helps in minimizing barriers to opportunities such as education, employment, and other training services needed for the prosperity of ASD students. Accordingly, parents' participation and engagement in transition services is crucial as it help in delivering person-centered transition services. However, there is a lack of evidence on how parents of ASD students perceive the level of responsibility of transitional partners in implementing transition plans in Saudi Arabia Methods: A quantitative study design was used to gather information and report on the study's purpose. Data was collected from a sample of 469 parents of ASD students in Riyadh (n=243) and Makkah (n=226) regions of Saudi Arabia. A 5-point Likert scale survey tool was used in data collection. Descriptive analysis was used to measure parents’ perception and rank the level
Presenters
SA
Saturday December 7, 2024 3:00pm - 4:00pm CST
4TH Floor - Imperial 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:15pm CST

Securing The Future: Visions, Decisions, and Advocacy
Saturday December 7, 2024 4:15pm - 5:15pm CST
4TH Floor - Imperial 9
An essential tool to bring about a full, meaningful, inclusive life is having a well-defined, articulated vision to focus, guide, and inspire action. Join us to explore the critical role of holding a positive vision for the future, understand how to use Supported Decision-Making, and how to increase self-advocacy and self-determination skills. We will discuss typical pathways toward adulthood, the necessary supports to stay on these paths; using vision, courage, and consciousness to help young adults achieve a full, meaningful, autonomous life. We will delve into the legal protections provided by IDEA in transition planning and how to maximize these to support successful outcomes. We will discuss tips and techniques to support people to increase decision-making skills to become competent, confident advocates directing their own lives. Additionally, we will emphasize the importance of belonging, community participation, and valued roles as strategies to to bring forth a good life.
Presenters
avatar for Dana Lloyd

Dana Lloyd

DD Program Director, Georgia Advocacy Office
Dana Lloyd has been engaged in advocacy with people experiencing injustice on both a personal and professional level for over two decades. Dana currently serves as director of the Developmental Disabilities program at the Georgia Advocacy Office and coordinates the GA Supported Decision... Read More →
avatar for Leslie Lipson

Leslie Lipson

Educational Equity Strategist and Attorney, Georgia Coalition for Equity in Education (GCEE)
Leslie Lipson is an attorney and a self-described inclusionista. She has been deeply involved in advocacy for and with people with disabilities for over 20 years and currently offers advocacy solutions using general educational and special education law, from a values-based foundation... Read More →
avatar for Katie Chandler

Katie Chandler

Consultant, Georgia Advocacy Office
Katie Chandler, a Project Consultant with Sangha Unity Network, is a Licensed Clinical Social Worker and has worked in the intellectual and developmental disabilities field as a direct support professional, advocate, supervisor, and consultant. In each role, Katie worked to ensure... Read More →
Saturday December 7, 2024 4:15pm - 5:15pm CST
4TH Floor - Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:15pm CST

Work-Based Learning: Practical Strategies For Job Development and Establishing Community Worksites For Transition Aged Youth
Saturday December 7, 2024 4:15pm - 5:15pm CST
4TH Floor - Imperial 11
Developing worksites for students with disabilities in the community is not an easy feat. You'll leave this workshop with strategies on how to develop job opportunities and explore potential worksites in your community. The session will address practical strategies for identifying job sites, connecting with businesses, evaluating the appropriateness of a potential worksite, and securing school-business partnerships.
Presenters
avatar for Melanie Phelan

Melanie Phelan

Training Specialist, Illinois Center for Transition and Work - UIUC
I am a training specialist for the Illinois Center for Transition and Work at the University of Illinois. My background is mostly in transition to work for people with significant disabilities. I am passionate about finding paid employment for youth with disabilities where they can... Read More →
avatar for Jessica Sipovic

Jessica Sipovic

Training Specialist, University of Illinois Urbana-Champaign
Jessica Sipovic is a training specialist for the Illinois Center for Transition and Work through the University of Illinois Urbana-Champaign (UIUC). She has over 15 years of experience working with children and adults with diverse needs in school, home, and community settings. Most... Read More →
Saturday December 7, 2024 4:15pm - 5:15pm CST
4TH Floor - Imperial 11 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions
 
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Wednesday, December 4
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2ND Floor - Foster 1
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  • Classroom Placement
  • CliftonStrengths
  • Co-Teaching
  • Coaching
  • Collaboration
  • Collaboration Maps
  • Collaboration Theory
  • Collaborative Approach to Awareness
  • Communication
  • Communication Access
  • Community
  • Community Access
  • Community Buillding
  • Community Engagement
  • Community Living
  • Community-Based
  • Community-Based Participatory Research
  • Community-Based Work Experiences
  • Community-Led
  • Competency
  • Competitive Employment
  • Competitive Integrated Employment
  • Competitive Integrated Employment.
  • Complex Communication Needs
  • Complex Support Needs
  • Conversations
  • Cotaught
  • Creativity
  • Cross-Disability
  • Cultural Humility
  • Cultural Responsiveness
  • Cultural-Competency
  • Culture
  • Curriculum
  • Curriculum Adaptations
  • Customized Employment
  • Dance
  • Data-Based Decision Making
  • Deafblindness
  • Decision-Making Skills
  • Definitional Issues
  • Deserve
  • Developmental Delays
  • Diagnostic Accessibility
  • Differentiation
  • Digital Citizenship
  • Dignity
  • Dignity of Risk
  • Direct Support Professional
  • Direct Support Professionals
  • Direct Support Workforce
  • DirectSsupport
  • Disabilities
  • Disability
  • Disability Ally
  • Disability Characterizations
  • Disability Connectedness
  • Disability Culture
  • Disability Data
  • Disability Education Reform
  • Disability Identity
  • Disability Inclusion
  • Disability Inclusive Employment
  • Disability Labeling
  • Disability Policy
  • Disability Providers
  • Disability Studies
  • Disability Trends
  • Disabled Womens Health
  • Disparities
  • Disruption of Norms
  • Dissonance
  • Diversity
  • Diversity and inclusion
  • Doctors
  • Dogs
  • Doing
  • DSP Wages vs. Fast Food Wages
  • Early Career Special Education Teachers
  • Early Childhood
  • Early Childhood Special Education
  • Early Literacy
  • Education
  • Education System
  • Educational Barriers IDD
  • Educational Decision-Making
  • Educational Outcomes
  • Educational Placement
  • Educational Strategies
  • Educational Values
  • Educator Perceptions
  • Empathy of Understanding
  • Employer Engagement
  • Employment
  • Employment First
  • Employment Readiness
  • Employment Supports
  • Empowerment
  • Engagement
  • Equity
  • Evaluation
  • Evidence
  • Evidence-Based Practice
  • Evidence-Based Practices
  • Expectations
  • Expenses
  • Experiential Learning
  • Extensive Support Needs
  • Fabrication
  • Factors
  • Faith Communities
  • Families
  • Family
  • Family Advocacy
  • Family Engagement
  • Family Involvement
  • Family Training
  • Family-Professional Collaboration
  • Family-School Partnership
  • Family/Caregivers
  • Fashion
  • Federal Legislation
  • Film
  • Financial
  • Financial Planning
  • Focus Groups
  • Future Planning.
  • General Curriculum Access
  • General Education
  • General Education Classroom
  • Generative Artificial Intelligence
  • Goal
  • Grassroots
  • Growth
  • Growth Mindset
  • Guardianship Reform
  • HCBS
  • Health
  • Health Equity
  • Health Self-Management
  • Healthcare
  • Healthcare Inequities
  • Hidden Disability
  • High Expectations
  • High-Quality Employment
  • Higher Education
  • History
  • Home Ownership
  • Hospitals
  • Housing
  • Human Animal Bond
  • Human Rights
  • IDEA
  • Identification with Disability
  • IEP
  • IEP Development
  • Implementation
  • Implementation Science
  • Inclusion
  • inclusion in general education classrooms and curriculum
  • Inclusion Starts Now
  • Inclusion; Collective Vision; Definition; Intellectual Disability; Foundational Priorities of Inclusion
  • Inclusionary
  • Inclusive
  • Inclusive College; Post Secondary Programs; Designing Support for Students with Intellectual Disabilities
  • Inclusive Economic Growth
  • Inclusive Education
  • Inclusive Education I/DD
  • Inclusive Educators
  • Inclusive Health Care Education
  • Inclusive Higher Education
  • Inclusive IEPs
  • Inclusive Instruction
  • Inclusive Post-Secondary Education
  • Inclusive Postsecondary Education
  • Inclusive Practices
  • Inclusive Research
  • Inclusivity
  • Independence
  • Individualized Education Program
  • Individualized Education Program (IEP) goals
  • Individualized Education Programs
  • Innovation
  • Instruction
  • Instructional Leadership
  • Integration Independence
  • Integrity
  • Intellectual Disabilities
  • Intellectual Disability
  • Interagency Collaboration
  • Interdisciplinary Collaboration
  • Intersectionality
  • Intervention Development
  • Interventions
  • Interviews with People with Disabilities
  • Job Coach
  • Job Coaches
  • Journey
  • K-12 Curriculum
  • K-12 Education
  • Kindergarten Transition
  • Knowledge and Skills
  • Language
  • Language-Access
  • Latina
  • Law Enforcement
  • Leadership
  • Legislative Advocacy
  • Lesson Planning
  • Leveraging Strengths
  • LGBTQ
  • Licensure
  • Linguistically and Culturally Diverse
  • Listening Service Provision
  • Literacy
  • Lived Experience
  • Logic Model
  • Long-term Services And Supports
  • Math
  • Meaningful Lives
  • Medical Education
  • Medical Self-Advocate Partnership
  • Medicine
  • Mentoring
  • Meta-Synthesis PLAAFPs LRE
  • Microcredentials
  • Mindfulness
  • Mixed Methods
  • Mixed Methods Research
  • Moral Conviction
  • Mother
  • Multi-tiered System of Support
  • Multi-Tiered Systems of Support
  • Multidisciplinary Approach
  • Multiple Case Study
  • Narrative Imagination
  • Naturalistic Developmental Behavioral Interventions
  • Neurodivergence
  • Neurodiversity
  • Neuroinclusion Systemic Changes
  • Non-Verbal
  • Nonspeaking
  • Occupational Therapy
  • Opportunity
  • Oral History
  • OTL
  • Paraprofessional
  • Paraprofessionals
  • Parent Centers
  • Parent Participation
  • Parent Perspectives
  • Parenting
  • Parents
  • Parents and Caregivers
  • Parents/Guardians
  • Participation
  • Participatory
  • Participatory Action Research
  • Participatory Research
  • Partnership
  • Partnerships
  • Pathways
  • Peer Relationships
  • Peer Support
  • Peer-Mediated Intervention
  • Peer-Mmediated intervention
  • Peers
  • People
  • People-First
  • Perceptions
  • Person Centered
  • Person Centeredness
  • Person-Centered
  • Person-Centered Planning
  • Person-Centered Practice
  • Personel Prep
  • Personnel Preparation
  • Physical Education
  • Placement Predictors
  • Plain Language
  • Planning
  • Podcasts
  • Policy
  • Politics
  • Positionality
  • Post Secondary Employment Training
  • Post-School Outcomes
  • Post-Secondary Education
  • Post-Secondary Inclusive Programs
  • Post-Secondary Outcomes
  • Power of Attorney
  • Power-Sharing
  • Pre-Employment
  • Pre-Service Education
  • Preschool
  • Preservice General Education Teachers
  • Presuming Competence
  • Preventative Care
  • Primary Care
  • Problem-Solving
  • Professional Development
  • Professional Learning
  • Program Evaluation
  • Public Policy
  • Public Policy Systems Change
  • Qualitative
  • Qualitative Research
  • Quality Assurance
  • Quality Improvements
  • Quality of life
  • Racial Disparities
  • Racism
  • Radio
  • Raise Inclusive Kids
  • Re-Evaluation
  • Reading
  • Reflections
  • Related Services
  • Relationship
  • Relationships
  • Research
  • Research to Practice
  • Resource Network
  • Respect
  • Restorative Practice
  • Restraint
  • Retention
  • Rights
  • Rural Education
  • School
  • School Community
  • School-Aged
  • School-Aged Children
  • Schools
  • Seclusion
  • Section 504
  • Segregated
  • Selection
  • Self Acceptance
  • Self Advocacy
  • Self Determination
  • Self-Advocacy
  • Self-Advocacy; Self-Determination; Empowerment; Creativity
  • Self-Advocate
  • Self-Advocates
  • Self-Determination
  • Self-Direction
  • Self-Efficacy
  • Self-Employment
  • Self-Expression
  • Service Delivery Model
  • Service Dogs
  • Services
  • Sex Education
  • Sexism
  • Sexual and Reproductive Healthcare
  • Sexuality
  • Shifting Mindset
  • Siblings
  • Significant Cognitive Disabilities
  • Significant Needs
  • Significant Support Needs
  • Skill-Building
  • Social Advocacy
  • Social Change
  • Social Communication
  • Social Connection
  • Social Emotional Skills
  • Social Interactions
  • Special Education
  • Special Education Teacher
  • Special Education Vouchers
  • Special Needs Trust
  • Specialized Health Care
  • Specifically Designed Instruction
  • Staff Stability
  • Stakeholder Perspectives
  • State-adopted general education standards
  • Stop Domestic Violence and Sexual Assault to People with Disabilites
  • Strategies
  • Strength Based
  • Strengths-Based Approach
  • Strengths-Based IEPs
  • Student Government
  • Student-Centered
  • Student-Directed Learning
  • Students
  • Students with Complex Support Needs
  • Students with ESN
  • Students with Extensive Support Needs
  • Success
  • Successes and Barriers
  • Suicide Prevention
  • Support
  • Support-Brokerage
  • Supported Decision-Making
  • Supporting-Families
  • Supports
  • Supports Disability
  • Survey
  • Sustainable
  • Sustiainable Entrepreneurship
  • System Change
  • Systematic Review
  • Systemic Change
  • Systemic Change; Coaching
  • Systems Change
  • Systems-Change
  • Tale
  • Teacher Beliefs
  • Teacher Education
  • Teacher Peparation
  • Teacher Preparation
  • Teacher Professional Development
  • Teacher Training
  • Teachers
  • Teachin
  • Teaching
  • teaching strategies for individuals with extensive support needs
  • Technical Assistance
  • Technology
  • Technology in Employment
  • Television
  • Theories of Disability
  • Togetherness
  • Training
  • Transformation
  • Transition
  • Transition Across the Lifespan
  • Transition Aged Students
  • Transition Educators
  • Transition From High School
  • Transition from Sheltered Work
  • Transition Planning
  • Transition Services
  • Transition to Adulthood
  • Transition to Employment
  • Transition to Work
  • Transition-Aged Youth
  • Transportation
  • Trauma
  • Trauma-Informed
  • Trauma-Informed Education
  • Turnover
  • Typing to Communicate
  • UDL
  • Undiscovered
  • Universal Design
  • Universal Design for Learning
  • Universally Designed Systems
  • Urban Education
  • User-Centered Design
  • Values
  • Video Modeling
  • Video Prompting
  • Vision
  • Visual Impairment
  • Vocational Rehabilitation
  • Waiver
  • Work
  • Work Experiences
  • Work-Based Learning Experiences
  • Workforce
  • Workforce Innovation and Opportunity Act (WIOA)
  • Workforce Strategies
  • Wraparound
  • Writing
  • Youth and Adults with Intellectual and Developmental Disabilities
  • Youth Leadership
  • Youth Participatory Action Research
  • Presentation Type
  • General
  • Research
  • Popular