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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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Friday, December 6
 

9:59am CST

Concurrent Sessions
Friday December 6, 2024 9:59am - 12:15pm CST
Hyatt Regency
Friday December 6, 2024 9:59am - 12:15pm CST
Hyatt Regency Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

A Latinas' Mother's Journey: A Study of Advocacy and Change
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 11
This presentation describes the experiences of a mother/advocate/researcher as she navigates the complex world of disability services for her daughter with extensive support needs. This longitudinal case study began five years ago with the analysis of videos and interviews of the mother-daughter dyad interacting with each other and sharing information about how this mother/advocate/researcher found her voice to advocate on behalf of her daughter who was once considered non-verbal. After five years, both mother and daughter have found their respective voices regarding advocacy and self-determination. This updated case study will share new findings on how this mother-daughter dyad has grown in their advocacy for equity at school and in the community.
Moderators
avatar for Alma Contreras-Vanegas

Alma Contreras-Vanegas

Associate Professor, Sam Houston State University
Alma L. Contreras-Vanegas Ph.D., is an associate professor at Sam Houston State University. There she teaches courses in bilingual education and second language acquisition. Her research interests include: Bilingual children in Special Education (gifted and talented and children... Read More →
Presenters
CC
avatar for William Blackwell

William Blackwell

Sam Houston State University
William H. Blackwell is an Assistant Professor of Special Education at Sam Houston State University in Huntsville, Texas. His research focuses on a broad spectrum of strategies for improving educational outcomes for children and adolescents with disabilities.
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 11 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

ABLE Accounts
Friday December 6, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin A
President Barack Obama signed the ABLE Act on December 19, 2014, as part of the Tax Extenders package. This law allows eligible individuals with disabilities to have a tax-advantaged saving account; modeled after 529 college plan accounts. Account funds can be used for a range of qualified expenses related to the disability of the individual.
Moderators
avatar for Kelly Piacenti

Kelly Piacenti

MassMutual SpecialCare
SpecialCare is a program developed by Massachusetts Mutual Life Insurance Company (MassMutual) since 2004 that provides access to information and resources to families with dependents who have a disability. Our mission is to help educate families and caregivers about the importance... Read More →
Friday December 6, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Building Educator Capacity: Coaching for Inclusion of ALL Learners
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 8
What are the first steps in the journey toward living our courageous commitment to inclusive education? Experience how TrueNorth Educational Cooperative 804 partners with member districts to build capacity in educators to implement equitable inclusive practices for students with disabilities through professional learning and coaching. Coaches will share experiences from their work in several community districts. The presenters will celebrate the growth of students, educators, and systems at many different points in this journey. Participants will leave with collaborative structures, frameworks and processes that are applicable to teams and educational systems at the individual student, classroom, and building levels.
Moderators
MC

Mary-Kelsey Coletto

TrueNorth Educational Cooperative 804
Presenters
DR

Danielle Ritchey

TrueNorth Educational Cooperative 804
avatar for Amanda Barton

Amanda Barton

TrueNorth Educational Cooperative 804
CK

Claire Kelley

TrueNorth Educational Cooperative 804
TJ
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 8 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Case Study: Creating A Culture of Radical Person Centeredness
Friday December 6, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin G
This presentation is a case study on an organization named SEEC that is implementing a best practice and research based framework to infuse the principles of person centeredness into the culture of the organization but to do so in a radical way. A shake up to the status quo. The framework has five main components: People, Collaboration, Values, Culture of Learning, and Continuous Quality Improvement to drive person centeredness into all aspects of the organization. This case study is part one of what we hope to be a two-part TASH presentation over the course of one year. In part one, we want to share with attendees how the framework was developed, discuss the various components of the framework, the assessment that was used to determine “current state” with self-advocates, families, and internal team members, and how we used that assessment to develop a project pl
Moderators
NB

Nicholas Burton

N. Burton Consulting
Presenters
avatar for Karen Lee

Karen Lee

CEO, SEEC
Friday December 6, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin G Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Centering Student Impact Through Inclusionary Instructional Leadership
Friday December 6, 2024 10:00am - 11:00am CST
Foster 1
The Inclusionary Practices Technical Assistance Network (IPTN) is a dynamic, systems-level effort to eliminate exclusionary practices for all students in Washington state, with a focus students experiencing the most exclusion. While many students with disabilities have benefited from Washington's increased investment in inclusionary practices, state data show that Black students and students with IDD are still disproportionately excluded from general education. The IPTN is committed to addressing these inequities by explicitly targeting systems and practices that limit choice and opportunity these students. By braiding federal IDEA and state special education funds, IPTN has co-constructed a collaborative of statewide professional organizations to support inclusionary outcomes focusing systems changes in service of students furthest from educational justice. IPTN is more than a network of providers; it's a transformative force shaping the future of inclusive instructional leadership.
Moderators
avatar for Cassie Martin

Cassie Martin

Executive Director of Special Education, Office of Superintendent of Public Instruction (OSPI)
Dr. Cassie Martin is WA state’s Executive Director of Special Education at OSPI. For over 25 years, Cassie has dedicated her professional life and learning to equitable and inclusive education for students with disabilities in support of strong educational outcomes for all students... Read More →
Presenters
JK
Friday December 6, 2024 10:00am - 11:00am CST
Foster 1 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Community-Based Instruction: A Competency-Based Training
Friday December 6, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin C
This presentation delves into community-based instruction (CBI) training for direct support professionals engaged in home and community-based services (HCBS). It sheds light on developing and implementing a train-the-trainer (T/T) model designed to enhance the skills of HCBS providers, support compliance with the Settings Rule, and foster meaningful community involvement. Through a collaborative effort, project staff, HCBS providers, and family advocacy organizations have crafted a curriculum that addresses CBI's core needs and objectives. The presenters will discuss the systematic framework and the built-in fidelity measures of the T/T model, encompassing both trainer and learner competencies. Participants will leave with a comprehensive understanding of the projects foundation, its collaborative development process, and the impactful outcomes of the training initiative, thus paving the way for improved service delivery and community participation among HCBS providers.
Moderators
avatar for Aubrey Snyder

Aubrey Snyder

Program Coordinator, Utah State University
Hi! I'm Aubrey Snyder. First and foremost, I am a twin sibling to a brother who has Down syndrome and hearing impairments. As a sister, I am incredibly passionate about working within the disability community to improve the services and supports, systems, and society that we work... Read More →
Presenters
avatar for Tim Reisen

Tim Reisen

Director of Research and Training, Utah State University
Tim is the Director of the Research and Training Division at the Institute for Disability Research, Policy & Practice with an appointment as research associate professor in the Department of Special Education and Rehabilitation at Utah State University. Tim has 30 years of experience... Read More →
avatar for Katie Emmett

Katie Emmett

Utah State University Institute for Disability Research, Policy and Practice
NS
Friday December 6, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Creating Inclusive School Communities in an Urban Turnaround District
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 5C
Attention all urban educators and administrators! Please join us as we present and discuss the systems change process underway in our district , with special emphasis on the challenges of creating inclusive school communities in a struggling urban school district with a large number of segregated special education classrooms. Our district has just completed Year 1 of our work on systems change for inclusive education. We would love to connect with other educators doing similar work to share ideas, strategies, and successes.
Presenters
PM
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Empowering Diverse Families and Enhancing Advocacy During the IEP Process
Friday December 6, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin H
Our research centers on historically marginalized families and their experiences during the IEP process, emphasizing the need for opportunities for advocacy and participation. School-based teams need to approach collaboration with families from an asset-based approach (Sauer & Rossetti, 2020) and educators can learn from practices associated with cultural humility to inform their relationships with diverse families (Trainor, 2010). We conducted semi-structured interviews with families and caregivers to gather first-hand accounts of their experience with decision-making and advocacy during IEP development. In particular, we asked participants how they were able to provide input on placements and services for their child. We will present our findings from a qualitative analysis and share the online resources that we developed to empower families by increasing their understanding of special education terminology, their rights under IDEA, and their confidence in advocating for their child.
Presenters
avatar for Katie McCabe

Katie McCabe

Assistant Professor, Buffalo State University
Katie McCabe is an Assistant Professor in the Exceptional Education Department at Buffalo State University, with a Ph.D. in Special Education and a minor in Qualitative Research Methods from the University of Wisconsin-Madison. A former special education teacher in rural Upstate New... Read More →
Friday December 6, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin H Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

How AI & Technology Opens the Door for New Employment Opportunities
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 9
This presentation will explore the transformative potential of AI tools like ChatGPT and Copilot in enhancing the lives of individuals with developmental disabilities. We will demonstrate practical applications of these tools in the workplace, such as improving communication, streamlining tasks, and fostering independence. Additionally, we will discuss how AI can support personal life activities, from managing daily routines to accessing information and learning new skills. Attendees will gain insights into integrating AI technologies to promote autonomy, efficiency, and overall quality of life for individuals with developmental disabilities. Join us to discover innovative strategies for integrating AI to support and empower individuals with developmental disabilities.  
Presenters
avatar for Michael Rogers

Michael Rogers

Customer Service Relations, Washington State DSHS/DDA
I have been working at DDA for 28 years, and I am a life-long advocate for disability rights. In 2002, I was appointed by President Bush for the President's Committee on Developmental Disabilities where I advocated to change the name of the Committee to use respectful language and... Read More →
LL
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Peer to Peer Bridging The Gap through Self Advocacy Curriculum
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 10
Activating Change and Envision Illinois brings Peer to Peer Bridging the Gap through Self-Advocacy Curriculum is a curriculum it is a 26-week class for self-advocates to know how to help people who discloses domestic violence and/or sexual assault to them! The curriculum has four tracks: The Basic, Domestic Violence, Sexual Assault, and the Criminal Justice System. This overview will explain those tracks, how to get involved in this curriculum, see the online portion, look at suggested learning activities. One of the goals of this curriculum is that the self-advocate knows that the victim make their own decisions about how to heal and to seek justice. The people who take this class are given the tools and knowledge to help victims. Another goal is that once the self-advocate goes through this curriculum, they can teach the same thing to other self-advocates.
Moderators
avatar for Mary Hettel
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 10 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Raise Inclusive Kids
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 5A
Everyone can be working on inclusive practices in their home or classroom. Whether you know someone with a disability or you don't. Disability is the only minority group that every single person can be a part of at some point in their life. This presentation will give steps for everyone to actively take in their community, resources to share with others, and a place to problem solve together what their specific barriers are. As a former special education teacher, now mom of 2, this has become a priority for me to raise inclusive kids. Educate children on how to support each other, celebrate our differences, and not focus on what is fair but how we can all be included.
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Talking to Doctors: Their Beliefs and Your Rights
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 12
Doctors present themselves as experts on the human body, and we live in a culture that venerates medical professionals for their specialized training. However, that training has limits, particularly as concerns those whose bodies differ from the norm at baseline. There, preconceived biases about capacity, intelligence, and quality of life can and frequently do dominate medical decision-making. Moreover, while the Americans with Disabilities Act (ADA) theoretically guarantees disabled Americans equal rights in a variety of settings, people may be unfamiliar with their rights in hospital and clinical environments. In this talk, a brief overview of medical education as it relates to disability and its limitations will be provided, followed by information on patient rights and recommendations on how to access and preserve those rights in interacting with doctors and other healthcare professionals.
Presenters
AL

Algernon Lutwak

Northern Light Health
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Teaching Romantic Relationships to Individuals with IDD
Friday December 6, 2024 10:00am - 11:00am CST
Foster 2
This study examined the effects of a remote video modeling intervention on romantic relationships for college students with intellectual and developmental disabilities (IDD) who are currently enrolled in an Inclusive Postsecondary Education (IPSE). A single-subject experimental design was used to illustrate the results. After removing the intervention, a follow-up phase was implemented to determine if the participants could maintain their skills. The findings were of significance to the participants. Limitations and future research were also included in this study to include in future literature.
Presenters
avatar for Brianna Miller

Brianna Miller

Visiting Instructor, Florida Atlantic University
Brianna Miller, Ed.D is an Instructor for the Department of Special Education at Florida Atlantic University (FAU). Dr. Miller is a faculty member and advisor of the Academy for Community Inclusion (ACI), a comprehensive transition postsecondary education program for adults 18 and... Read More →
Friday December 6, 2024 10:00am - 11:00am CST
Foster 2 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

The Role of An Inclusive Education Coach During Systemic Change
Friday December 6, 2024 10:00am - 11:00am CST
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.
Presenters
DB

Dale Baker

St. Bonaventure University
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

The Social Impact of An Inclusive Dance Program
Friday December 6, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin F
Given the framework of the Contact Hypothesis, the We Dance Together program seeks to decrease bias and increase familiarity and acceptance between students with and without disabilities. This program was the subject of a mixed methods single case study investigating the social impact of program participation. Three groups of second grade students were included in the study in order to evaluate different qualities and quantities of contact: the intervention group, control group with contact, and a control group without contact. Results indicated significantly increased levels of favorability and an emerging desire to "play with" students with complex communication needs for the intervention group.
Presenters
avatar for Robin Schulz

Robin Schulz

North College Hill City Schools
I am a school-based Speech and Language Pathologist, Adjunct Instructor at the University of Cincinnati, and Ohio Ambassador for Charting the LifeCourse. I earned my Doctor of Education degree from the University of Findlay where I completed my dissertation study of We Dance Together... Read More →
Friday December 6, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin F Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Understanding Knowledge and Skill Competencies for Job Coaches Who Provide
Friday December 6, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin B
Most state rehabilitation agencies collaborate with community rehabilitation providers (CRPs) to provide job placement and support services, including supported employment (SE) and customized employment (CE). Despite efforts from CRPs to provide services and supports to individuals with disabilities for the demands of employment, competitive integrated employment (CIE) rates for individuals with disabilities, especially those with more significant disabilities remains poor. One way to improve employment outcomes is to ensure that those providing comprehensive supports are competent in knowledge and skills necessary for their job. The purpose of this presentation is to review result of a study that validated key knowledge and skill competencies essential for job coaches. We will provide a review of the competencies used in the study and review methods, results, implications. We will provide a review about how competency-based training and TA is being implemented in one state.
Presenters
avatar for Magen Rooney

Magen Rooney

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.
avatar for Tim Reisen

Tim Reisen

Director of Research and Training, Utah State University
Tim is the Director of the Research and Training Division at the Institute for Disability Research, Policy & Practice with an appointment as research associate professor in the Department of Special Education and Rehabilitation at Utah State University. Tim has 30 years of experience... Read More →
Friday December 6, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Using the SDLMI to Enhance Teacher Teacher Goal Setting for Inclusive Education
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 5B
The current study describes how two teacher preparation programs used the Self-Determined Learning Model of Instruction (SDLMI) with 57 teachers to empower them to set goals, take action, and evaluate and adjust their goals and action plans to enhance their practices and supports provided to students. We analyzed the goals set by teachers to improve their inclusive teaching skills and practices, the quality of teacher goals, teacher goal attainment, and whether goal quality predicted goal attainment. We found that most teachers set goals that required a team approach. Teachers generally created high-quality goals, with teachers making expected or better-than expected progress on their goals. Teacher goal quality was predictive of goal attainment. We discuss how teacher preparation programs can use the SDLMI to support teachers in creating their own goals, measuring their goal progress, and improving their implementation of essential and best practices to advance inclusive education.
Presenters
avatar for Jennifer Kurth

Jennifer Kurth

Professor, University of Kansas
Inclusive Education
Friday December 6, 2024 10:00am - 11:00am CST
Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

A History, Growth, and Success of A Fully Inclusive, K-8, School Community
Friday December 6, 2024 11:15am - 12:15pm CST
Celstin Ballroom: Celestin F
This presentation will illustrate the inception through current day practices of an inclusive, K-8 school community; including roadblocks, missteps, small and large successes. The presenters will introduce you to how each stakeholder (students, families, practitioners, community) contributed to the development and growth of a school where students of all ages and abilities can be immersed in meaningful and relevant learning in a safe and supportive environment inclusive of all learners.
Presenters
JK

John Kershaw

Director of Special Edication, Meeting Street
Friday December 6, 2024 11:15am - 12:15pm CST
Celstin Ballroom: Celestin F Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Benefits of Collaborative, Multidisciplinary Approaches to AAC Training in Schools
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 8
A multidisciplinary approach involving speech-language pathologists, educators, occupational therapists, and other professionals leads to improved communication outcomes for individuals using Augmentative & Alternative Communication (AAC) systems (McNaughton & Light, 2013). Despite this knowledge, AAC training opportunities for school staff often focus only on SLPs and less frequently on the direct support professionals assisting students on a daily basis. Our session focuses on the benefits of a multidisciplinary training approach, which facilitates the generalization and maintenance of communication skills across different settings and communication partners. This collaboration promotes communication and inclusion in a wider range of contexts (Millar et al., 2019). Multidisciplinary collaboration provides valuable opportunities for professional development and knowledge exchange among team members, enhancing AAC service delivery in educational settings (Beukelman & Mirenda, 2013).
Presenters
avatar for Lisa Mihalich Quinn

Lisa Mihalich Quinn

Executive Director, Reach Every Voice
Lisa Mihalich Quinn, M.A / M.Ed. is a licensed special educator with more than 15 years of experience making academic content accessible for neurodiverse students and learners who use Augmentative and Alternative Communication (AAC). She is a former Public Schools teacher and the... Read More →
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 8 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Catalight's Compass Work Tool- Help PwD Find Meaningful Careers
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 10
Catalight Research Institute has developed Compass Work. This self-paced program offers participants a unique set of tools to help them find a position that fits their strengths and sets them up for lifelong career success. It is person-centered, strength-based, assessment-driven, and career-focused. It consists of over 30 training elements, including skills assessments, resume building, interviewing, accommodation requests, handling rejections, accepting job offers, and creating a 100-day plan for when they start a new job. It launched in February 2023 and is used by over 100 job seekers, advocates, career coaches, and employment service providers. We will present the program design and the successes candidates and advocates for these candidates have accomplished. We will share how they use the tool and the feedback generated along the way. We will share critical feedback from candidates and advocates. We also plan to give TASH attendees free access to the tool.
Presenters
avatar for Dan Middleton

Dan Middleton

Senior Director, Clinical Excellence Planning and Development, Catalight
As the Clinical Excellence Planning and Development Leader at Catalight, I have led new strategies for employment services for neurodiverse adults since December 2021. With over 20 years of experience in process improvement, mentoring, and organizational support, I am passionate about... Read More →
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 10 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Examining Social Support Received by Parents of Adults with IDD
Friday December 6, 2024 11:15am - 12:15pm CST
Foster 1
We examined the social support networks of parents of adults with IDD, including members of their support networks, satisfaction with network members, and supports parents need to be effective caregivers for their adult son or daughter with IDD. Findings point to small social networks and the need for tangible support, social support, help navigating services, and future planning. Findings have important implications for research, practice, and policy.
Presenters
avatar for Kelli Sanderson

Kelli Sanderson

Assistant Professor of Special Education, California State University Long Beach
Hello! My name is Kelli Sanderson. I am an Assistant Professor of Special Education at California State University, Long Beach. I am also coordinator of the Special Education graduate program and the Applied Disability Studies certificate. I am focused on advocacy and collaboration... Read More →
Friday December 6, 2024 11:15am - 12:15pm CST
Foster 1 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Facilitating Transitions for Students with Severe Disabilities
Friday December 6, 2024 11:15am - 12:15pm CST
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.
Presenters
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 →
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

FamTAM Intervention Development to Support Children Who Use Aided AAC
Friday December 6, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin A
Family support is essential for effective augmentative and alternative communication (AAC) implementation. Family level intervention is necessary to ensure this support, but few interventions exist. We will share the development process utilized as part of an IES funded grant to create an aided language modeling intervention for SLPs and families.
Presenters
avatar for Sarah Douglas

Sarah Douglas

Associate Professor, Michigan State University
Dr. Sarah Douglas is an Associate Professor at Michigan State University where she directs the RADD lab (Research on Autism and Developmental Disabilities). Her work focuses on paraeducator supports, augmentative and alternative communication, children with extensive support needs... Read More →
Friday December 6, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Inclusive Policing: Implementing Law Enforcement Training for Autism Equity
Friday December 6, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin B
Although nearly all law enforcement officers (LEOs) report responding to calls with autistic individuals, as few as 9% of officers receive training specific to autism. To address this issue, in 2022, a multidisciplinary team (MDT) began designing Interaction with Neurodiverse Citizens: Training Effective Response And Communication (INTERAC), an autism-specific training, in collaboration with a local police lieutenant. Based on prior research on essential content for autism-specific training for LEOs and three rounds of feedback from the lieutenant, the team launched the training during shift debrief meetings for LEOs. INTERAC includes didactic presentation, body camera footage and scenarios, and resources, and was delivered by the MDT, which includes two Autistic adults. This presentation at TASH will share the process for the development and implementation of the training, the perspectives of all trainers, including the Autistic adults, and results and input from the LEOs.
Presenters
avatar for Elissa Green Kaustinen

Elissa Green Kaustinen

Director, Families, Agencies and Schools Together @ CHOC, Thompson Policy Institute / Thompson Autism Center @ CHOC
Friday December 6, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Leveraging Universal Design for Learning to Improve Student Behavior
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 5B
This workshop is designed to empower educators with the principles and practices of Universal Design for Learning (UDL) to foster a positive and inclusive learning environment. Participants will gain an understanding of the updated UDL Guidelines and their role in promoting desirable student behavior across diverse educational settings. By the end of this session, participants will be equipped with the knowledge and practical skills needed to create a more inclusive and behaviorally supportive learning environment for all students.
Presenters
avatar for Kelley Correio

Kelley Correio

Inclusionary Practices Coordinator, Educational Service District 123
I have spent the past 5 years as part of a staewide team committed to supporting educators and school leaders with developing and implementing sustainable systems, structures, and practices that support all students with meaningful access and engagement in inclusive learning envi... Read More →
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Politics and Disability Policy: Oppression as a Bipartisan Issue
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 5D
The articulation of disability rights principles and models of disability developed by disabled communities is fairly recent. Today, ongoing ignorance of these concepts in broader society significantly limits the general public’s ability to conceptualize any disabled group as one with distinct goals and interests. This has led to a lack of clear, consistent policy from any major political party in regards to accessibility, eugenics, or representative research policy. As a result, disability rights advocates may find themselves with allies and enemies across the political spectrum, with supporters who become oppressors when the issue changes. This talk will discuss relevant policy history, give a brief overview of some of the major areas crucial to policy development in which political values often lead to inconsistency. It will open into a discussion of coalition-building, public awareness and framing of disability rights issues, and self-advocacy.
Presenters
AL

Algernon Lutwak

Northern Light Health
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Preparing Preservice Teachers for Inclusion Through Introductory Special Education Course
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 5C
As more students with disabilities are included in general education settings, there is a growing need for enhanced preservice teacher training for inclusive practices. Especially, an introductory special education course is given greater emphasis due to the mandatory enrollment requirements for preservice teachers in most teacher preparation programs. To inform the development of this course that prepares teachers to provide inclusive education, a Delphi study will be completed to query experts on critical elements of the course syllabus (i.e., purpose, course contents, assignments) considered important by them to facilitate inclusion. The content analysis of 22 syllabi was conducted to develop the initial survey items. Consensus will be reached through multiple rounds of surveys. Results and implications for future research and practice will be discussed.
Presenters
avatar for Geonhwa Kim

Geonhwa Kim

Doctoral Student, University of Kansas
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Revisiting Equitable Opportunities to Learn
Friday December 6, 2024 11:15am - 12:15pm CST
Foster 2
This session highlights new research on the importance of context in providing equitable opportunities to learn (OTL). Our original work highlighted how the concept of OTL in general education literature was missing components to ensure accessibility for students with disabilities. We proposed the use of Universal Design for Learning and attention to individualized needs within the OTL framework to better define access to the general curriculum and to consider the specific aspects of equitable learning opportunities to improve access and outcomes for students with complex support needs. While our original work alluded to context and placement, we did not address it directly. The updated OTL extends our understanding of how to advocate for inclusive practices by bringing together UDL 3.0 and new research on the importance of context for equitable learning opportunities.
Presenters
MF

Megan Foster

Utica University
Friday December 6, 2024 11:15am - 12:15pm CST
Foster 2 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
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
Imperial 11 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

The Unique Attributes of Parents Who Advocate for Inclusive Education
Friday December 6, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin G
This study aims to investigate the unique qualities that create opportunities for parents of students with multiple support needs to advocate for inclusive education settings. All humans need to connect and feel that they belong, and their unique human capital is used to attain a desired outcome. When a parent is part of an IEP team, these needs are not any different; belonging is needed to feel part of that team truly and for collaboration to occur. As this study investigates the phenomenon of parental qualities, the theoretical frameworks of the 10 Dimensions of Belonging by Carter (2021 & 2020) and Yosso's Community Cultural Capital (2005) will be used. What are the distinctive attributes of parents of children with multiple support needs that equip them to be advocates for inclusive education settings?
a) How do parents acquire these distinctive attributes?
b) How does possessing these qualities impact advocacy in the IEP process?
Moderators
MM
Presenters
avatar for Robin Dodds

Robin Dodds

Associate Professor of Early Childhood Special Education, California State University LA
My primary research interests focus on supporting families of children with Autism Spectrum Disorder (ASD) and related Developmental Disabilities in two ways; through Parent to Parent social support and through parent-mediated interventions for social communication. Additionally... Read More →
Friday December 6, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin G Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Understanding Family Experiences with Section 504 for their Autistic Children
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 9
Extant literature has focused mainly on access to Individualized Education Programs (IEPs) without addressing Section 504 of the American Rehabilitation Act. Over 1.38 million students are served by Section 504 in schools, yet little is known about their experiences. The purpose of the study was to explore the experiences of families of autistic children with Section 504 in schools. Altogether, 21 families participated in individual interviews about their initial experiences accessing Section 504, their input into the Section 504 plan, and the implementation of the Section 504 plan. The few families who reported positive experiences with Section 504 reported having supportive school professionals. Unfortunately, most participants reported negative experiences including the school being unwilling to provide accommodations. Implications include the need to develop and test an advocacy program for families and youth with disabilities to improve access to Section 504.
Presenters
avatar for RaeAnne Lindsay

RaeAnne Lindsay

Coordinator for Section 504 project, Vanderbilt University, Peabody College
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Video Prompting Adaptive Skills for Preschool Students with Disabilities
Friday December 6, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin C
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.
Presenters
avatar for Kaitlyn Viera

Kaitlyn Viera

Doctoral Candidate, Ohio State University
Friday December 6, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Why Mix Methods? Iterative Development of A Peer Network Intervention
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 5A
Mixed methods designs are gaining traction in research for inclusive education, but there are still few examples of how mixed methods can inform intervention development. Learn how our team has used mixed and multi-methods research to develop an intervention that promotes social communication, language, and peer relationships for elementary-aged students with autism who are nonspeaking or have limited speech. Participants will learn about the components of the Enhanced Peer Network intervention, which include: (a) communication access through augmentative and alternative communication (AAC), (b) storybook lessons to promote social-emotional development for students with and without disabilities, and (c) support for peers and students with disabilities to promote social communication and engagement during play. Participants will also learn about the powerful roles mixed methods research can play in successfully bridging research-to-practice.
Presenters
avatar for Elizabeth Biggs

Elizabeth Biggs

Assistant Professor, Vanderbilt University
Elizabeth E. Biggs, Ph.D. is an Assistant Professor in the Department of Special Education at Vanderbilt University and a member of the Vanderbilt Kennedy Center. Her work focuses on promoting social, communication, language, and literacy outcomes for children and youth with autism... Read More →
Friday December 6, 2024 11:15am - 12:15pm CST
Imperial 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Writing Together: Small Group Writing Instruction for Students with IDD
Friday December 6, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin H
In this engaging presentation, presenters will discuss past research on writing instruction for students with intellectual and developmental disabilities (IDD) and describe two recent studies on the effectiveness of an intervention package including constant time delay, sentence frames, and technology-assisted instruction on: (a) writing within a shared story reading and (b) small group writing instruction for students with IDD. Additionally, we will provide teachers with writing examples that can be implemented in their classrooms without the need for additional funding.
Presenters
avatar for Fred Spooner

Fred Spooner

Professor, University of North Carolina at Charlotte
Fred Spooner is Professor of Special Education at UNC Charlotte. Dr. Spooner has researched and written about instructional strategies for students with severe disabilities since the 1980s. Recently, he has focused on alternate assessment and linking both assessment and instruction... Read More →
TW
Friday December 6, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin H Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:14pm CST

Concurrent Sessions
Friday December 6, 2024 2:14pm - 5:30pm CST
Hyatt Regency
Friday December 6, 2024 2:14pm - 5:30pm CST
Hyatt Regency 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
Celestin 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.
Presenters
GC
Friday December 6, 2024 2:15pm - 3:10pm CST
Celestin Ballroom: Celestin B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

Celebrating that I AM at the center!
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 5D
Evan Barnwell is an 11 year old stroke survivor, autistic child who shares what is important TO him: his favorite activities, friends, dreams, and projects. His mom, Viviana, then explores the crucial impact of person centered thinking and language in the pursuit for inclusion and respect for people with disabilities. The difference between the terms "important to" and "important for", the evolution in the perception of disabilities, and how to create a one-page profile will help participants not only hear about the experiences of a self-advocate and a family member, but also, leave the presentation with concrete tools and materials to use for themselves, the people they care for, or those they work with.
Presenters
VB

Viviana Barnwell

Parent/CAC - ViceChair, SELPA IV
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

Closing the Gap: Developing Systems that Work for Everyonel
Friday December 6, 2024 2:15pm - 3:10pm CST
Foster 1
State developmental disability systems provide critical supports for people with intellectual and developmental disabilities. But, many people with autism and medically fragile children may not qualify for services. Hear how North Dakota is partnering with self-advocates and families to redefine their approach to supports through the lens of the All.
Presenters
avatar for Erin Leveton

Erin Leveton

Director, Alvarez & Marsal Public Sector Services, LLC
Friday December 6, 2024 2:15pm - 3:10pm CST
Foster 1 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

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 students—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
avatar for Matthew Brock

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

2:15pm CST

Educational Placements Predictors: Intersectional Analysis of Students with Complex Needs
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 8
This study sheds light on potential inequities in student outcomes perpetuated by current disability labeling and placement systems, particularly for historically marginalized students. We used multi-level linear modeling to explore how student characteristics and their intersections affect the educational placement of public school students who received special education services in Utah across 6-years. Students’ eligibility for the state alternate assessment based on significant cognitive disability (SCD) had the strongest negative effect on educational placement, followed by disability labels often associated with complex support needs (i.e., multiple disabilities, intellectual disability, autism). The placement patterns of students of color and White students across autism and intellectual disability labels were reversed and disproportionate, suggesting White families have greater access to knowledge of relative resources and stigma associated with different disability labels.
Presenters
avatar for Kristen Lansey

Kristen Lansey

Assistant Professor, University of Arizona
Kirsten Lansey (she/her), Ph.D., is an Assistant Professor of special education. Her overarching goal is to conduct research, teaching, and service that contributes to systemic educational change so that students with complex support needs receive inclusive and equitable learning... Read More →
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 8 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

Empowering Voices: Participation of Youth Using AAC in Transition Planning
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 5C
Person-centered transition planning empowers people with disabilities to take charge of their goals for the future— fostering self-determination and meaningful outcomes. However, little is known about the extent to which educators involve youth in transition planning when youth are unable to use speech to be heard and understood. Our research team has been engaging in research focused on understanding the involvement of youth who use augmentative and alternative communication (AAC) in transition planning. We interviewed youth who use AAC, their parents, their special education teachers, and their speech-language pathologists about their experiences. Key findings highlight the challenges youth face and the support needed from each stakeholder in the transition planning process. Participants will gain powerful insight into these first-hand experiences and will also leave with ideas about the changes needed in practice to empower youth voices in their own transition planning.
Presenters
avatar for Elizabeth Biggs

Elizabeth Biggs

Assistant Professor, Vanderbilt University
Elizabeth E. Biggs, Ph.D. is an Assistant Professor in the Department of Special Education at Vanderbilt University and a member of the Vanderbilt Kennedy Center. Her work focuses on promoting social, communication, language, and literacy outcomes for children and youth with autism... Read More →
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

How to: Anti-Ableist, Respectful, and Student-Centered Evaluation
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 5B
We have created tools for students, families, and professionals that help leverage the IDEA evaluation process to not simply establish eligibility for Special Education, but as a guide to an IEP team, to a school, or even to a school district on how to support learners with extensive support needs in general education in a way that centers and respects the student and guarantees meaningful access, progress and engagement, is anti-ableist, and sets up the foundation for authentic relationships. There is a way to use the mandated documentation in anti-ableist, respectful, and strength-driven ways that center the student and their preferences, meaningful engagement, and authentic relationships, reframe the evaluation process as more humanistic, inclusive, empowering, and authentic, and that will help the evaluation team to reframe their ideas of Disability and Special Education.
Presenters
TK

Taina Karru-Olsen

Inclusion For ALL
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

Impact of Ableism in Schools: Perspective of New Special Educators
Friday December 6, 2024 2:15pm - 3:10pm CST
Celestin 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
avatar for Mina Chun

Mina Chun

Assistant Professor, California Lutheran University
avatar for Tammy Bachrach

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
Celestin Ballroom: Celestin A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

Learn To Earn-Leveraging Community Engagement to Increase Job Opportunities
Friday December 6, 2024 2:15pm - 3:10pm CST
Celestin Ballroom: Celestin H
In August 2022, federal policy makers collaborated on a joint policy concerning the utilization of Community Engagement services to assist individuals with significant support needs in securing and maintaining employment. Job seekers with limited community life experience often face disadvantages in their quest for employment as they struggle to articulate their passions and strengths. By leveraging Community Engagement alongside the four guideposts of Community Life Engagement developed by the University of Massachusetts Boston Institute on Community Inclusion, providers, job seekers, and their families can chart a part towards employment. This session aims to share anecdotes and strategies illustrating how CE is deployed to aid individuals supports needs who have been isolated or lack experience with community employment in their journey to work. Additionally, the presentation will delve into concepts of the utilization of Community Life Engagement as a wraparound service.
Presenters
avatar for Kelly Paparazzo

Kelly Paparazzo

Program Director, Community Engagement, SEEC
Friday December 6, 2024 2:15pm - 3:10pm CST
Celestin Ballroom: Celestin H Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

Navigating Inclusive College-Successes and Challenges
Friday December 6, 2024 2:15pm - 3:10pm CST
Celestin Ballroom: Celestin F
This presentation documents the experiences of students with intellectual disabilities who participated in an inclusive college program in a university in western United States. The students will share their experiences in various classes, both academic and social. They will discuss the support provided by peer mentors, faculty, and other staff and the challenges they faced during their college experience. Additionally, they will offer their input to improve the program.
Presenters
avatar for Sudha Krishnan

Sudha Krishnan

Assistant Professor, Department of Special Education, San Jose State University
Sudha’s research is focused on how literacy practices using pedagogies based on socio-cultural theory like multiliteracies provide challenging and empowering education for students with disabilities. She is interested in interrogating the deficit thinking surrounding students with... Read More →
Friday December 6, 2024 2:15pm - 3:10pm CST
Celestin Ballroom: Celestin F Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

Paraprofessionals' Role in Job Coaching for Students with ESN
Friday December 6, 2024 2:15pm - 3:10pm CST
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 “job coach,” a central feature of supported employment for adults with disabilities. While paraprofessionals can play an integral role in students’ 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 paraprofessionals’ role in job coaching for students with ESN and practices that paraprofessionals utilize to support students at community worksites.
Presenters
HB
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

Patterns and Predictors of Special Education Program Placement for Students with Disabilities in Ontario, Canada
Friday December 6, 2024 2:15pm - 3:10pm CST
Celestin Ballroom: Celestin G
Placement in the general education classroom is critical for ensuring the inclusion of students with disabilities in schools. However, several variables (e.g., student age, school district type) have been implicated as potentially influencing classroom placement decisions despite established protocols guiding the process. Due to the non-public nature of disability-related data in Canada, little is known about the patterns and trends characterizing classroom placement in this context. This study analyzed special education program placement data provided by the Ontario Ministry of Education to describe the extent to which students with 13 disability types have accessed their education in general education classroom placements over time. Discussion focuses on implications for both policy and practice.
Presenters
avatar for Haley Clark
JS
AM
Friday December 6, 2024 2:15pm - 3:10pm CST
Celestin Ballroom: Celestin G Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

Preparing Teachers to Support Children Who Use AAC
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 11
Preparing teachers to effectively support students with extensive support needs and complex communication needs who require Augmentative and Alternative Communication (AAC) necessitates collaboration with speech pathologists, Board Certified Behavior Analysts, parents, and families. Training should cover AAC methods, Universal Design for Learning (UDL) principles, and practical experiences and should be taught through coursework and meaningful clinical experiences. Collaborative partnerships ensure educators gain insights into best practices and access resources, and ongoing professional development keeps teachers aware of current best practices. Cultivating a school culture that values diversity in communicative expression is crucial for creating inclusive learning environments where all students can thrive academically and socially.
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 11 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

Preservice Teachers: Dissonant Beliefs About Including Students with ESN
Friday December 6, 2024 2:15pm - 3:10pm CST
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 teachers’ beliefs affect the placement in–and ultimately the efficacy of–inclusion for students with ESN. This systematic literature review synthesizes extant empirical studies that explore preservice general education teachers’ 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
avatar for Katie Baulier

Katie Baulier

Boston University
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

Promoting Inclusivity Through A Critique of Fictional Children's Literature
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 10
Learners need to be accurately reflected in their curriculum in myriad ways as it reinforces the development of positive self-identity and helps them make deeper connections with content. Culturally responsive practice emphasizes ethnic diversity while overlooking disability culture thereby contributing to ongoing stigmatization and marginalization. To avoid perpetuating stereotypes, fictional characterizations of those with disabilities must be carefully critiqued, especially when utilized by those with ableist notions. Thus, the results of a study will be shared in which a focus group evaluated fictional picture books featuring characters with visual impairment using a specially designed rubric to critique inclusivity attributes. Stereotypes, relationships, interactions, psychosocial adjustment, representation, inclusiveness, interdependence, reciprocity, equality, acceptance, and empathy were analyzed. Emerging themes and essential elements of quality literature were also evaluated.
Presenters
LM

Loana Mason

New Mexico State University
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 10 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
Celestin 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
Friday December 6, 2024 2:15pm - 3:10pm CST
Celestin Ballroom: Celestin C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

2:15pm CST

WE ARE! Our Stories Inclusion Thru Oral Histories
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 9
Everyone has a story! Oral histories help to identify our uniqueness and our commonalities. Through introspection, we all, individuals with and without disabilities can find, form and share our story. In sharing oral histories, we facilitate inclusion as the line between different and disability is diminished, perspectives and experiences of our community are broaden and enriched. The mutual sharing of oral histories contributes to understanding, valuing and inclusion, our common-unity. Rationale, strategies, low cost technologies to collect, share and archive oral histories are provided to help advocates, families and practitioners elicit, collect, share and archive oral histories.
Friday December 6, 2024 2:15pm - 3:10pm CST
Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

A Content Analysis of Research: Inclusion in State-Adopted General Education Standards in General Education Classrooms
Friday December 6, 2024 3:25pm - 4:20pm CST
Celestin Ballroom: Celestin H
The presenters will share the results of a literature search and content analysis related to research and strategies for including students with extensive support needs (ESN), and/or complex multiple disabilities, in the state-adopted general education standards within general education classrooms. After the analysis, presenters will provide participants with points of issues for discussion regarding future directions for improving research related to students with ESN.
Presenters
avatar for Kathy Gee

Kathy Gee

Professor, California State University, Sacramento
inclusive education, meaningful access to core curriculum; augmentative communication; PBIS; elementary and secondary education; resaerch
Friday December 6, 2024 3:25pm - 4:20pm CST
Celestin Ballroom: Celestin H Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

Celebrating Families: The Power of Parent Engagement to Support Employment
Friday December 6, 2024 3:25pm - 4:20pm CST
Foster 1
Join this session to learn about an innovative partnership between the LEAD Center and Parent 2 Parent USA (P2P USA), harnessing the input from parent advisors to craft resources to promote employment and career outcomes for their family members with disabilities. Families also identified resources through which they can access essential supports and services. Hear from family leaders and employment subject matter experts from LEAD Center about the pivotal role families play in envisioning and supporting the people with disabilities in their lives across their lifespan as they journey towards competitive integrated employment.
Presenters
YW

Yvonne Wright

LEAD Center National Disability Institute
Friday December 6, 2024 3:25pm - 4:20pm CST
Foster 1 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

Community Living in California- Is Equity Still Achievable?
Friday December 6, 2024 3:25pm - 4:20pm CST
Imperial 5C
We began to provide personalized community living supports in the early 1990's, when people were able to rent, lease, and/or obtain housing vouchers to access a home of their own with the supports they needed. Over the past ten years, opportunities for housing vouchers have become relatively non-existent in CA, rent prices no longer allow people who rely on SSI/SSDI benefits alone to afford rent. The only people able to move into a home of their own now must have a "silver spoon"; (funding from family, sustainable employment, or other secure financing). This creates a huge divide between the "haves' and the "have nots". Adults continue to live with their aging parents. Alternative community living options options have become more restrictive, reverting back to congregate, segregated options, which goes against our philosophy of full inclusion at TASH. We will facilitate a discussion on the FUTURE of Community Living and how we can get the good times rolling again!
Presenters
avatar for Scott Shepard

Scott Shepard

Director, Avenues Supported Living Services
Scott Shepard is the Executive Director of Avenues Supported Living Services, a non-profit agency which provides community living and personalized day supports to adults with intellectual and developmental disabilities in North Los Angeles County. With Avenues SLS, we had the opportunity... Read More →
Friday December 6, 2024 3:25pm - 4:20pm CST
Imperial 5C 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
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. Known for her dedication to inclusive education and student success, and a profound commitment to educational equity, Jennifer has played a role in shaping the landscape... Read More →
GP

Gage Perryman

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

3:25pm CST

Extensive Support Needs: A Call for Definitional Clarity
Friday December 6, 2024 3:25pm - 4:20pm CST
Celestin 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 “students with extensive support needs (ESN).” When we look at studies focusing on participants with ESN, we find great variability in participant descriptions, even though all are using the “ESN” 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
avatar for MaryAnn Demchak

MaryAnn Demchak

Professor, Special Education, University of Nevada, Reno
Friday December 6, 2024 3:25pm - 4:20pm CST
Celestin Ballroom: Celestin F Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

From Experience to Empowerment
Friday December 6, 2024 3:25pm - 4:20pm CST
Celestin Ballroom: Celestin A
This session includes a collaborative presentation with a self-advocate and a teacher educator. The session will begin with a first-hand account of the educational experiences of a non-speaking and Autistic individual in both inclusive and self-contained settings, in both a specialized school and in public schools. These educational experiences have informed a list of suggested practices for general educators, special education teachers, and paraeducators on how to best include and challenge students with complex communication needs in the general education classroom. The session will conclude with information on how to leverage voices from the local disability community by inviting self-advocates to present in university courses that are aimed to prepare inclusive-minded educators.
Presenters
avatar for Katie McCabe

Katie McCabe

Assistant Professor, Buffalo State University
Katie McCabe is an Assistant Professor in the Exceptional Education Department at Buffalo State University, with a Ph.D. in Special Education and a minor in Qualitative Research Methods from the University of Wisconsin-Madison. A former special education teacher in rural Upstate New... Read More →
LC
Friday December 6, 2024 3:25pm - 4:20pm CST
Celestin Ballroom: Celestin A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

He Belongs As He Is: Collective Visions of Authentic Inclusion
Friday December 6, 2024 3:25pm - 4:20pm CST
Imperial 9
Despite extensive research demonstrating the positive effects of inclusion for students with Intellectual Disability (ID) in general education, rates of full inclusion for this population remain low. Key components of successful inclusion include leadership that is committed to inclusive pedagogy and a shared vision across all stakeholders, including school staff, family, and community members. This qualitative study analyzes stakeholders’ definitions of inclusion at Sunshine Community Charter (SCC), a public charter (PK-6) whose mission is full, equitable inclusion for all, including those with ID, multilingual learners, and those with multiply-marginalized identities. Using Danforth & Naraian’s (2015) Foundational Priorities for Inclusive Education as a framework for authentic inclusion, our findings demonstrate a streamlined, viable vision for inclusive pedagogy, environments, values, and belongingness for all learners. Implications for systems and policy change are discussed.
Presenters
avatar for Katie Baulier

Katie Baulier

Boston University
Friday December 6, 2024 3:25pm - 4:20pm CST
Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

Inclusive Education Partnerships: Collaborating to Create Curriculum Access
Friday December 6, 2024 3:25pm - 4:20pm CST
Celestin Ballroom: Celestin C
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.
Presenters
JB

Joshua Baker

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

Catherine Bacos

University of Nevada, Las Vegas
Friday December 6, 2024 3:25pm - 4:20pm CST
Celestin Ballroom: Celestin C 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
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.
Presenters
MR

Megan Ryan

The Lewin Group/OptumServe Consulting
Friday December 6, 2024 3:25pm - 4:20pm CST
Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

Prepare With Us: Self Advocates Educating Teacher Candidates
Friday December 6, 2024 3:25pm - 4:20pm CST
Imperial 11
This presentation will describe study results from a recent research project. The purpose of this study was to examine how teacher candidates were impacted by learning from individuals with disabilities through a Self-Advocate Guest Presenter Series. After attending the semester-long Presenter Series, 17 teacher candidates shared their perspectives through semi-structured interviews. During this presentation, we will share the main themes that resulted from our analysis as well as future implications for research and practice.
Presenters
avatar for Amy Andersen

Amy Andersen

Associate Professor, Winona State University
Friday December 6, 2024 3:25pm - 4:20pm CST
Imperial 11 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
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.
Presenters
avatar for Magen Rooney

Magen Rooney

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.
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 →
Friday December 6, 2024 3:25pm - 4:20pm CST
Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

Research Evaluation of a Statewide Multi-Level Direct Support Workforce Intervention
Friday December 6, 2024 3:25pm - 4:20pm CST
Celestin Ballroom: Celestin B
For 30 years a direct support workforce crisis has worsened over time. Long-term services and support for people with intellectual and developmental disabilities who receive or are waiting for services are threatened. State systems, providers, people who self-direct, & advocates scramble for solutions. Leaders from RI and MN will share evaluation results of their multi-level effort to reduce turnover and vacancy rates. Interventions and outcomes will be shared. Each entity has its unique motivation, responsibility, intervention, and targeted outcomes, and all are informed by multi-stakeholders (e.g., DSPs, people with IDD, families, state agencies, advocates, employers) who co-created a statewide plan to address DSP and supervisor retention. To date, they have collectively reduced statewide turnover to 16% and vacancy rates to 14% (below the national averages). Formative and summative evaluation findings show that efforts produced promising outcomes for sustainability and replication.
Presenters
AH

Amy Hewitt

Institute on Community Integration, University of Minnesota
Friday December 6, 2024 3:25pm - 4:20pm CST
Celestin Ballroom: Celestin B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

Special Needs Vouchers Silence the Right to Inclusive Education
Friday December 6, 2024 3:25pm - 4:20pm CST
Imperial 5B
The right to education in the least restrictive environment is at the foundation of IDEA. This research-based presentation examines how students with disabilities are losing this right and segregated through voucher programs. The study focused on three of the largest special needs voucher programs in the United States: those in Florida, Georgia and Ohio. These programs and the largest private special education schools within these states were found to be silent on the right to education in the LRE. Descriptions and analysis of how this occurs will show that special needs vouchers are manipulatively framed to undermine inclusive education. Neighborhood schooling and inclusion are rendered invisible and invalid through the “manipulative silences” of “choice” policy. This analysis draws connections between historical segregation, neoliberal ideology and the rhetoric of market choice. Implications regarding segregation, equity, and education policy will be discussed.
Presenters
KH

Kathy Hulgin

University of Cincinnati Clermont College
Friday December 6, 2024 3:25pm - 4:20pm CST
Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

The Judith Campaign: Amplifying Voices, Honoring Truth
Friday December 6, 2024 3:25pm - 4:20pm CST
Imperial 8
This session allows the attendees to have the opportunity to watch several Judith Campaign videos as they dive into the presenter's world perspective relating to justice, advocacy, equity, and pride for who they are. From there, the presenters will have the chance to discuss their thoughts on the campaign while being open to sharing their world perspective and its importance. The DC Developmental Disabilities Council’s mission is to create change that removes barriers to achieve full inclusion, diversity, and equity through our advocacy. The Judith Campaign's end goal is to celebrate the accomplishments of the individuals we support for their justice, the uncomfortable conversations they share, the direct support they do, finding ways to be included in their community despite their disability/sexual orientation or diverse group, their world perspective through their eyes, and finding solutions to make the world how we want.
Friday December 6, 2024 3:25pm - 4:20pm CST
Imperial 8 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

The Road to Independence in Communication Is a Long and Winding One
Friday December 6, 2024 3:25pm - 4:20pm CST
Celestin Ballroom: Celestin G
Independence is commonly seen as one of the primary goals for augmentative/alternative communication (AAC) users. It is also commonly defined as the ability of a person to use their AAC method without assistance. However, many AAC users see independence more broadly in terms of having freedom of expression and self-determination in their lives. They also see that support from skilled communication partners is a critical part of the process. This presentation will focus on the journey that one AAC user has taken towards having greater independence in his communication and in his life. He will share strategies for communication partners to use in supporting AAC users with greater independence in their communication.
Presenters
avatar for Pascal Cheng

Pascal Cheng

Education and Communication Specialist, PC Communication Supports
I currently work for the Howard Center in Burlington, Vermont as an educational and communication specialist, providing training and consultation in the areas of augmentative/alternative communication, assistive technology and literacy for children and adults with developmental disabilities... Read More →
Friday December 6, 2024 3:25pm - 4:20pm CST
Celestin Ballroom: Celestin G Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

The Role of Safety and Accessibility: Stories Shared by Adults with IDD in a Research Space
Friday December 6, 2024 3:25pm - 4:20pm CST
Foster 2
Experiences of belonging are a basic human need and the accessibility of belonging might look different for individuals labeled with IDD due to historic and ongoing exclusion. This qualitative, participatory study explored how adults with intellectual and developmental disabilities defined belonging, reflected on experiences of belonging, and co-constructed a conceptualization of belonging together. With a focus on presumptions of competence and epistemic agency, this project includes those with lived experiences in “the process of science” (Shogren, 2023).This presentation seeks to share critical implications (for schools, families, and communities) about the issues of safety and accessibility as taken up by co-researchers during our conversations.
Presenters
BA

Bailey Allred

University of Kansas
Friday December 6, 2024 3:25pm - 4:20pm CST
Foster 2 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:25pm CST

Youth Leadership and Families: Getting Youth in the Driver's Seat
Friday December 6, 2024 3:25pm - 4:20pm CST
Imperial 5A
Federally funded parent centers across the country have been emphasizing youth leadership for students with disability labels for the past several years. This presentation describes one state parent center’s youth and young adult leadership initiative. MPACT (Missouri Parents Act) is Missouri’s federally funded parent training and information center and our leadership programming includes a youth and young adult leadership council, professional development for all staff on youth leadership, and youth leadership strategies infused throughout our transition training materials. Audience members will learn about the value of leadership programming, leadership strategies and resources from parent centers, and strategies for making organizations more supportive of youth leadership. Youth who take on leadership roles now will later be empowered citizens working towards a more equitable and inclusive society.
Presenters
ZM

Zach McCall

MPACT (Missouri Parents Act)
Friday December 6, 2024 3:25pm - 4:20pm CST
Imperial 5A 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
Celestin 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!
Presenters
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 →
Friday December 6, 2024 4:35pm - 5:30pm CST
Celestin Ballroom: Celestin F Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

20-Years of Advocacy: Federally Regulating Restraint and Seclusion in Schools
Friday December 6, 2024 4:35pm - 5:30pm CST
Celestin Ballroom: Celestin A
This presentation provides findings from a qualitative document analysis study that examined 20 years of national advocacy documents focused on protecting children from the misuse of restraint and seclusion in U.S. schools. A systematic search resulted in the identification of 35 national advocacy documents. We used a qualitative inductive coding approach to identify themes across education, law, and policy issues, as well as, accounts of child abuse resulting from the misuse of restraint and seclusion in U.S. schools. Our findings bring attention to human rights and IDEA violations in U.S. schools and current challenges at the national level to protect children from the misuse of restraint and seclusion through federal legislation. Attendees will learn to (a) recognize the misuse of restraint and seclusion; (b) impacts on the safety of students, (c) resulting educational, law, and policy issues, (d) proposed federal legislation, and (e) ways to advocate for the protection of students.
Presenters
SB
Friday December 6, 2024 4:35pm - 5:30pm CST
Celestin Ballroom: Celestin A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

Age Isn't Just A Number: Outcomes Among Adults Aging with Disability
Friday December 6, 2024 4:35pm - 5:30pm CST
Foster 1
As the U.S. population rapidly ages, it is critical that systems are in place to meet the ever-diversifying needs of people receiving services. National Core Indicators—Aging and Disabilities™ (NCI-AD™) Adult Consumer Survey (ACS) illuminate health and service outcomes among people aging with disabilities. We will discuss the current state of healthcare access and prevalence of long-term health conditions that impact this group, as well as how outcomes differ by demographic characteristics. In particular, we will delve into critical social determinants such as food insecurity, relationships, and community access that have unique and compounding effects on aging and disability. Information presented will enhance understanding of ways to support healthy aging and anticipate trends among those using long-term services and supports (LTSS) that are critical to build and maintain person-centered systems of supports.
Friday December 6, 2024 4:35pm - 5:30pm CST
Foster 1 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

Celebrate Together: Building Collaboration Towards Inclusion!
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 5C
This session discusses research about how collaboration instruction during teacher education can impact the ability of general and special educators to work with one another to create more inclusive and effective classrooms. We will discuss course design and collaboration best practices and look at data from the course that shows the positive impacts of the experience on preservice teachers and K-12 students including nuances associated with teacher understanding and practices of collaboration.
Presenters
avatar for Emily Evanstein

Emily Evanstein

Assistant Professor, Linfield University
Hello everyone! I am excited to be attending TASH this year! I am an Assistant Professor and the Special Education Endorsement Coordinator at Linfield University in McMinnville, Oregon. I am excited to share the work I do in teacher education and learn from others as well! I would... Read More →
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

Community Conversations: A Tool for Campus Collaboration, Inclusion and Action
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 11
One complexity of inclusive postsecondary education (IPSE) programming is fostering campus-wide collaboration to enhance inclusion. In response to this, the Office of Inclusive Postsecondary Education (OIPE) at the University of Missouri-St. Louis, has adapted and employed the World Cafe Model as a formidable tool to facilitate community conversations. The World Cafe Model brings together stakeholders to explore a current barrier, elicit solutions, and potential action steps. During this presentation, OIPE will describe how they facilitate these community conversations, ensure inclusive representation, and share outcomes of key community conversations around employment, academic engagement, and inclusive practices in Title IX and Conduct processes on campus.
Presenters
avatar for April Regester

April Regester

Department Chair, Associate Professor - Inclusive Education, University of Missouri, St. Louis
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 11 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
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
Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

Evaluating Impact of AA-AAAS 1% Cap Pursuit on Inclusive Education
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 5A
The Every Student Succeeds Act indicated alternate assessments (AA) are for students with significant cognitive disabilities. Given the federal government actions to enforce the 1% state cap for AA participation, many students who previously took the alternate assessment are now taking the general state assessment. That means these students must be placed in the general classroom to learn the state standard curriculum. This presents a challenge to educators in educating students who may have been instructed according to modified curriculum and alternate achievement standards. This presentation will discuss results from a mixed methods study including a secondary data analysis, classroom observation, and teacher interview group to determine student characteristics and successes and challenges educators face when teaching students who have moved from the AA to the general assessment. Implications for policy and practice will be discussed. Related tools and resources will be shared.
Moderators
YW

Yi-Chen Wu

Research Associate, National Center on Educational Outcomes / University of Minnesota
Dr. Wu is an experienced psychometrician and the statistical expert for the National Center on Educational Outcomes. She has been working with large-scale assessment data since 2000. She has also had experience on analyzing state-wide assessment datasets and different types of da... Read More →
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

How Does Self-Determination Help Me?
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 5B
This presentation will examine the HCBS Waiver Final Rule and the services and supports that people with disabilities can use to create a fully inclusive life. Concepts of Self-Determination will be discussed with an emphasis on how the theory translates into real life planning for full integration into the community.
Presenters
AG

Areta Guthrey

Disability Information Network
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

How to Communicate Disability Policy Accessibly with Your Faith Community
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 9
Through the principles of universal design and plain language communication, this presentation will share with participants strategies for communicating disability policy within one's faith community. Faith communities can be an essential support system for disabled people. Building disability policy knowledge in faith communities improves the quality of care faith-based direct service agencies provide. Faith communities can better support fellow members with disabilities in their community when they are informed on disability policy. Join Rev. Ben Bond who Co-Chairs the Interfaith Disability Advocacy Coalition in Washington DC. and Corey Himes, Policy Manager, who has been a long-time policy activist in the New Orleans community to learn how to effectively communicate disability policy in your faith community.
Presenters
BB
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

Involving Special Education Teachers in Math Research and Curriculum Development
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 12
Teachers can play a vital role in curriculum development and refinement. This presentation highlights recent mixed methods research on a teacher-implemented multiplicative word problem-solving intervention for students with extensive support needs (ESN) in small groups. We examined the involvement of special education teachers in iterative curriculum development through a multi-year embedded experimental study. Using quantitative data from a multiple-baseline across classrooms single-case design and qualitative data from interviews and observations, we evaluated whether an established evidence-based practice remained effective when implemented by teachers in routine conditions and assessed its usability, feasibility, and acceptability. The presentation will share student outcomes but primarily focus on teachers' perceptions and roles in the research and curriculum development process.
Presenters
avatar for Jenny Root

Jenny Root

Assistant Professor, Florida State University
Jenny would like to talk to you about general curriculum access, teaching math to students with autism/intellectual disability, and how teachers make instructional decisions for students with extensive support needs. Jenny was the 2015 TASH Alice Hayden award winner.
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

Legislative Advocacy Among Disability Self-Advocates and Advocates
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 8
Legislative advocacy is a crucial channel for disability advocates to influence civil rights and disability-related legislation and policy, ultimately improving the quality of life for individuals with disabilities. We conduct a survey study to examine the legislative advocacy experiences of people with disabilities and family members of people with disabilities, and factors impacting their legislative advocacy. We analyze demographic characteristics, the causes they advocate for, organization membership and leadership, frequency of civic engagement, and level of agreements on how social and cultural factors impact their legislative advocacy. Findings of this study will enhance the understanding of the factors that influence legislative advocacy and identify strategies to enhance individual and collective advocacy efforts in the future.
Presenters
WZ

Wen Zeng

University of Missouri, St. Louis
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 8 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

Neurodiversity Advisory: Advancing Affirming Practice within TASH
Friday December 6, 2024 4:35pm - 5:30pm CST
Celestin Ballroom: Celestin B
Sparked at the 2022 TASH Conference, the Neurodiversity Advisory has been actively meeting and exploring neurodiversity and what it means for TASH. In this session, we will share resources like updated Terms and Definitions and Elements of Neurodiversity Affirming Practice. We will provide an update on what we're learning related to neurodiversity and ABA. Using the resources developed and insights gained through the work of the Advisory, participants will explore proposed recommendations for TASH to embrace neurodiversity and advance neurodiversity-affirming practice.
Moderators
avatar for Michael McSheehan

Michael McSheehan

Owner/TA Provider, Evolve & Effect, LLC
Michael McSheehan’s life work has been at the intersection of disability and K-12 education. During his twenty years at the University of New Hampshire, he worked on projects for assistive technology, inclusive education, alternate assessment, RTI & PBIS, and MTSS. Michael helped... Read More →
Presenters
avatar for Deborah Taub

Deborah Taub

Owner/CEO, OTL Education Solutions, LLC
MF
avatar for Leah Kelley

Leah Kelley

I am Leah Kelley, EdD, (she/her) an education consultant, writer, activist, parent, and teacher educator, who identifies as Neurodivergent and otherwise disabled. My research interests include connecting disability studies in education (DSE) to educational practice, strength-based... Read More →
avatar for Jean Gonsier-Gerdin

Jean Gonsier-Gerdin

Professor, Teaching Credentials-Special Education, California State University, Sacramento
Friday December 6, 2024 4:35pm - 5:30pm CST
Celestin Ballroom: Celestin B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

Reimagining Teacher Preparation: Forging A New Path
Friday December 6, 2024 4:35pm - 5:30pm CST
Celestin Ballroom: Celestin G
The stagnant rate of inclusion placements for students with significant support needs remains alarming. Teacher educators play an essential role in preparing teacher candidates to shift outdated practices and implement inclusive practices. As teacher educators, we experience numerous barriers in preparing teacher candidates (Olson & Roberts, 2017). However, teacher educators must be creative and resilient as they work to persist past barriers (Olson & Roberts, 2020). Instead of focusing on the barriers, we sought to envision another way to prepare teacher candidates. The purpose of this study was to learn about what special education teacher educators can do in their role to help shift how teacher candidates are being prepared to include students with significant support needs in K-12 schools. We conducted a focus group with special education teacher educators, who are new to teacher preparation, to gauge their perspectives on avenues for change and steps to get there.
Friday December 6, 2024 4:35pm - 5:30pm CST
Celestin Ballroom: Celestin G Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

Resetting MTSS from Control to Restorative Practices: Promoting Equity and Inclusion
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 10
This session will present a case study of a culturally and linguistically diverse high school that implemented a Multi-Tiered System of Support (MTSS) emphasizing culturally responsive and restorative practices. By analyzing student, adult, policy, and structural factors through an anti-racist and anti-ableist lens, the school's leadership team shifted their disciplinary and support systems from focusing on control to promoting equitable and inclusive practices. The case study demonstrates how MTSS can be used to increase faculty competence in restorative pedagogy, benefiting all students, particularly those with disabilities who are disproportionately affected by punitive disciplinary practices. Attendees will gain practical strategies for implementing a similar approach in their schools.
Presenters
JB

Josh Bornstein

Fairleigh Dickinson Univ.
Friday December 6, 2024 4:35pm - 5:30pm CST
Imperial 10 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

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
SH

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

4:35pm CST

Strategies for Opening the Glass Door To Employment Through Employer Engagement
Friday December 6, 2024 4:35pm - 5:30pm CST
Foster 2
Too often, qualified workers with disabilities struggle to find work because the organizations that support them focus primarily on “them.” We must focus equally on preparing employers to successfully source, onboard, and retain employees with disabilities. Join DETAC and Jonathan “Jon” Taylor, Executive Director of the Arkansas Governor’s Council on Developmental Disabilities, to discuss employer engagement and outreach to advance competitive integrated employment (CIE) for people with disabilities. Jon Taylor was previously a retail field manager with a decade of successful experience in CIE. In this session, Jon will recount his experiences and offer practical tips for how DD Councils, job developers, self-advocates, and other stakeholders can engage with employers to advance CIE and economic outcomes for people with disabilities. The session will review the philosophy of Employment First, emphasize the importance of partnerships, and share DETAC resources.
Presenters
MR

Megan Ryan

The Lewin Group/OptumServe Consulting
Friday December 6, 2024 4:35pm - 5:30pm CST
Foster 2 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:35pm CST

Unleashing Potential: Is a Service Dog Right for You?
Friday December 6, 2024 4:35pm - 5:30pm CST
Celestin Ballroom: Celestin H
I'd love to bring my dog everywhere with me! We'd love another pet; let's get a service dog! Does my dog need special training to be a service dog? Can I train my own dog to be a service dog? There are many misconceptions about service dogs and how to obtain one. A service dog trainer and user discuss factors involved in determining if a service dog is right for you. These factors include eligibility and knowledge of ADA; physical factors involved in handling a dog; and financial aspects such as veterinary care, food, medication, and grooming. Housing issues such as space and relief areas, and family issues involving allergies or acquiring a dog exclusively for one family member must be considered as well. Perspective service dog users must also understand the dog training industry and how to select a qualified trainer or organization, and dog training principles if self training a service dog.
Presenters
avatar for Anne Papalia

Anne Papalia

Shippensburg University
Friday December 6, 2024 4:35pm - 5:30pm CST
Celestin Ballroom: Celestin H Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions
 
Saturday, December 7
 

8:30am CST

Concurrent Sessions
Saturday December 7, 2024 8:30am - 12:15pm CST
Hyatt Regency
Saturday December 7, 2024 8:30am - 12:15pm CST
Hyatt Regency Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

"Listen to My Typing": Centering Nonspeaking Autistic Experience in Education
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 9
Too often, the experience of disability has been narrated and mediated by the non-disabled. Online platforms have created space for autistic individuals that type to communicate to participate in the discourse community to share perspectives, comment on schooling experiences, and provide guidance -- narrating their own experience of autism. For the purpose of this consideration of discursive and ideological trends, we analyze blogs written by autistic individuals that type to communicate. What can analyzing online materials by autistic typers teach us about their experiences? And what are implications for a reimagined inclusive education that seeks not to reify ableism, but create space for neurodivergent communicators?
Presenters
avatar for Nikkia Borowski

Nikkia Borowski

PhD Candidate, Syracuse University
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Addressing Health Self-Management for Learners with Extensive Support Needs
Saturday December 7, 2024 8:45am - 9:45am CST
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
SB
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Advancing Technology Access and Use for Augmentative/Alternative Communication
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 5C
It is widely understood that communication in the 21st century involves the use of technology for a wide range of communication tasks and interactions. The use of email, texting, and other forms of digital communication is essential for participation in society. This is true for everyone in society whether you communicate by speaking or by other forms of communication such as augmentative/alternative communication (AAC). Effective communication in these different environments requires a variety of technologies that in the case of people who use augmentative/alternative communication (AAC users) need to be individualized to their specific access needs. Gaining access to the right technology and support to use it is often not an easy process and requires ongoing advocacy to ensure success. This presentation will focus on the stories of several AAC users who have used technology successfully for communication.
Presenters
avatar for Pascal Cheng

Pascal Cheng

Education and Communication Specialist, PC Communication Supports
I currently work for the Howard Center in Burlington, Vermont as an educational and communication specialist, providing training and consultation in the areas of augmentative/alternative communication, assistive technology and literacy for children and adults with developmental disabilities... Read More →
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

All It Could Be? Parent Perceptions of Advocacy and Collaboration
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 11
Family involvement in their children’s education results in positive student outcomes and is structured by the parent participation and consent mandates of the Individuals with Disabilities Education Act (IDEA). However, there are well-documented inequities in participation and collaboration between culturally and linguistically diverse (CLD) families (e.g., multilingual immigrant families) and school personnel, as well as an overarching sense by families that interactions with school personnel are adversarial rather than collaborative. As a result, implementation of IDEA has resulted in an expectation of advocacy rather than participation. This advocacy expectation perpetuates cultural inequities and overburdens families during the special education process. This study examined family perceptions of special education procedures, interactions with school personnel and legislators, and their own advocacy through 17 focus groups with 72 parents/caregivers of children with disabilities.
Presenters
avatar for Zach Rossetti

Zach Rossetti

Associate Professor, Boston University
Zach Rossetti, Ph.D., is an Associate Professor of Special Education in the Teaching and Learning Department at Boston University's Wheelock College of Education & Human Development. His research examines the social belonging and participation of people with intellectual and developmental... Read More →
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 11 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Celebrating Our Autonomy as We Transition to Post-Secondary Education
Saturday December 7, 2024 8:45am - 9:45am CST
Celestin 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
Celestin Ballroom: Celestin B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Competitive Employment: If Not Now, When? If Not Us, Who?
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 10
The purpose of this proposal is to discuss the current status on competitive integrated employment for individual with the highest support needs and review progress made but also why we continue to remain stuck in helping get significantly challenged people out of segregated setting and into real work for real pay, be it in community companies, self employment or even partially remote working conditions. We present the barrier and offer constructive suggestions to make changes now.
Presenters
avatar for Paul Wehman

Paul Wehman

Senior Research Scientist, Virginia Commonwealth University
Paul Wehman, Ph.D. has been a tenured faculty member with Virginia Commonwealth University since 1976. Originally with the VCU School of Education, he moved to a joint appointment with SOE and the School of Physical Medicine and Rehabilitation and has now returned to an exclusive... Read More →
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 10 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Empowering Diverse Families and Students Through Interdisciplinary Collaboration for Inclusion
Saturday December 7, 2024 8:45am - 9:45am CST
Celestin Ballroom: Celestin H
Promoting inclusion for students with extensive support needs, particularly those with disabilities from diverse linguistic and cultural backgrounds, is crucial. Successful inclusion involves effective interdisciplinary collaboration among professionals and families. We interviewed professionals from diverse fields such as family advocacy, education, psychology, and speech-language pathology. These individuals participated in the Northern California LEND (Leadership Education in Neurodevelopmental and Related Disabilities) program, which aims to train leaders, educate community providers, and conduct research to promote systemic change. Participants have experience supporting a wide range of families and students as a collaborative team. Our goal was to identify factors contributing to successful inclusion for these families and students. We will focus on identifying facilitators and barriers to inclusion, and additional supports and training that professionals believe are necessary.
Presenters
avatar for Jean Gonsier-Gerdin

Jean Gonsier-Gerdin

Professor, Teaching Credentials-Special Education, California State University, Sacramento
GK

Gospel Kim

Baylor University
Saturday December 7, 2024 8:45am - 9:45am CST
Celestin Ballroom: Celestin H Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Family Perspectives of Belonging in an Inclusive School
Saturday December 7, 2024 8:45am - 9:45am CST
Celestin Ballroom: Celestin F
This presentation discusses results of a qualitative study conducted with parents of children with disabilities enrolled in schools within an inclusive charter system. The purpose was to gain a better understanding of parent perspectives around how schools support a culture of belonging for families of students with disabilities, and to determine school practices which facilitate belonging. Data was collected from focus group interviews conducted with parents of elementary and middle school aged children with disabilities. Analysis was conducted using grounded theory methods. Implications of familial belonging and how schools can support family belonging will be discussed. By the end of the session, participants will be able to (a) understand the importance of familial belonging for families of students with disabilities and (b) identify key ways schools can promote familial belonging.
Presenters
MG

Melanie Good

Department of Special Education, University of Kansas
Saturday December 7, 2024 8:45am - 9:45am CST
Celestin Ballroom: Celestin F Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Go the Distance: Doing the Work to Retain Direct Support Workers
Saturday December 7, 2024 8:45am - 9:45am CST
Foster 1
The direct support workforce continues to be in crisis, struggling with high retention rates and resulting in an unstable system of support for people with disabilities. Many employers and states nationwide are trying innovative techniques to keep their workers and stabilize the workforce. During this presentation, we will explore the vital role of a stable and well-trained direct support workforce in supporting the lives of individuals and give some techniques and tips for stabilizing your workforce. We will discuss the importance of a well-trained, retained workforce and the status of the workforce nationwide. You will learn of recruitment, selection, training, and retention techniques to build committed and well-trained direct support professionals and hear from an organization that has implemented these strategies with success. Join us to reflect on your current workforce and make a plan to continue to engage your workforce to result in highly skilled, highly retained workers.
Presenters
avatar for Megan Sanders

Megan Sanders

National Workforce Consultant, Institute on Community Integration
Saturday December 7, 2024 8:45am - 9:45am CST
Foster 1 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Identification with Disability: Narrative Imagination and Disability Identity
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 5B
Whether they have a disability or not, a person must identify with disability in order to fully engage with the movement for a more equitable and inclusive society. This presentations shares a grounded theory of educators’ conceptions of disability based on interviews with preservice general educators and teacher education instructors. The theory, identification with disability, is a bridge between narrative imagination (Nussbaum, 1997) and disability identity (Darling & Heckert, 2010; Forber-Pratt & Zape, 2017). Narrative imagination is the ability to understand and share the feelings and experiences of others, and a strong disability identity requires disability acceptance, alignment with the social model of disability, and involvement with collective social change. Educators and family members who identify with disability are most equipped to empower individuals with complex support needs and collaborate to create a more socially just, democratic, and inclusive society.
Presenters
CP

Charles Pittack

University of Kansas
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Leveraging Feedback From Autistic Adults to Develop a Healthcare App
Saturday December 7, 2024 8:45am - 9:45am CST
Foster 2
Autistic individuals are more likely to have co-occurring health conditions and experience a cascade of health disparities compared to those who are not autistic. While ample research continues to be conducted to decrease disparities, it often is done without the input from autistic individuals. In this qualitative study, we interviewed 15 autistic adults to explore how a healthcare services app could be adapted for autistic adults. Overall, participants agreed that a healthcare services app specific to autistic adults could be beneficial. In addition, participants provided feedback on the types of healthcare services, filter options, and software features in the app. Implications for research and practice will be discussed.
Presenters
avatar for Megan Best

Megan Best

PhD Student in Special Education, University of Illinois Urbana-Champagin
Saturday December 7, 2024 8:45am - 9:45am CST
Foster 2 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Looking at Quality Services - How Do We Know?
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 8
How do we know the services we are providing are what people really want? How do we know people are getting not just what they need but what they want? TLC has embarked on a quest to answer these questions. We have invited an independent team to come and spend a week with the people receiving services investigating these questions. Using a mixture of mediums (art, observation, story telling, group chats and 1:1 discussions), the team will "interview" people. TLC is interested in truly understanding how effective we are in supporting people to live the lives they need and want. This information, along with surveys of staff and families will be a part of our planning for the future of the agency. We are excited to share our process, how it went and what we learned. Representatives from TLC and the independent team will share their experiences.
Presenters
avatar for Jennifer Lengyel

Jennifer Lengyel

Executive Director, Total Living Concept
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 8 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Make Sure Your Life Is Worth Watching!
Saturday December 7, 2024 8:45am - 9:45am CST
Celestin Ballroom: Celestin G
One Day Your Life Will Flash Before Your Eyes. Make Sure It's Worth Watching! By envision your life as though you are the star of a show, this interactive session will take self-advocates on a journey of dramatic structure that parallels real life as you identify the roles you play and responsibilities you have; choose your co-stars and cast; pick your settings; develop soundtracks; and manifest your future through the commercials in your mind. The roller coaster of life is a never-ending series of important stories that you have the power to write, direct, and star in.
Presenters
avatar for Aaron Stephens

Aaron Stephens

The Arc of Frederick County
Saturday December 7, 2024 8:45am - 9:45am CST
Celestin Ballroom: Celestin G Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Students with ID as Business Owners: Strategies for Transition Educators
Saturday December 7, 2024 8:45am - 9:45am CST
Celestin Ballroom: Celestin A
Transition educators can be integral in supporting students with extensive support needs, including intellectual disability (ID) as they pursue meaningful post-school employment. One unique pathway to achieve employment involves creating a small business and pursuing self-employment. Self-employment occurs when an individual works for themself rather than working for an employer. Individuals with disabilities are more likely to pursue self-employment than individuals without disabilities, however, transition educators may be less familiar with self-employment and less prepared to support students with ID and their families achieve self-employment. In addition to describing five strategies that transition educators can use to increase awareness about self-employment while students are in high school, this structured discussion will also feature two parents and two self-advocates who started their businesses with the support of
Presenters
avatar for Emily Malouf

Emily Malouf

Research Scholar, Vanderbilt University
Saturday December 7, 2024 8:45am - 9:45am CST
Celestin Ballroom: Celestin A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Studying Customized Employment to Expand Competitive Integrated Employment
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 12
This panel discussion delves into the multifaceted landscape of Customized Employment (CE), and efforts to catalog its use as a workable tool for provider transformation and expansion of Competitive Integrated Employment (CIE). The members of the panel were all participants in a Case Study through the Office of Disability Employment Policy (ODEP) investigating how Customized Employment is successfully implemented in the community, and each brings a unique perspective, shedding light on the collaborative efforts required to facilitate meaningful employment outcomes. Through shared experiences, practical strategies, and interactive dialogue, attendees will gain valuable insights into fostering a more inclusive and supportive employment environment for individuals with disabilities and learn about efforts through ODEP's CIE initiatives to better understand the successful utilization of Customized Employment implementation across the country.
Presenters
avatar for Rich Davis

Rich Davis

Policy Advisor, Office of Disability Employment Policy
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Sub-Minimum Wage to Competitive Integrated Employment – How Illinois Rolls!
Saturday December 7, 2024 8:45am - 9:45am CST
Celestin Ballroom: Celestin C
This presentation will provide an overview of the Illinois Sub-Minimum Wage to Competitive Integrated Employment (SWTCIE) Project. SWTCIE is a project administered by the Illinois Department of Human Services/Division of Rehabilitation Services. The project will address the need to expand opportunities for Illinoisans with disabilities to obtain high-quality competitive integrated employment that leads to economic security, & assist & encourage employers to fully include individuals with disabilities into their workforce. SWTCIE aims to achieve systems change by establishing the efficacy of a replicable and scalable model that increases opportunities for individuals with disabilities to transition from subminimum wage employment to competitive integrated employment and redirect to competitive integrated employment those individuals contemplating subminimum wage employment. The project outcomes are to enhance quality of life & increase independence & inclusion among SWTCIE participants.
Presenters
JK

James Knauf

University of Illinois Champaign-Urbana
Saturday December 7, 2024 8:45am - 9:45am CST
Celestin Ballroom: Celestin C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

8:45am CST

Systematic Review of Practices for Children with Deafblindness Across Domains
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 5D
This session will present results of a comprehensive systematic review of practices in deafblindness. Studies were evaluated for method and evidence level based on What Works Clearinghouse (2022) criteria. Results indicate need for intervention studies conducted with increased rigor. An important purpose of research is the identification and dissemination of knowledge to positively affect student outcomes. It is essential that practitioners have access to information about practices that have an evidence-base supporting their effectiveness. However, within the field of deafblindness, there is currently limited research guiding practice which has resulted in the use of educational practices with no or limited research support for this population. The current systematic review is unique in that the purpose was to evaluate all identified existing intervention studies focused on children in the field of deafblindness for methodological soundness and for level of evidence.
Presenters
avatar for Chevonne Sutter

Chevonne Sutter

University of Nevada, Reno
Saturday December 7, 2024 8:45am - 9:45am CST
Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Beyond Coercion and Institutionalization: Improving Behavior Support Services
Saturday December 7, 2024 10:00am - 11:00am CST
Foster 1
Behavior support services are a core service in most IDD waivers. However, while many states use common terminology and concepts, there is wide variance in the availability and intensity of services, and many people with IDD remain underserved. To evaluate the current landscape of behavior support services, ASAN conducted a review of available literature and interviewed informants with professional expertise and lived experience receiving services. We will present our findings and policy proposals for ensuring that our behavior support systems meet the needs of IDD individuals as outlined in our policy paper, Beyond Coercion and Institutionalization: People with Intellectual and Developmental Disabilities and the Need for Improved Behavior Support Services available at https://autisticadvocacy.org/2024/05/beyond-coercion-and-institutionalization/
Saturday December 7, 2024 10:00am - 11:00am CST
Foster 1 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Deploying Universal Design for Learning for College Students with Disabilities and Complex Needs
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 5A
As students become increasingly diverse in institutions of higher education, it is up to the professors involved in the teaching and learning process to determine how to best make students’ learning accessible. This ensures that students with disabilities and complex needs have access to appropriate accommodations. This research study examined the use of UDL in college classrooms to meet student learning needs. The purpose was to determine the perspectives of students on the accessibility of their learning in regard to their traditional undergraduate special education course. We sought to determine the perceptions of the students’ accessibility to the curriculum and their learning experiences. Based on their unique needs and preferences, college learners respond to instruction differently. UDL uses these differences from the starting point to design effective learning opportunities. Providing options for engagement, learning experiences, and products of learning will be explored.
Presenters
CT
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Empowering School Leaders: Championing Inclusion and Belonging for Students
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 8
 The number of students in special education has steadily risen, reaching 7.3 million in 2021-22 under IDEA. This growth emphasizes the need for skilled school administrators to address diverse learning needs. Special education leadership entails managing systems, ensuring compliance, promoting inclusivity, and improving outcomes. Effective leadership correlates with better academic and social results for students with disabilities. The presenters will discuss how through collaborative partnerships, advocacy, and the cultivation of inclusive school cultures, school leaders can enact systemic change, dismantle barriers and create environments where every student, irrespective of ability, feels a profound sense of belonging with a focus on practices tailored for students with severe disabilities and their families.  
Presenters
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 →
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 8 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Expanding Employment Choices: An Innovative Approach to Sustainable Entrepreneurship for All
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 5D
This presentation addresses the unique barriers faced by entrepreneurs with disabilities, including individuals with intellectual and developmental disabilities (IDD), mental illness, and other significant disabilities. By tackling these challenges directly, attendees will explore an innovative entrepreneurial ecosystem that aims to create a more inclusive and equitable society where economic independence and success are accessible to everyone, regardless of disability. By highlighting success stories and best practices, we aim to inspire and equip aspiring entrepreneurs with the knowledge and resources they need to thrive.
Presenters
avatar for Aarti Sahgal

Aarti Sahgal

Founder & CEO, Synergies Work
I am the founder of Synergies Work - the largest startup hub providing comprehensive supports to entrepreneurs with disabilities. At Synergies Work our mission is to bridge the disability wealth gap through entrepreneurship.
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Impact of Inclusive Education Focused Short-Term Technical Assistance
Saturday December 7, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin C
New Jersey continues to be the most segregated state, as only 44% of students with disabilities are included in general education 80% of the day or more. The New Jersey Coalition for Inclusive Education (NJCIE) has partnered with the New Jersey Department of Education Office of Special Education (NJDOE OSE) to improve inclusion rates and overall quality of inclusive education in New Jersey schools. Through the New Jersey Inclusion Project (NJIP), NJCIE and NJDOE OSE offered short-term technical assistance support to schools around critical topics, including building an inclusive culture, Universal Design for Learning (UDL), differentiation, co-teaching, and accommodations and modifications. Using results from pre- and post-assessments of content knowledge, attitudes, beliefs, and self-efficacy, our mixed-methods study provides insight into the impacts of a feasible and sustainable short-term technical assistance model geared toward improving inclusive attitudes, beliefs, and practices.
Moderators
CM
Presenters
avatar for Jessica McQueston

Jessica McQueston

Assistant Professor, Sam Houston State University
Saturday December 7, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Including Neurodiverse Learners: A DisCrit Examination
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 5C
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.
Presenters
CT
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Let's Collaborate: Strategies for Authentic Partnerships in Inclusive Education
Saturday December 7, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin B
When students with extensive support needs are included in general education, it is essential that educators engage in authentic and ongoing collaboration. In this session, two general educators and their special educator co-teaching partner will share the benefits and components of authentic collaboration, key strategies and tools they utilize to support collaboration, how they find joy and have fun in their partnerships, and how to advocate for administrative support and accountability to promote shared ownership. Let the good times roll!
Presenters
AH
Saturday December 7, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Leveraging Gallup CliftonStrengths for Disabled Employees in Inclusive Workplaces
Saturday December 7, 2024 10:00am - 11:00am CST
Foster 2
Over 30 million people worldwide have taken the Gallup CliftonStrengths assessment and have learned the critical link between talent and strengths, as well as the wisdom in leveraging strengths instead of trying to “fix” weaknesses. In the disability community, starting with strengths and leveraging abilities is the foundation for Individualized Educational Plans (IEPs) at school, and Individual Plans for Employment (IPEs) at work. This session will describe how to leverage the CliftonStrengths assessment and coaching approach in the workplace. CliftonStrengths provides a common language for disabled and nondisabled employees and their managers to work together and provide an optimal and inclusive environment for all employees.
Presenters
avatar for Jennifer Camota Luebke

Jennifer Camota Luebke

President & CEO, Relay Resources
Dr. Jennifer Camota Luebke is a visionary and strategic President and CEO of Relay Resources, a leading social enterprise in the Pacific Northwest that cultivates meaningful employment for people with disabilities. She is also a member of the Board of Trustees for the national United... Read More →
Saturday December 7, 2024 10:00am - 11:00am CST
Foster 2 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Licensing Teachers of Students with Extensive Support Needs
Saturday December 7, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin A
Students with extensive support needs (ESN) deserve highly qualified teachers, yet often their teachers are not licensed, not prepared to teach them, or missing all together in areas with extreme teacher shortages. There are major disparities across the United States related to access to teacher preparation programs in the area of ESN. For example, in Kentucky, there are 17 such programs leading to this licensure compared to 0 in Louisiana. In other states, such as Connecticut, a specific license to teach students with ESN is not required. Due to these disparities, it is likely to students with ESN in different states have different levels of access to highly qualified special educators. In this session, we will lead a discussion of the discrepancies across states, as well as if specific licensure for students with ESN is even needed as we approach more inclusive schooling.
Presenters
avatar for Amy Clausen

Amy Clausen

Assistant Professor, Winthrop University
Dr. Amy Clausen (she/her) is an assistant professor of special education at Winthrop University. Her focus is preparing teachers of students with extensive support needs. Amy is committed to ensuring her students have access to literature featuring diverse and representative char... Read More →
Saturday December 7, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Overcoming Challenges and Resistance: Advancing Inclusion in Schools
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 11
This presentation explores the critical importance of overcoming challenges and resistance to systemic change in schools to advance inclusion. It delves into common barriers hindering progress towards inclusive education, such as lack of awareness, fear of change, and resource constraints. Through a combination of strategies, including education, collaboration, resource management, leadership, and advocacy, this presentation provides insights into how educators and administrators can effectively navigate these challenges. By examining case studies, engaging in interactive discussions, and outlining action plans, participants will leave with practical tools and knowledge to drive positive change and foster inclusive school environments.
Presenters
avatar for Kelli Petrone

Kelli Petrone

Program Director, ALL IN for Inclusive Education
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 11 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Positive Behavior Supports in the Workplace
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 9
It is easy to read about behavioral crises and describe what staff should do. It isn’t quite as easy when you are the one being hit or yelled at. When confronted by challenging behavior, it is more effective to figure out the root cause of the behavior. Challenging behaviors are often means of communication – it sends the message of needs not being met such as, "I'm frustrated," "I'm bored," "I have no power," "I don't feel safe," "I don't feel valued," etc. Once we identify the root cause, we need to stop or replace the behavior. In order to stop the behavior, we need to stop the pattern, not just the current incidence. This presentation will provide strategies for identifying possible functions of challenging behaviors and identify ways to respond and prevent these behaviors in the workplace. Participants will also gain an understanding of how the environment, and other people, affect behavior. and will learn to correctly carry out behavioral support plans in an ethical manner.
Presenters
LO
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Supporting Educators to Make Equitable Instructional Decisions for All Students
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 5B
The 2015 reauthorization of the Elementary and Secondary Education Act, known as ESSA, includes a 1% cap on state-level participation rates in the alternate assessment. Enforcement of this policy has required many states to revisit their alternate assessment participation criteria and implementation. Through engaging in processes to decrease alternate assessment participation, states have reported some push back from teachers as they navigate how to design effective school programming for students who have switched from the alternate to the general state assessment. State and district leaders need resources to support educators who are serving students who have shifted from the alternate assessment to general assessment. This presentation will showcase a series of newly-developed, research-based free resources that states, districts, and schools can use to ensure that all students with disabilities have equitable access to rigorous learning - no matter what assessment they take.
Presenters
avatar for Jessica Bowman

Jessica Bowman

Research Associate, TIES Center, University of Minnesota
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Supports for Students with Complex Needs in Grade-Aligned Lessons
Saturday December 7, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin G
Students with complex support needs are at risk of not receiving adequate personalized supports during grade-aligned instruction in general education. To ensure access to the general education curriculum and environment, special educators need expertise to provide effective supports to students with complex needs. This study examined what supports teachers assigned in response to a piloted intervention intended to help teachers better understand how to support students while maintaining grade-aligned learning. An analysis of 25 priority plans for K-12 students with complex support needs was conducted using a qualitative reflexive thematic approach. We found special education teachers undertake labor-intensive and creative preparation of supports in addition to bearing the primary responsibility of implementation. In addition, visual supports, peer supports, and systematic instruction practices were found to be widely used.
Presenters
avatar for Roxanne Loyless

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.
Saturday December 7, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin G Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Trauma and Resilience for Advocates, Parents and Teachers
Saturday December 7, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin H
The legal and mental health definitions of trauma are very broad. Conservatively, a third of us grow up with three or more powerful disruptive risk adverse childhood experiences during our development. We think about trauma as an individual problem. COVID reminded us that trauma can be worldwide in scope. Such collective trauma impacts each of us uniquely to varying degrees and with disproportionate impacts. This workshop’s focus is on those who are charged with fixing the problems trauma causes in the K-12 setting while exploring federal and state trauma-related legislation. We acknowledge that everyone who has experienced trauma does not automatically become a victim. Some have – with or without help – overcome the adversity of trauma. Some try to mask the impact of trauma; others acquire resilience in the face of trauma. While still, others suffer silently or violently from their experiences. Presenters will share their experiences and ask participants to share theirs also.
Presenters
avatar for Barbara Ransom

Barbara Ransom

A civil rights attorney who represents individuals, families and organizations seeking relief from discrimination on the basis of disability.
Saturday December 7, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin H Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Trauma Sensitive Schools and Special Education: An Oxymoron?
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 10
There are a growing number of schools and districts throughout the country engaged in efforts to transform education to become more trauma sensitive.  Trauma sensitive schools are intended to help all students feel safe to learn.  This session will explore what it means to work toward and identify as a trauma sensitive school and how special education interventions align with these efforts.  Discussing issues related to special education interventions that may be trauma inducing will be central to this presentation. A schoolwide trauma sensitive assessment tool incorporating special education practices for teachers, students, parents, and school/district leaders will be provided.
Presenters
TW
MS
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 10 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

Vamos DC: Supporting the Latino Disability Community Living in DC
Saturday December 7, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin F
This session provides an overview of Vamos DC, a collaborative initiative between District of Columbia government agencies, community-based organizations, and community members to connect more Latino residents with disabilities to services that support community inclusion and positive life outcomes. Vamos DC arose as a community-led solution to the challenge that, although Latinos make up 11% of DC's population, they represented only 2% of those served by the Department on Disability Services (DDS) in 2018. Within four years of Vamos DC's establishment, the number of Latino individuals served by DDS doubled. To achieve these positive results, trust had to be fostered between government agencies and Latino community members, necessitating a power-sharing approach. This session emphasizes the importance of learning from both successes and failures in efforts to share power with communities. Honest feedback, garnered through trust-building efforts, is crucial for effective collaboration.
Presenters
CS
Saturday December 7, 2024 10:00am - 11:00am CST
Celestin Ballroom: Celestin F Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

10:00am CST

We Do Pretty Well With Inclusion: Beliefs About Supporting Students with Complex Support Needs in Rural Settings
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 12
This research investigates inclusive practices for rural students with complex support needs (CSN) and examines staff perceptions about their roles in facilitating an inclusive service delivery model. This study addresses concerns about inconsistent inclusive practices within one rural school district. Data collection included content analysis of IEPs, classroom observations, and interviews with special educators and administrators. Findings reveal that students with CSN lacked inclusive placements, highlighting a culture of low expectations and insufficient individualized support in general education settings. Additionally, special education spaces often perpetuated ableist structures, undermining inclusive opportunities. This research underscores the importance of targeted training and resources to promote inclusive practices in rural schools, contributing to the broader understanding of how rural contexts impact inclusive education for students with CSN.
Presenters
avatar for Katie McCabe

Katie McCabe

Assistant Professor, Buffalo State University
Katie McCabe is an Assistant Professor in the Exceptional Education Department at Buffalo State University, with a Ph.D. in Special Education and a minor in Qualitative Research Methods from the University of Wisconsin-Madison. A former special education teacher in rural Upstate New... Read More →
Saturday December 7, 2024 10:00am - 11:00am CST
Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Addressing Early Turnover: The Critical Role of Realistic Job Previews for Direct Support Professionals
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 12
Our presentation will explore developing and using realistic job previews (RJPs) as a critical selection tool when hiring direct support professionals. Unclear job expectations are why most employees leave within the first six months, accounting for 41% of turnover and an average cost of $5,000 per employee. A well-designed RJP, illustrating both positive and negative aspects of the job, can reduce early turnover and enhance new employee commitment by enabling them to make an informed decision.
Presenters
avatar for Jerry Smith
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Caught in the Continuum: How Special Educators Provide Access for Students with Extensive Support Needs
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 8
Despite the preponderance of scholarly literature advocating the benefits of including students with disabilities in general education, students with ESN continue to be educated in restrictive settings. Limited research exists on how to facilitate access to inclusive opportunities in these segregated self-contained settings, yet this is primarily where these students are educated. Additionally, educators of these students are often caught in the continuum; teaching in a system that is set to exclude their students while attempting to facilitate access. This qualitative research study used collective case study methodology to analyze this gap in the literature. Through semistructured interviews and related documentation, findings highlight the perspectives of special education teachers, including the supports, educational practices, and barriers they experience when providing access for their students with ESN. These findings lead to recommendations for future research & practice.
Presenters
avatar for Megan Doty

Megan Doty

Program Specialist
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 8 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Correlates of Individual, Peer and Systemic Advocacy Among Parents of Children with Disabilities
Saturday December 7, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin F
Parents advocate in a variety of ways for their children with disabilities to access services and supports in inclusive settings. Given the importance of parent advocacy at every level, it is essential to understand the factors that influence parent legislative advocacy. This study aimed to identify the correlates of individual, peer, and systemic advocacy among parents of children with disabilities. Altogether, 78 parents of children with disabilities participated in this six-site study. Data were analyzed using baseline data prior to participants completing a civic engagement program. We conducted linear regressions to identify correlates of parent advocacy levels. We found that disability connectedness significantly correlates with individual, peer, and systemic advocacy. Additionally, moral conviction was a significant correlate of individual advocacy. The results highlight the importance of fostering disability connectedness and enhancing moral conviction to boost advocacy efforts
Presenters
CL

Chak Li

Vanderbilt University, Peabody College
Saturday December 7, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin F Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Deciding What to Teach: Prioritizing Outcomes for Students with CSN
Saturday December 7, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin A
To help teachers identify priority grade-aligned learning goals to be taught in general education settings for students with complex support needs, we developed a priority planning intervention and tested it with 41 teachers. We determined if the priority planning intervention changed teacher planning for inclusive academic instruction, identified the general education content teachers prioritized, assessed the social validity of the priority planning intervention, and measured the extent to which students learned prioritized goals when taught entirely in general education classrooms. Our findings revealed that teachers were more likely to develop instruction based on the general education curriculum after the intervention. Teachers developed primarily math, communication, and academic vocabulary goals. Students were successful in learning those prioritized goals when taught entirely in general education settings, and teachers reported the intervention was helpful and efficient.
Moderators
avatar for Jennifer Kurth

Jennifer Kurth

Professor, University of Kansas
Inclusive Education
Saturday December 7, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Embracing Intersectionality and Advocating for Asset-Based Pedagogies in Special Education
Saturday December 7, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin C
Intersectionality is defined as the ways in which multiple systems of oppression interact to impact individuals who have been marginalized across their multiple identity markers (Crenshaw, 1989). DisCrit (Annamma et al., 2013) centers the intersection of race and dis/ability, but this has only been minimally explored relative to individuals with IDD (Kover et al., in press), as research often equates the experiences of all individuals with IDD (Goethals et al., 2015). Similarly, many clinicians and practitioners overemphasize intellectual ability and underestimate how intersectionality shapes an individual's experiences across health, educational, and social domains (Kover et al., in press). This structured discussion will explore how integrating frameworks of asset-based framings (López, 2017), community cultural wealth (Yosso, 2005), and presumptions of competence into educational settings can be used to disrupt barriers and reimagine opportunities for students with IDD.
Presenters
avatar for Alison Wilhelm

Alison Wilhelm

Doctoral Student, University of Washington
Hello! I am a current doctoral student at the University of Washington in Special Education. I was previously a teacher in a variety of placements in Nashville, Tennessee. My interest areas include reading development, instruction, and family literacy practices. I am currently working... Read More →
Saturday December 7, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Empowering Independence Through Guardianship Public Policy Reform
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 5A
Guardianships, intended as protective measures, are often overused and overly restrictive, depriving individuals of autonomy and decision-making skills. This overreliance fails to recognize the potential of individuals with disabilities and overlooks less restrictive alternatives, such as supported decision-making. Guardianships can also allow entities like medical and service providers to avoid making reasonable accommodations for people with disabilities. The Maine Protection and Advocacy Agency has spearheaded guardianship policy reform for over two decades, culminating in setting a national precedent by being the first to adopt the progressive 2017 Guardianship, Conservatorship, and Other Protective Arrangements Act. This presentation will explore Maine’s innovative strategies, offering insights and lessons. Attendees will understand the successes and challenges in advocating for less restrictive alternatives. Join us to contribute to the guardianship reform dialogue.
Presenters
SC

Staci Converse

Disability Rights Maine
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Grassroots Supported Civic Engagement
Saturday December 7, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin B
Despite the 1999 Olmstead v. L. C. decision upholding the right to community integration and community living, the state of Illinois continues to operate seven state operated institutions for some Illinois residents with IDD. Going Home Coalition (GHC), formed in 2010, is an advocacy coalition comprised of a diverse statewide network of mostly self-advocates along with families, community providers, and allies whose mission is to advocate for systems change to transition away from institutional living and increase community supports. GHC’s broadest accomplishment to effect systems change is through their civic engagement and collective action of bringing conversations into the public discourse. The purpose of this study is to understand how and to what extent members of the Coalition engage in civic engagement activities. In addition, we sought to understand the barriers and facilitators members with disability have in civic engagement.
Presenters
avatar for Kim Fisher

Kim Fisher

Assistant Professor, Illinois State University
Kim Fisher is an Assistant Professor in the Department of Special Education at Illinois State University. She studies how social networks and social capital promote community participation and social inclusion for adolescents and young adults with IDD and the role access to information... Read More →
Saturday December 7, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Letting Their Voice Be Heard: Student Government and Campus Involvement for Students with IDD
Saturday December 7, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin G
Self-advocacy and participation in student clubs and organizations for students with IDD in inclusive postsecondary education is vital to their experience, just as it is for college students without IDD. However, with the historically recent inclusion of students with IDD in postsecondary education, our knowledge of campus involvement, particularly in student government, is limited. The purpose of this session is to give voice to a student with and a student without IDD to share their experiences working together to create meaningful change and documented gains in access for students with IDD on a large Southern public four-year campus. This session hopes to empower participants with key skills and information to support students with IDD to get involved, engaged, and included on their campuses.
Presenters
JR
Saturday December 7, 2024 11:15am - 12:15pm CST
Celestin Ballroom: Celestin G Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Making it Happen! Writing Inclusive IEPs
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 11
Inclusive education is a fundamental right of all students, including those with the most significant support needs. Creating Individualized Education Programs (IEPs) that effectively support these students is crucial for their academic, social, and emotional development. This presentation aims to explore strategies for developing comprehensive IEPs tailored to the unique needs of students with significant support needs. Through a combination of research insights, practical examples, and collaborative discussions, participants will gain a deeper understanding of how to create inclusive learning environments that empower every student to thrive.
Presenters
avatar for Kara Halley

Kara Halley

Associate Professor, Metropolitan State University of Denver
Dr. Halley has over twenty years of experience as a teacher in the public school system and university settiings.  Dr. Halley is also a consultant with the Colorado Department of Education. Her research interests include inclusive education, transition and post-secondary services... Read More →
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 11 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Making Systems Change in Personnel Preparation to Improve Inclusive Education
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 10
This presentation will focus on the systems change efforts in the College of Education at one University, related to personnel preparation for general education and special education teachers, as well as multiple other school-related disciplines. We will provide the systematic steps taken to improve collaboration between preservice multiple and single subject general education teachers and the preservice education specialists with a focus on inclusive education prior to exiting their credential programs; and the creation of a course that all credential candidates take together. We will also provide the next steps taken in which all disciplines who work with students with disabilities in schools are involved in a strengths-based IEP meeting (parents and teachers, Ed leadership, school psychology, counseling, speech therapy, social work, nursing, etc.); what it has taken to get to this place; and the outcomes we are seeing as a result.
Presenters
avatar for Jenna Porter

Jenna Porter

Principal Investigator/Co- PI, CSU Sacramento
avatar for Kathy Gee

Kathy Gee

Professor, California State University, Sacramento
inclusive education, meaningful access to core curriculum; augmentative communication; PBIS; elementary and secondary education; resaerch
avatar for Cindy Collado

Cindy Collado

Assistant Professor, Sacramento State University
avatar for Jean Gonsier-Gerdin

Jean Gonsier-Gerdin

Professor, Teaching Credentials-Special Education, California State University, Sacramento
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 10 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Promoting Meaningful Inclusion for Students with Significant Disabilities at Recess
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 5D
Simply placing students with significant disabilities in the same educational environment with peers does not result in meaningful inclusion. FLIP Recess (Focusing on Learning, Interaction, and Play at Recess) is an intervention designed to increase interactions, interactive play, and social connections for elementary students with significant disabilities at recess. In a randomized controlled trial of FLIP Recess, we measured social interactions, interactive play, social skills and social connections through over 600 observations of children at recess and survey data from teachers, parents, and students. Interim findings from over 80 participants show that FLIP Recess produces large effects on all of these outcomes, and that effects generalized to other times of the school day and outside of school. We will share outcome data from the randomized controlled trial as well as practical implications for teachers, paraeducators, and related service personnel.
Presenters
MB
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Teacher Perceptions of Adaptations for Curriculum Access and Professional Development
Saturday December 7, 2024 11:15am - 12:15pm CST
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
JB

Joshua Baker

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

Catherine Bacos

University of Nevada, Las Vegas
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

The Value of Cherishing: A Mother and Daughter Who Do for the Sake of Doing
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 5B
Parenting, or the act of caring for a very young child, is a social occupation that, initially is a survival mechanism for the child. Parent and child are interdependent in a way unlike any other relationship. Parenting a child with extensive support needs adds an extensive layer to this relationship with the adult taking on multiple additional roles in a day. Because of this, the majority of time spent together is working towards a goal leaving little time for the parent to engage with their child just for the sake of doing together. Through examples from a case study, I argue that there is value in non-goal oriented doing for children with extensive support needs and their caregivers. Cherishing children with extensive support needs as their whole complete human selves is important and leads to stronger relationships, communication and meaningful engagement. By doing together for the sake of doing, structures and spaces allow for opportunities to grow belong and do.
Presenters
avatar for Susie Agostine

Susie Agostine

Western New England University
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Voice is A Civil Right!!!!!
Saturday December 7, 2024 11:15am - 12:15pm CST
Foster 1
We all agree that communication and the ability to communicate is an essential part of our lives. Everyone communicates somehow. Too often with people with disabilities we hear staff say "I understand what they mean" or "When he/she does this, I know it means that" However, all too often we as support/advocates stop there and do not encourage the person to increase their communication so that others can understand also. What we need to understand is when people do not have communication/a voice that is understood by many they are vulnerable and at risk for abuse, exploitation, segregation and institutionalization. As providers, advocate and supporters, it is our responsibility to support people to develop and grow their voice and use it to advocate for themselves. We as providers, supporters and advocates cannot remain the interpreters and voices for others. We are exploring ways to support people to develop their voices and be their own advocates.
Presenters
avatar for Jennifer Lengyel

Jennifer Lengyel

Executive Director, Total Living Concept
Saturday December 7, 2024 11:15am - 12:15pm CST
Foster 1 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

11:15am CST

Where I Belong: Cora's Story
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 5C
This presentation will present the methods and findings from a case study that explored the phenomenon of belonging from the perspective of Cora, a school-aged child with an intellectual disability and significant support needs. Findings from the study illuminated how Cora's microsystem influence her sense of belonging in the school, neighborhood, and her community.
Presenters
AR
Saturday December 7, 2024 11:15am - 12:15pm CST
Imperial 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

"Well, THAT Will Never Work!"
Saturday December 7, 2024 3:00pm - 4:00pm CST
Celestin Ballroom: Celestin A
Parents who barrier-busted obstacles to ensure full inclusion throughout their now adult daughter's lifespan, discuss John’s recent admission to Kathy about his lack of faith in their ability to break down those barriers. He never shared this before because he wanted to be supportive of her vision and efforts. This presentation shows how our own attitudinal barriers can be as impactful as the systemic barriers that face people who have disabilities. His thoughts eventually evolved into a paradigm shift as successes accumulated. Barrier-elimination became the norm. Alexa benefited by attending regular classes in schools, accessing needed technology, a wheelchair lift on the regular bus, skating in her chair at the ice rink, using a power beach chair, being a statistician of a girls' ice hockey team, attending college, becoming employed, owning a vehicle a home of her own, and more. Stories, steps taken, lessons learned, and how other families can do the same will be shared.
Presenters
avatar for Kathy Brill

Kathy Brill

Owner, Brill Consulting LLC
Saturday December 7, 2024 3:00pm - 4:00pm CST
Celestin Ballroom: Celestin A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Breaking Barriers: Addressing Inequities in Access to Sexual and Reproductive Health Care for People with Disabilities
Saturday December 7, 2024 3:00pm - 4:00pm CST
Foster 1
This presentation sheds light on the pervasive disparities faced specifically by womxn with disabilities in accessing sexual and reproductive health care services. Despite advancements in medical technology and healthcare policies, significant barriers persist, hindering their ability to receive essential screenings and treatments. Drawing from personal experiences and community insights, this presentation will examine the multifaceted challenges encountered by people with disabilities when seeking proactive health screenings, such as mammograms, ultrasounds, or pap smears. Key barriers include physical obstacles, such as inaccessible exam tables and weight scales, which prevent individuals from undergoing necessary screenings. Moreover, systemic ableism perpetuates discriminatory attitudes among healthcare providers, leading to the dismissal of preventive medicine as a viable option for people with disabilities.
Presenters
avatar for Leah Smith

Leah Smith

Associate Director, The National Center for Disability, Equity, and Intersectionality
Saturday December 7, 2024 3:00pm - 4:00pm CST
Foster 1 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Bridging Beliefs and Guidelines: Exploring Educators' Views on Paraprofessional Implementation
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 11
This study investigated the alignment between special education teachers' beliefs and professional guidelines regarding the roles and responsibilities of paraprofessionals. Paraprofessionals, essential in providing support to students with disabilities, often receive inconsistent training and are assigned varied tasks across educational settings. Through a national survey of certified special education teachers, this research explored how educators' beliefs align with the Council for Exceptional Children (CEC) guidelines and explores differences in these beliefs across various educational placements (general education, resource, self-contained, and separate schools). The findings reveal significant variations in alignment, with higher agreement observed in inclusive settings. This study underscores the need for tailored professional development to enhance paraprofessional support and highlights the impact of educational context on teachers' perceptions and expectations.
Presenters
avatar for Mary Mansouri

Mary Mansouri

Doctoral Student, University of Kansas, Department of Special Education
Mary Curran Mansouri is a doctoral student at the University of Kansas in the Department of Special Education. Her research focuses on inclusive education and understanding interactions that enhance learning and socialization for students with complex support needs.
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 11 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Creating Student-Designed Space for Nonspeaking/Minimally-Speaking Learners
Saturday December 7, 2024 3:00pm - 4:00pm CST
Foster 2
Nonspeaking and minimally-speaking learners are among the most marginalized students in school settings. Historically, students without spoken communication have been segregated to self-contained learning environments that offer students little to no choice in their education. While families and advocates still routinely have to fight for access, inclusion, and equity in schools, communities like ours have come together to build learning environments that meet the expressed needs of our nonspeaking and minimally-speaking students. By listening to and learning from these individuals, Reach Every Voice has designed multiple learning environments that our students describe as “a space created with disability celebrated [that] feels like a friend’s hug folding me in its warmth.” This presentation explores how communities around the nation have successfully designed learning environments driven by the voiced desires of their nonspeaking and minimally-speaking students.
Presenters
avatar for Lisa Mihalich Quinn

Lisa Mihalich Quinn

Executive Director, Reach Every Voice
Lisa Mihalich Quinn, M.A / M.Ed. is a licensed special educator with more than 15 years of experience making academic content accessible for neurodiverse students and learners who use Augmentative and Alternative Communication (AAC). She is a former Public Schools teacher and the... Read More →
Saturday December 7, 2024 3:00pm - 4:00pm CST
Foster 2 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Dan Thompson Employment Rallies - Our History and Our Future
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 5D
Washington State upholds a tradition of promoting competitive integrated employment and community inclusion through gatherings and shared learning. In the early 2020s, traditional gatherings were disrupted, leading to the creation of The Dan Thompson Employment Rallies. These rallies reunited legacy leaders in supported employment with people with disabilities, new service providers, government and education partners. Six regional rallies and a statewide event supported full engagement, both in person and online, fostering a powerful dialogue on Employment First, led by those most impacted. Emphasizing inclusive employment, leadership and voices of people with disabilities, these events reenergized our community. Transition students played a crucial role in shaping the vision and narrative and the rallies addressed inequities, ensuring marginalized communities' needs and voices were included in statewide planning. Join us to discover the innovative rally format, themes, and next steps.
Presenters
avatar for Heather Evans
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Effects of Using Video Modeling In Teaching AAC to Individuals with ASD
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 5B
The presentation will discuss a single case study. The study examined if using video modeling (VM) is an effective method for teaching augmentative and alternative communication (AAC) to children with autism spectrum disorders (ASD). Three children with ASD took part in the study. A multiple-probe across participants design was used. Participants' responses (task analysis) were used as dependent variables, and VM (short video clips) presented on an iPad was used as an independent variable. Baseline, intervention, and 1-week maintenance conditions were conducted to collect data. Results of the study indicates that using VM can help children with ASD effectively acquire communication skills and maintain the acquired skills.
Moderators
avatar for Minkowan Goo

Minkowan Goo

Texas Woman's University
Presenters
BH

Brandi Hines

Doctoral Student, Texas Woman's University
RG

Renee Gonzalez

Doctoral Candidate, University of North Texas
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 5B 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
Celestin Ballroom: Celestin H
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
Celestin Ballroom: Celestin H Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Language... Does it Matter in Teacher Prep?
Saturday December 7, 2024 3:00pm - 4:00pm CST
Celestin Ballroom: Celestin G
The words we use and allow our students to use matter. As teacher educators, we are preparing the next generation of educators, and they will impact thousands of K-12 students every year. This presentation will explore the nuanced role of language in shaping perceptions of students with disabilities and strategies for integrating disability representation into teacher preparation curricula. The presentation will review what two colleagues, including a disabled professor, at one Texas university are doing to change language and the perception of students with disabilities in coursework and with colleagues. Participants will gain actionable insights, learn updated disability-centered language, and examples of ways to cultivate a more inclusive and supportive environment where all students thrive.  
Presenters
avatar for Jessica McQueston

Jessica McQueston

Assistant Professor, Sam Houston State University
CG
Saturday December 7, 2024 3:00pm - 4:00pm CST
Celestin Ballroom: Celestin G Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

My Home, My Life, My Choice
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 10
Home ownership is often overlooked as a viable option for people with intellectual disabilities. This personal story will reflect the realities of home ownership including the challenges faced but also the positive outcomes including stability (both geographically and financially), opportunities for community connection and relationships, and real self-determination.
Presenters
avatar for LyAnn Grogan

LyAnn Grogan

CEO, KFI
After ten years of working in a segregated Mental Health setting as a Music Therapist at New Hampshire Hospital and serving as a member of the National Music Therapy Association’s Training Committee LyAnn found inspiration. She was inspired by KFI's mission to provide supports... Read More →
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 10 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Neurodiversity Advisory: Grappling with Implications for Practice
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 5C
The TASH Neurodiversity Advisory has created a resource articulating the Elements of Neurodiversity Affirming Practice. In this session, participants will use the Elements resource to reflect on current issues in education, employment, communication access, human rights, and community living. We will explore what our practice looks like and doesn't look like when we embrace neurodiversity and advance neurodiversity-affirming practice.
Moderators
avatar for Michael McSheehan

Michael McSheehan

Owner/TA Provider, Evolve & Effect, LLC
Michael McSheehan’s life work has been at the intersection of disability and K-12 education. During his twenty years at the University of New Hampshire, he worked on projects for assistive technology, inclusive education, alternate assessment, RTI & PBIS, and MTSS. Michael helped... Read More →
Presenters
avatar for Deborah Taub

Deborah Taub

Owner/CEO, OTL Education Solutions, LLC
MF
avatar for Leah Kelley

Leah Kelley

I am Leah Kelley, EdD, (she/her) an education consultant, writer, activist, parent, and teacher educator, who identifies as Neurodivergent and otherwise disabled. My research interests include connecting disability studies in education (DSE) to educational practice, strength-based... Read More →
AH
RR

Robyn Reagan

Villa Esperanza Services
avatar for Jean Gonsier-Gerdin

Jean Gonsier-Gerdin

Professor, Teaching Credentials-Special Education, California State University, Sacramento
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 5C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Putting it All Together: Self-Determination, Decision-Making, Communication
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 5A
How can people with disabilities have access to a life on an equal basis with others without access to autonomy, communication and an ability to control their environment? Civil rights policy, legislation, and regulations mean very little without access to these basic principles and tools. Join us to learn how our Supported Decision-Making Project (SDM) discovered that supporting young folks to develop skills in one of these areas was mutually reinforcing in all areas. Gaining decision-making skills brings employment opportunities, greater social connections and higher self-esteem. SDM is an important component of a self-directed and self-determined life. Hear from young people with disabilities how attaining the role of ‘decision-maker’ required and relied upon the growth and development of additional skills. In addition, we will show that improvements in access to communication and other assistive technology can positively impact decision making abilities.
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 →
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 5A Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Rethinking Practices: Supporting Students with Significant Needs with Traum
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 12
This session aims to develop a deeper understanding of Big T (capital "T") and little t (lowercase "t") trauma in students with significant needs, focusing on the educational and psychological impacts. By distinguishing the nuanced effects of Big T and little t trauma, the session seeks to inform more tailored intervention strategies and support systems in educational settings. The importance of trauma-informed educational practices and the need for continuous professional development for educators to recognize and address the spectrum of trauma. Ultimately, this session underscores the critical role of a supportive, trauma-sensitive environment in fostering resilience and academic success among ALL students including those who demonstrate significant needs.
Presenters
KG
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Rolling with Inclusion: IPSE Perspectives from Students with IDD
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 8
Students with intellectual and developmental disabilities (or IDD) have most recently been welcomed into the halls of institutions of higher education (or IHEs) thanks in part to the Higher Education Opportunity Act of 2008. As the research agenda begins to blossom, the most critical voices to include are those of the students entering the halls of IHEs – students with IDD. Two students enrolled in an IPSE at a major IHE in the southeastern United States will lead a discussion on their experience, what they have learned on their college campus, and how they apply their experiences in inclusive spaces daily. The conversation will cover academics, employment, independent living, community access, and recreation/leisure activities. Participants should be prepared for a fun, lively, and engaging conversation with students!
Presenters
JR
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 8 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Self-Advocacy and Health Relationships
Saturday December 7, 2024 3:00pm - 4:00pm CST
Celestin Ballroom: Celestin C
So many things touch our lives as self-advocates. Members of Project ACTION!, DC’s self-advocacy coalition, have learned that we can accomplish so much more when we work with partners. We are stronger together. In this session, you will get to hear from several members who have participated in a collaboration to ensure people with disabilities can get the access they need to be in healthy, safe relationships. Hear about the trainings they created and shared with other self-advocates to decide how they would be in relationships they choose, not their coordinator or manager. In this interactive session, presenters will talk about their experiences, what they have learned about getting the "love" they want, with audience discussio
Saturday December 7, 2024 3:00pm - 4:00pm CST
Celestin Ballroom: Celestin C Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Supporting Employment Through Technology: QR Codes and More
Saturday December 7, 2024 3:00pm - 4:00pm CST
Celestin Ballroom: Celestin B
This will be the presentation of the findings of a study about the use of technology (specifically QR codes) by individuals with ID in the workplace. The participants in the study were post secondary aged students who were enrolled in an inclusive post secondary program. The students were working at inclusive on-campus jobs, supported by job coaches. The students all had access to, and were proficient in the use of, cell phones. QR codes were used to link students to individualized supports (e.g. videos, or task checklists) to reinforce skill development and increase independence in the workplace. The QR codes were easily be embedded at the worksites, limiting the need for hard copy lists or charts for students or coaches to manage. Pre and post intervention data will be presented and will include student and job coach feedback and task completion data.
Presenters
avatar for Mollie Sheppard

Mollie Sheppard

Associate Professor, Saint Joseph's University
avatar for Sara Corley

Sara Corley

Saint Joseph's University
Saturday December 7, 2024 3:00pm - 4:00pm CST
Celestin Ballroom: Celestin B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Transition Away from Sheltered Employment: What We Know and What We Can Do
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 9
This session offers the latest research relevant to the barriers and facilitators of transition from sheltered 14c employment to competitive, integrated employment via the Workforce Innovation and Opportunity Act (WIOA, 2014). Given Indiana's clear movement towards investment in Employment First philosophy, this session is relevant for service providers, families, and people with disabilities considering transition.  This session features research highlighting commonly reported concerns and fears around transition, as well as potential strategies to remediate these common challenges. This session will also review interviews of people with disabilities in Indiana who have successfully moved to competitive integrated employment (CIE), are in the process of transitioning from sheltered employment to CIE, and the staff who are assisting in these transitions.
Presenters
MP
Saturday December 7, 2024 3:00pm - 4:00pm CST
Imperial 9 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Using Instructional Rounds to Build a Community of Inclusive Practitioners
Saturday December 7, 2024 3:00pm - 4:00pm CST
Celestin Ballroom: Celestin F
This presentation describes effective professional development in Universal Design for Learning (UDL) to better support inclusive teaching practices for K-8 teachers. Specifically, the presentation will describe the successful design and implementation of a two-year instructional rounds model of professional development. Instructional rounds engage participants in a collaborative inquiry process that results in discussion and examination of instruction. I will detail how this evidence-based approach helped teachers in a K-8 school district build a common language and understanding of effective, inclusive teaching and learning; engage in critical reflection to improve inclusive practices; and increase individual and collective self-efficacy.
Presenters
avatar for Francesca Ciotoli

Francesca Ciotoli

Assistant Professor, St. Thomas Aquinas College
I have 20 years of experience inside New York City and New Jersey classrooms teaching diverse children and working with Pre-K -12 pre-service teachers, in-service teachers, and administrators. I specialize in the preparation and ongoing learning of teachers for inclusive classrooms... Read More →
Saturday December 7, 2024 3:00pm - 4:00pm CST
Celestin Ballroom: Celestin F Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

You Don't Look Autistic: Racism, Sexism, and Autistic Communities
Saturday December 7, 2024 3:00pm - 4:00pm CST
Foster 2
Autism as originally defined by Dr. Sukhareva, and later, Dr. Asperger, was understood as a condition that could be found in any segment of the population, discriminating by neither sex nor ethnicity. However, when Leo Kanner redefined and codified autism diagnosis in the United States, his definition explicitly leaned on then-contemporary sexism, and implicitly on racism and classism, to define “real” autistics. This talk will explore this history and discuss its impact on autistics in the generations since, ranging from ongoing differential access to formal diagnosis, to disproportionate pathologization and violence against BIPOC autistics in institutional settings, to how ideas about "female autism,” race, and wealth pervade debates about self-diagnosis. We will then open into a discussion about intersectionality, implicit and explicit bias, and promoting autistic advocacy that centers the concerns of historically marginalized groups.
Saturday December 7, 2024 3:00pm - 4:00pm CST
Foster 2 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

3:00pm CST

Concurrent Sessions
Saturday December 7, 2024 3:00pm - 5:15pm CST
Hyatt Regency
Saturday December 7, 2024 3:00pm - 5:15pm CST
Hyatt Regency Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

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 student’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 students’ PLAAFP statements.
Presenters
avatar for Alison Zagona

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.
avatar for Jennifer Kurth

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

4:15pm CST

Impacts of a First Year Inclusive Post-Secondary Education Program
Saturday December 7, 2024 4:15pm - 5:15pm CST
Imperial 12
This presentation will provide an overview of the first year of a new inclusive post-secondary education (IPSE) program on a university campus, including the experiences of IPSE students, peer mentors, university instructors, and program directors.
Moderators
avatar for Kelli Sanderson

Kelli Sanderson

Assistant Professor of Special Education, California State University Long Beach
Hello! My name is Kelli Sanderson. I am an Assistant Professor of Special Education at California State University, Long Beach. I am also coordinator of the Special Education graduate program and the Applied Disability Studies certificate. I am focused on advocacy and collaboration... Read More →
Presenters
MR

Mia Real

California State University Long Beach
LR
CC
LV

Lizeth Valentin

California State University Long Beach
Saturday December 7, 2024 4:15pm - 5:15pm CST
Imperial 12 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:15pm CST

Preparing Students with ID for College Programs: Key Skills and Practices
Saturday December 7, 2024 4:15pm - 5:15pm CST
Imperial 5C
Students with ID are increasingly attending post secondary (college) programs that provide opportunities for academic, social and vocational growth and success. The students enter these programs with varying degrees of independence and academic skills, and are exiting both self-contained and inclusive high school programs. This research examines, from the the perspectives of college students with ID, their parents, regional transition coordinators, and high school special education teachers, what the transition process that led to enrollment in a post-secondary education program looked like. Further, college students, and their parents were asked what skills acquired in high school most prepared them for the expectations of a college program. These data will be presented in addition to suggestions for teachers and families on how to best support transition aged students and their families when preparing for postsecondary education programs.  
Presenters
JJ

James Johnson

Saint Jospeh's University
avatar for Mollie Sheppard

Mollie Sheppard

Associate Professor, Saint Joseph's University
Saturday December 7, 2024 4:15pm - 5:15pm CST
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
Imperial 8
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 Katie Chandler

Katie Chandler

Consultant, Sangha Unity Network
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
Imperial 8 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:15pm CST

Unleashing Neurodivergence in Education Work and Society
Saturday December 7, 2024 4:15pm - 5:15pm CST
Imperial 5B
Neurodiversity is a concept that acknowledges and celebrates the natural variations in human neurological functioning. Neurodivergence is the term for when someone's brain processes, learns, and/or behaves differently from what is considered "typical." Within this spectrum lies many conditions often misunderstood and stigmatized in society. This presentation advocates for a paradigm shift in how we perceive and approach neurodivergence, emphasizing the importance of embracing neurodiversity in education, work, and society at large. Attendees will leave this session with a comprehensive understanding of neurodiversity; ability to assess and challenge the traditional view of neurodivergence as a deficit; demonstrate tailored support and accommodations for neurodiverse students; explain the benefits of leveraging Neurodiversity in the workplace; and empowerment to challenge stereotypes, break down barriers, and advocate for policy changes that promote acceptance and inclusion.
Presenters
avatar for Dr. Jessica Hicksted

Dr. Jessica Hicksted

Software Developer/ Research Advocate / Volunteer Director, CACI / ND Outloud! / Invisible Disabilities Association
Saturday December 7, 2024 4:15pm - 5:15pm CST
Imperial 5B Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:15pm CST

Using SETTT for Success to Plan Effective Professional Development
Saturday December 7, 2024 4:15pm - 5:15pm CST
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
LR

Lindsay Ruhter

Doctoral Candidate, University of Kansas
Saturday December 7, 2024 4:15pm - 5:15pm CST
Imperial 5D Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:15pm CST

Work-Based Learning: Practical Strategies for Job Development and Establish
Saturday December 7, 2024 4:15pm - 5:15pm CST
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
MP

Melanie Phalen

Training Specialist, Illinois Center for Transition and Work - UIUC
I am a training specialist with 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 earn a wage and be independent.
Saturday December 7, 2024 4:15pm - 5:15pm CST
Imperial 11 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions

4:15pm CST

Building Meaningful Lives: Putting People on a Pathway for Success
Saturday December 7, 2024 4:15pm - 5:30pm CST
Foster 1
What makes our lives meaningful is based on our interests, values, and life experiences. Leaving school can be an overwhelming time for students with disabilities and their families. Teachers play a critical role in helping students manage this transition and ensuring post-school success. Supporting young adults with disabilities in meaningful ways requires services that are “built-to-order” based on individual dreams and circumstances. Providing “customized” services and connecting people to their community requires a different approach outside of “program” planning by moving to service delivery. Building individualized schedules, juggling supports and managing field-based teams can be complicated. This presentation will focus on strategies to develop person-centered services in “real world” settings that support employment, meaningful community inclusion and positive post-school outcomes.
Presenters
LO
Saturday December 7, 2024 4:15pm - 5:30pm CST
Foster 1 Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113
  Breakout Sessions
 
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Celestin Ballroom: Celestin H
Celestin Foyer
Celstin Ballroom: Celestin F
Foster 1
Foster 2
Hyatt Regency
Hyatt Regency New Orleans
Hyatt Regency: Reliance 2
Imperial 10
Imperial 11
Imperial 12
Imperial 3 Boardroom
Imperial 4 Boardroom
Imperial 5A
Imperial 5B
Imperial 5C
Imperial 5D
Imperial 8
Imperial 9
Reliance Boardroom
Storyville Hall
  • Breakout Sessions
  • Chapter Meet Up
  • Committee Meeting
  • Community of Practice
  • Day One Intensives
  • Early Career
  • Evening Activities
  • Exhibit Hall
  • General Sessions
  • Luncheons and Receptions
  • Meetings
  • Networking Event
  • Poster Presentations
  • Quite / Wellness Room
  • Registration
  • Research Colloquium
  • TASH Talks
  • Primary Topic
  • Communication Access
  • Community Living
  • Diversity and Social Impact
  • Employment
  • Human Rights
  • Inclusive Education
  • PBIS
  • Recreation and Leisure
  • Self-Advocacy
  • Transition
  • Themes of Interest
  • Adapted PE
  • Agency Transformation
  • Aging Issues
  • Asset Development
  • Assistive Technology & Apps
  • Autonomy
  • Capacity Building for Inclusion
  • Common Core & Assessment
  • Competitive Integrated Employment
  • Creative
  • Direct Support
  • Disability Theory
  • Discrimination & Ableism
  • Early Childhood
  • Emergency Preparedness
  • Employment First
  • Expression
  • Family Support
  • Financial Planning
  • High Expectations
  • Housing
  • Inclusion
  • Inclusive PE
  • K-12 Education
  • Leading to Employment
  • Media & Disability
  • Mental Health
  • Other
  • Outcomes vs. Programs
  • PBIS & Trauma Informed Practices
  • Person Centered Practice
  • Physical Education
  • Post-Secondary Education
  • Public Policy
  • Relationships & Sexuality
  • Research to Practice
  • Self-Determination
  • Self-Employment
  • Supported Decision-Making
  • Supported Employment
  • Systems Change
  • Teacher Education
  • Teaching Inclusive Practices
  • Technology
  • Transition to Employment
  • Transition to Post-Secondary Education
  • Universal Design
  • Voting & Civic Engagement
  • Wrap Around Services
  • Key Words
  • & Community
  • 1% cap
  • AAC Research
  • ABLE
  • ABLE Accounts
  • Ableism
  • Academic Education for I/DD
  • Academic Instruction
  • Acceptance
  • Access
  • Access to the General Curriculum
  • Accessibility
  • Accessibility Competent Equity Inclusion Opportunity
  • Adapted Book
  • Adaptive Skills
  • Adult Learners
  • Adults
  • Adults with Cerebral Palsy Who Use AAC
  • Advance Care Planning
  • Advanced Directive
  • Advocacy
  • Advocate
  • Affirming
  • Aging
  • Aging In Place
  • All
  • Allyship
  • Alternate Assessment
  • Alternative Communication
  • Alternative Credentials
  • American with Disabilities Act
  • Anti-Ableism
  • Anti-Racism
  • Artificial Intelligence
  • ASD
  • Asset-Based Pedagogy
  • Assistive Technology
  • Augmentative
  • Augmentative & Alternative Communication
  • Augmentative and Alternative Communication
  • Augmentative and Alternative Communication (AAC)
  • Autism
  • Autism/Developmental Disability
  • Autonomy
  • Barriers
  • Behavior
  • Behavior Supports
  • Behavioral Support
  • Belief Systems
  • Belonging
  • Belongingness
  • Best Practices
  • Blindness
  • Bridging
  • Broadcasting
  • Building Through Stories and Reflections
  • California for All (except us?)
  • Capacity Building
  • Capacity Building for Inclusion
  • Career and Technical Education
  • Career Coaching
  • Career Planning
  • Caregiver
  • Caregiver Support
  • Caregivers
  • CBPR
  • Cherishing
  • Children's Literature
  • Choice
  • Civic Engagement
  • Civil Right
  • Civil Rights
  • Classroom Observation
  • 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 Theory
  • Disability Trends
  • Disabled Womens Health
  • Disparities
  • Disruption of Norms
  • Dissonance
  • Diversity
  • Diversity and inclusion
  • Diversity and Social Impact
  • 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
  • Employee Engagement
  • 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
  • Instructional Rounds
  • 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 Development in Inclusive Practices
  • 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
  • Recruitment Practices
  • 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 Inclusion
  • 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
  • Workplace Inclusion
  • Wraparound
  • Writing
  • Youth and Adults with Intellectual and Developmental Disabilities
  • Youth Leadership
  • Youth Participatory Action Research
  • Presentation Type
  • General
  • Research
  • Popular