2024 TASH Conference

2024 TASH Conference

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.

5:44pm CST

Networking Poster Reception

Friday December 6, 2024 5:44pm - 7:45pm CST

3RD Floor - Storyville Hall

Friday December 6, 2024 5:44pm - 7:45pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

5:45pm CST

Adapting ELA Texts For Students with Complex Support Needs

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

3RD Floor - Storyville Hall

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

Moderators

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.

Presenters

Jennifer Kurth

Professor, University of Kansas

Inclusive Education

Alison Zagona

Assistant Professor, University of Kansas - Department of Special Education

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.

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Adapted Book, Complex Support Needs, Literacy, Inclusion, Generative Artificial Intelligence
Presentation Type General

5:45pm CST

Barriers to Regional Center Service Utilization For School-Aged Clients

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

3RD Floor - Storyville Hall

In this presentation, we will describe a mixed-methods research study completed in collaboration with a Southern California Regional Center. First, we will briefly discuss a secondary analysis of Regional Center client data which revealed significant under-utilization of allocated services for school-aged clients. Then, we will report on a series of focus groups conducted with parents/caregivers of school-aged children (5-22 years) eligible for regional center services. Primary questions for this inquiry focused on barriers and facilitators for service use for families of children with disabilities and how the regional center could improve service delivery to ensure best outcomes.

Presenters

Hilary Wu

PhD Student, UCLA

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 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Community Living
Themes of Interest Agency Transformation
Key Words Services, Parents and Caregivers, School-Aged Children, Focus Groups
Presentation Type Research

5:45pm CST

Breaking Down Barriers: Strategies on How to Create an Inclusive PE Class

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

3RD Floor - Storyville Hall

Teachers face a number of challenges when working with students with disabilities to achieve inclusion for PE. Simple placement of students with disabilities is not sufficient to ensure that the needs of those students are met or that the environment is truly inclusive. Several factors must be considered and addressed to achieve true inclusion: a lack of experience in working with children having disabilities and a limited understanding of barriers that may prevent full participation. During this session, we will identify barriers and how to remove them. different strategies and techniques to create a more inclusive PE setting and provide a variety of modifications that will work for all students.

Presenters

Lauren Baldino

All In For Inclusive Education

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest Adapted PE, Inclusive PE, Inclusion, Physical Education
Key Words Inclusive, Physical Education

5:45pm CST

Building Partnerships For Teachers and Siblings of Individuals with IDD

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

3RD Floor - Storyville Hall

During transition planning, the partnerships formed between the family and the school are essential to post-high school success, and family involvement must be prioritized (Kellems & Morningstar, 2010). When family members (i.e., siblings) are involved in transition planning, the comprehensive understanding of the transition-aged youth is enhanced (e.g., Seltzer et. al., 2005). Siblings fulfill beneficial roles within the family unit, and their involvement in transition planning and partnership with their siblingâ€™s teacher can promote positive post-school outcomes in the areas of employment, education, independent living, and more. This poster presentation will discuss what a sibling-teacher partnership is and itâ€™s importance. Moreover, the development and administration of a scale assessing the sibling-teacher partnership will be highlighted. Attendees at this poster presentation will learn ways to support the sibling-teacher partnership for transition-aged youth and family members.

Presenters

Claire Stelter

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Transition
Themes of Interest Family Support
Key Words Transition, Siblings, Partnership, Family Involvement

5:45pm CST

Career and Technology Education Micro-Credentials in Co-Taught Classes

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

3RD Floor - Storyville Hall

This session will review a Career and Technical Education (CTE) microcredential pilot project in Indiana in both Early Childhood and Automechanics Pathways. These microcredentials were created using industry standards so that they can be utilized so students with disabilities can earn microcredentials of skillsets. The microcredentials can be utilized by students as part of portfolio requirements for the Indiana alternate diploma and to obtain future employment, as the student will be able to list the microcredentials on their resumes and present them to future employers. We will discuss literature that supports microcredentials for students with disabilities, the microcredential design process, and future steps.

Presenters

Mary Pearson

Indiana University

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Employment
Themes of Interest Transition to Employment
Key Words Competitive Employment, Career and Technical Education, Inclusion, Cotaught, Microcredentials

5:45pm CST

Celebrating Authentic Experiences That Enhance Appreciation of Diversity

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

3RD Floor - Storyville Hall

This session presents information on a pilot program for undergraduates enrolled in a teacher education program. Teaching candidates have the opportunity to participate with faculty mentors and peers in a very engaging format. This project is designed to supplement learning and broaden oneâ€™s perspective of teaching students who have disabilities and to enhance oneâ€™s understanding and appreciation for different cultures, attitudes, beliefs, and perspectives. It is a culmination of what teacher candidates learned in terms of accessibility and inclusion as well as reflecting upon the themes of cultural humility and knowledge. A major part of cultural humility is understanding and analyzing your own reactions in a thoughtful and intentional way, which includes being tolerant, respectful, curious, and empathetic towards other cultures. Thus, teacher candidates self-reflect upon a series of related experiences by examining all aspects of events and experiences from different perspectives.

Presenters

Randy Seevers

Associate Professor, University of Houston-Clear Lake

Randy Seevers received his B.S. and Ph.D. degrees in Special Education from The Ohio State University. His experience includes working with a wide range of learners across the life span. He is currently an Associate Professor in the Department of Counseling, Special Education, and... Read More →

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest Capacity Building for Inclusion
Key Words Pre-Service Education, Mentoring, Advocacy, Collaboration, Cultural Humility

5:45pm CST

Communication Opportunities For Preschoolers with Disabilities and Complex Communication Needs

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

3RD Floor - Storyville Hall

For children, social interaction plays a critical role in overall social, emotional, and cognitive development, however, not every child has equal opportunity to engage socially with their peers. Specifically, children with disabilities and complex communication needs (CCN) have limited meaningful opportunities to interact with their peers in inclusive educational spaces. To better support young children with CCN in early childhood educational settings, it is imperative to understand what opportunities exist naturally for social interaction and communication. This observational study investigates these naturally occurring communication opportunities for students with disabilities and CCN as well as other contextual factors that may impact social communication in inclusive classroom settings.

Presenters

Jenna Hurlburt

The Ohio State University

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Communication Access
Themes of Interest Assistive Technology & Apps
Key Words Social Communication, Augmentative, Alternative Communication, Early Childhood, Inclusive Education
Presentation Type Research

5:45pm CST

Decrease SIB Behaviors with Students with Extensive Support Needs

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

3RD Floor - Storyville Hall

This poster defines what self-injurious behaviors are and how to modify behaviors to decrease these behaviors with students with extensive support needs. Students with Extensive Support Needs (ESN) often display self-injurious behaviors (SIB), which is defined as any occurrence where an individual engages in hitting or slapping themselves by making a connection with any part of their body with a closed or open fist or banging head to make an audible sound. This behavior also includes pinching, scratching, or biting, any instance where on the skin it leaves a mark or breaks the skin, causing bleeding. Understanding this behavior can lead to better support for students and opportunities for them to be involved in more inclusive educational settings.

Presenters

Susan Gollihugh

Doctoral student, Sam Houston State Universtiy

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest Discrimination & Ableism
Key Words Inclusion, Specifically Designed Instruction, IDEA, Differentiation, Diversity

5:45pm CST

Determining Egocentric Networks of Families and Youth with Disabilities

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

3RD Floor - Storyville Hall

The transition to adulthood for youth with disabilities and their families can be challenging, as they learn to navigate new post-school environments, often without the necessary supports. Ideally, youth with disabilities connect to necessary post-school services while they are still in high school. However, families regularly report having limited information on post-high school options, & describe services as fragmented or unavailable (Gibson et al., 2017). The absence of strong post-school connections can inhibit community inclusion and may contribute to poor post-school employment, education, & community living outcomes (Prince et al., 2017; Sanford et al., 2011). To help further understand the personal networks and connectedness of youth, families, and transition team members, this research describes the use of egocentric network methodology and a data collection software to study the networks that families interact with as their youth gets ready to transition out of high school.

Presenters

Claire Stelter

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Transition
Themes of Interest Family Support
Key Words Transition, Post-School Outcomes, Employment, Families

5:45pm CST

Employment Preparation Activities Across Inclusive Post-Secondary Education Programs

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

3RD Floor - Storyville Hall

We conducted a survey examining the effective strategies for promoting employment readiness among individuals with intellectual and developmental disabilities (I/DD) attending inclusive postsecondary education (IPSE) programs. Analysis of data from 59 programs reveals the importance of person-centered planning and specialized instruction. However, while paid employment significantly predicts post-graduation success, only a minority of programs offer these opportunities. Collaboration with vocational agencies and career centers is also vital, yet partnerships are lacking in many programs. Addressing these gaps in support can significantly contribute to facilitating successful transitions from postsecondary education to meaningful employment for individuals with I/DD.

Presenters

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 →

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Transition
Themes of Interest Post-Secondary Education
Key Words Inclusive Postsecondary Education, Employment Readiness, Survey

5:45pm CST

Families as Partners in Promoting Positive Competitive Integrated Employment Outcomes

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

3RD Floor - Storyville Hall

When it comes to securing competitive integrated employment (CIE), families may be an integral part of the process. Family members often provide support to individuals with intellectual and developmental disabilities across a variety of domains, including employment. For families to establish effective partnerships and help promote CIE outcomes, the field needs a more in-depth understanding of the current state of family involvement and its relationship with accessing and supporting employment outcomes. To fill this knowledge gap, a scoping review was conducted. The review revealed facilitators (i.e., advocacy, knowledge of supports and services, family expectations, contributing to obtaining employment, building a support network, and family member working), barriers (i.e., lack of family support, socioeconomic status, lack of knowledge, perceptions on abilities, and family challenges), support needs, and overall familial perspectives on employment outcomes.

Presenters

David Strauser

Claire Stelter

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Employment
Themes of Interest Family Support
Key Words Families, Employment, Support, Transition

5:45pm CST

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

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

3RD Floor - Storyville Hall

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

Presenters

Ben VanHook

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Autism, CBPR, Research, Disability, Neurodiversity, Neuroinclusion Systemic Changes, Ableism, Education, Teachers, Students, School

5:45pm CST

How Inclusive is AAC Research? A Scoping Review

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

3RD Floor - Storyville Hall

Traditionally, AAC researchers have defined topics for investigation. However, it is important to include AAC users in research to ensure that it addresses their needs and priorities and that it results in increased awareness and uptake to improve outcomes. This scoping review aimed to identify whether AAC users have been involved in the research conducted to address issues related to adults with cerebral palsy who use AAC, and, if so, in what types of studies. Through a systematic search, only 34 data-based studies from the last twenty years were identified that focused on adults with CP who used AAC. Nine of those studies involved an AAC user in at least one research process (conceptualization of the problem, determining research methods, collecting study data, analyzing study data, and disseminating study findings). To improve the outcomes of research, there is an urgent need to involve AAC users in studies conducted to understand and support their needs.

Moderators

Kelsey Steffen

I am interested in partnering with individuals with disabilities to inform research directions within the augmentative and alternative communication (AAC) community. I have a deep interest in disability justice, self-determination, and the transition into adulthood for individuals... Read More →

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Communication Access
Themes of Interest Capacity Building for Inclusion
Key Words Inclusive Research, AAC Research, Adults with Cerebral Palsy Who Use AAC
Presentation Type Research

5:45pm CST

Inclusion of Individuals with Intellectual Disability in Qualitative Research

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

3RD Floor - Storyville Hall

This presentation will focus on practical methods researchers can use to include individuals with intellectual disability in qualitative research. This requires reconceptualizing the communication difference. Some challenges impede the inclusion of those individuals in qualitative research that mainly uses interviewing. For example, expected methodological issues and challenges include sampling, informed consent, and participant fatigue, as well as the quantity and quality/credibility of the data. Solutions to address these challenges will be discussed point by point. Additionally, strategies to facilitate hearing voices from participants with intellectual disabilities will be covered, including dyadic interviewing, visual/audio methods, and accessible focus groups. Finally, helpful tips for interviewing people with intellectual disabilities will be presented, focusing on building rapport and trust, effective questioning, triangulation, and interview scheduling.

Presenters

Geonhwa Kim

Doctoral Student, University of Kansas

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Self-Advocacy
Themes of Interest Other
Key Words Inclusion, Qualitative Research, Intellectual Disability

5:45pm CST

Inclusion Opportunities at Secondary Schools: Stakeholder Perspectives

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

3RD Floor - Storyville Hall

Students with IDD are not typically included in school engagement for both academic and social activities. Though laws seek to encourage inclusive education for all students, at the Secondary School level, inclusion is lacking due to academic expectations in the classroom, social opportunities, buy in from both staff and fellow students, and because of typical expectations and norms in a public high school. In order to remedy this problem, we propose that school stakeholders work together in order to create inclusion opportunities for all students. This presentation discusses inclusion successes and perspectives held by a variety of stakeholders: teachers, related service providers, students with and without disabilities, parents, and school administrators. A call to action is offered for all stakeholders to find innovative, intentional, and joyful opportunities for true engagement for all students.

Presenters

Sarah Espanol

George Mason University

Christina Eagle

George Mason University

Heather Boccanfuso

Head of School, Meeting Street

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Inclusion, Relationships, Engagement, Collaboration, Stakeholder Perspectives

5:45pm CST

Inclusivity Through Creativity: Utilizing Film, Fashion and Broadcasting

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

3RD Floor - Storyville Hall

In this poster presentation, people of all abilities, who have discovered a unique way of changing mindsets. will share successes, challenges observations and insights we gained while creating inclusive spaces within our communities and in the entertainment and fashion industry! Discover the positive impact successful inclusion can have when formulated through creativity and collaboration as we discuss how to develop tools to create more inclusive opportunities your own neighborhoods.

Presenters

Christina Cannarella

Mother Road Studios

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Recreation and Leisure
Themes of Interest Creative, Expression, Leading to Employment
Key Words Creativity, Film, Fashion, Broadcasting, Radio, Television, Podcasts

5:45pm CST

Investigating the Disability Training Experiences of Pediatric Residents in Michigan

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

3RD Floor - Storyville Hall

This study will utilize a mixed-methods design (i.e., survey with follow-up interviews) to explore the training experiences of pediatric residents and their perceived self-efficacy in caring for children with disabilities and children with medical complexities. The goal of this study is to identify the needs, resources, and gaps in training and preparation for pediatric residents to work with children with disabilities (including CMC).

Presenters

Emily Jensen

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 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Human Rights
Themes of Interest Person Centered Practice
Key Words Medical Education, Healthcare, Health Equity

5:45pm CST

Literacy Goals and Attainment for Students with Limited Speech

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

3RD Floor - Storyville Hall

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

Presenters

Rebecca Gianforte

Vanderbilt University

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

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

5:45pm CST

Meta-Synthesis of IEP Analysis Studies for Students with Extensive Support Needs

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

3RD Floor - Storyville Hall

This study describes a meta-synthesis of studies (K = 12) using qualitative methods to analyze IEP documents comparing studies that addressed students with high-incidence disabilities compared to studies that addressed students with extensive support needs.

Presenters

Michelle Squitieri

Lehigh University

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Extensive Support Needs, Individualized Education Programs, Meta-Synthesis PLAAFPs LRE

5:45pm CST

Navigating Advocacy: Youth with Disabilities Share Their Experiences and Perspectives

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

3RD Floor - Storyville Hall

Self-advocacy is an essential component of transition planning for youth with disabilities. The Individuals with Disabilities Education Act (IDEA, 2004) mandates students with disabilities are included in transition planning to the greatest extent possible. Additionally, the Workforce and Innovation Act (WIOA, 2014) requires specific pre-employment transition services, one of which includes self-advocacy training. Despite federal requirements, youth with disabilities often report not being active members of their transition planning and self-advocacy is often tied to school and work-based settings. Our research team investigated self-advocacy experiences of transition-aged youth with disabilities through one-on-one interviews led by researches with and without disabilities. Key findings highlight youthsâ€™ advocacy experiences across settings, how they are empowered to advocate, and their suggested improvements to special education for other students with disabilities.

Moderators

Megan Best

PhD Student in Special Education, University of Illinois Urbana-Champagin

Presenters

RaeAnne Lindsay

Coordinator for Section 504 project, Vanderbilt University, Peabody College

I am a Licensed Social Worker in the state of Illinois. I received a Masters Degree from the School of Social Work at the University of Illinois Urbana-Champaign. I am a Disability Advocate and the reining Ms. Wheelchair USA 2024-2025. I currently work at Vanderbilt University in... Read More →

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 →

Oscar Hughes

Postdoctoral researcher, University of Massachusetts Boston

My research supports self-advocacy and self-determination, examines the experiences of LGBTQ+ people with intellectual and/or developmental disabilities, and promotes access to sexuality education.

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Self-Advocacy
Themes of Interest Self-Determination
Key Words Self-Advocacy, Transition-Aged Youth, Transition Planning, Empowerment
Presentation Type Research

5:45pm CST

Parent Cafes: Space to Connect for Complex Care Family Caregivers

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

3RD Floor - Storyville Hall

Parents and caregivers of children with medical complexities (CMC) and adults with intellectual or developmental disability (AIDD) report feelings of isolation and loneliness, with difficulty in finding and engaging mitigating social supports. Parent Cafes, developed by Be Strong Families, is a model with evaluative proof that participant families improve strength and resilience. Cafes create a safe and supportive environment where participants come together to share experiences, joys, and concerns. The Indiana Complex Care Coordination Collaborative (IC4) developed, implemented, and evaluated monthly statewide virtual parent-led cafes focusing on empowering families to connect in community, learn about resources, and increase protective factors.

Presenters

Erika Thomison

Mary Ciccarelli

Indiana University School of MEdicine

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Diversity and Social Impact
Themes of Interest Family Support
Key Words Caregiver, Social Connection, Support, Community, Resource Network, Empowerment

5:45pm CST

Parent Perspectives on Post-School Employment

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

3RD Floor - Storyville Hall

Transitioning from childhood to adulthood is a major life event. For parents of children with intellectual and developmental disabilities (IDD) the process may seem especially challenging. As parents consider their childâ€™s support needs, they may have concerns and questions about post-school options, including options related to employment. The Individualized Education Program (IEP) team therefore plays an important role in helping to connect parents with the information they need to support their childâ€™s transition to adulthood.

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Employment
Themes of Interest Transition to Employment
Key Words Employment, Parent Perspectives, Transition to Work

5:45pm CST

Peer Support Arrangements for Students with Extensive Support Needs

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

3RD Floor - Storyville Hall

When students with extensive support needs (ESN) are included with their same-aged typically developing peers in general education settings, it is not meaningful if they are not interacting with peers or the curriculum. Peer support arrangements address this problem by guiding peers without disabilities to provide academic and/or social support students with ESN in general education settings through training conducted by a teacher or paraprofessional. In this systematic literature review, we replicated the Brock & Huber (2017) review of 11 studies and identified 4 additional studies that examined peer support arrangements as an intervention for students with ESN. Several of those studies include evidence of peers benefiting from providing support. We conclude that peer support arrangements are an effective intervention for social outcomes and are a promising intervention for academic outcomes in a variety of general education settings for students with ESN.

Presenters

Sara Martin

Ohio State University

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Inclusion, General Education, Extensive Support Needs, Peers, Peer Support

5:45pm CST

Peer-Mediated Naturalistic Developmental Behavioral Interventions For Preschoolers with Disabilities

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

3RD Floor - Storyville Hall

This presentation discusses a single-case design study using NDBIs as a peer-mediated intervention for preschool aged children with autism and developmental disabilities. Data will be collected in Fall 2024. This study will be conducted in inclusive special education classrooms, which are currently the standard practice for providing special education services for children with a wide variety of special learning needs. Preschool aged peers will be trained and coached in strategies, that align with the fidelity markers of Naturalistic Developmental Behavioral Interventions (NDBIs) for engaging with children with disabilities during center time. This study also aims to examine the effects intervention on the communication, play, and social skills for children with disabilities. This presentation will provide information to assist in understanding the impact of peer-mediated NDBIs on key skills for children with disabilities. Recommendations and suggestions will be provided.

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest Early Childhood
Key Words Early Childhood, Inclusion, Naturalistic Developmental Behavioral Interventions, Peer-Mmediated intervention

5:45pm CST

Professional Development Needs of Special Educators Working with Transition-Age Students

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

3RD Floor - Storyville Hall

Many adults with disabilities struggle with employment, college participation, and independent and community living post-high school, particularly people with disabilities who have extensive support needs. Improving professional development and support for special education teachers instructing youth and young adults with disabilities who have extensive support needs is a critical step to improving post-school outcomes. Therefore, to address this issue, we conducted a statewide survey exploring the professional development needs of special education teachers instructing transition-aged youth with extensive support needs. Our aims were to understand teachers' confidence in implementing evidence-based transition practices/strategies, training received, knowledge of community supports/opportunities, the extent to which teachers received training on those supports, and preferences for future professional development.

Presenters

Allison Cole

Vanderbilt University, Peabody College

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Transition
Themes of Interest Transition to Post-Secondary Education
Key Words Transition Across the Lifespan, Evidence-Based Practices, Professional Development, Educational Outcomes, Students with Extensive Support Needs

5:45pm CST

South Dakota Developmental Disabilities Study: Supporting Families

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

3RD Floor - Storyville Hall

A&M partnered with South Dakota to assess the Family Support 360 waiver and the Shared Living component of the CHOICES waiver, and to issue recommendations to maximize impact of these programs in helping to support South Dakotans with I/DD in the most interdependent settings possible. We worked with South Dakota Department of Human services to create a trajectory for the vision for developmental disabilities services. We used the Charting the LifeCourse trajectory tool to map out what was important for both people and their families, and the system. We started with the end in mind: the vision for DD services in South Dakota. Then, we partnered together to identify steps along the path to realizing the vision, including pitfalls to avoid.

Presenters

Erin Leveton

Director, Alvarez & Marsal Public Sector Services, LLC

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Community Living
Themes of Interest Family Support
Key Words Supporting-Families, HCBS, Waiver, Person-Centered

5:45pm CST

Stories Braiding Synergy & Belonging

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

3RD Floor - Storyville Hall

Connecting communities and systems create a dynamic approach to Bridge, Disrupt, and Build. Prioritizing individuals with intellectual and developmental disabilities, with a focus on multicultural backgrounds and languages. Bringing forth perspectives and knowledge through the stories of themselves, caregivers, parents, and service providers. Recognizing that without connection, we can't make change; strengthening collaboration and building healthy partnerships so that individuals within the special education system can access learning, relationships, and opportunities to create a strong future for themselves.

Presenters

Nicole Barker

Open Doors for Multicultural Families

Melanie Cates

Open Doors for Multicultural Families

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Diversity and Social Impact
Themes of Interest Systems Change
Key Words Bridging, Disruption of Norms, Building Through Stories and Reflections

5:45pm CST

Supporting Complex Communication Needs of Children with Extensive Support Needs

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

3RD Floor - Storyville Hall

Communication skills are essential to everyday life to express our thoughts, needs, feelings, and to connect with others. Thus, access to communication should be available to all. Yet, due to complex communication needs, many children with significant cognitive disabilities do not have access to reliable communication modes. For these presymbolic communicators, we must take on creative approaches to improve access to communication. I used qualitative interviews to explore how 10 educators of young children with significant cognitive disabilities think about supporting complex communication needs. Findings suggest that, in addition to extensive support needs, factors such as, quality of relationships, school environments, and perceptions of disability affect communication outcomes. Findings also highlight strengths in educatorsâ€™ commitment to their students but identify a discord between educatorsâ€™ expectations and beliefs vs. actual feasibility due to school environment and resources.

Presenters

Chi Baik

PhD Student, University of Washington

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Communication Access
Themes of Interest Early Childhood
Key Words Communication, Early Childhood, Qualitative, Extensive Support Needs, Complex Communication Needs, Significant Cognitive Disabilities

5:45pm CST

Survey of Interagency Collaboration in Illinois: A Preliminary Study

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

3RD Floor - Storyville Hall

The proposed presentation will discuss the results of a study on interagency collaboration in Illinois. Linkages and relationships among disability providers are the main focus of the study. The study will utilize collaboration mapping highlighted in Frey et al., 2006. The visual representation of collaboration will be a useful aid to see how many linkages exist between disability providers and the strength of those linkages among the disability providers. The baseline data in the study collected will be utilized to determine how effective interventions are at improving collaboration among disability providers. The primary focus will be disability providers that provide employment-related services, including schools that provide employment-focused training.

Presenters

David George Strauser

University of Illinois at Urbana-Champaign

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Employment
Themes of Interest Public Policy
Key Words Interagency Collaboration, Collaboration Maps, Disability Providers
Presentation Type Research

5:45pm CST

The Black Box of Collaboration: Preliminary Qualitative Results

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

3RD Floor - Storyville Hall

Policy requirements and incentives emphasize interagency collaboration (IDEA, 2004; WIOA, 2014). Despite evidence of interagency collaboration improving postsecondary outcomes for students with disabilities, there are noted challenges in collaboration (Saleh et al., 2019). Difficulties exist despite the prevalence of conceptual interagency collaboration models (Kwiatek et al., 2023). Reconceptualizing research on interagency collaboration to emphasize collaboration theory will provide new insights into the process of interagency collaboration that may better address barriers to interagency collaboration (Thomson & Perry, 2006; Wood & Gray,1991). An exploratory qualitative study was conducted using collaboration theory. Vocational rehabilitation counselors in Central Illinois were asked to describe the process of collaboration in the provision of school-to-work employment-focused transition services. The results of the exploratory study are discussed.

Presenters

David George Strauser

University of Illinois at Urbana-Champaign

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Employment
Themes of Interest Transition to Employment
Key Words Interagency Collaboration, Collaboration Theory, Transition, Employment, Vocational Rehabilitation

5:45pm CST

To Include All Students: Why We Fight

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

3RD Floor - Storyville Hall

The fight for inclusion of students with disabilities post-Brown v. Board of Education emphasizes the civil right to education for all. Segregated education denies this right and perpetuates outdated practices. Inclusive education, proven effective, ensures access to grade-level instruction, empowering students for self-directed lives. It also combats disability stigma, fostering empathy and understanding. Moreover, inclusion facilitates meaningful relationships, vital for mental well-being. Ultimately, inclusion ensures equitable access to education and upholds the fundamental principle that education is a civil right for all students.

Presenters

Charles Semanko

Low Incidence Special Education Teacher, University of Kansas - Dept of Special Education

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest K-12 Education
Key Words Inclusion, Segregated, Civil Right, Instruction, Relationships

5:45pm CST

Using Logic to Leverage Inclusive Multi-Tiered Systems of Support

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

3RD Floor - Storyville Hall

Multi-tiered systems of support inclusive of students with extensive support needs are receiving increased attention as researchers point to improved outcomes and opportunities in general education contexts for students with disabilities. I synthesized 21 studies from 2014 to 2024 which included a review of assumptions and contextual factors either recommended or identified in the literature as factors associated with implementation of inclusive multi-tiered systems of support. Assumptions included beliefs, values, visions, and culture as well as family and community perspectives. Contextual factors included policy and leadership supportive of inclusive practices for students with extensive support needs.

Presenters

Lisa Morin

Doctoral Student, University of Florida

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest Systems Change
Key Words Multi-tiered System of Support, Inclusion, Extensive Support Needs, Logic Model

5:45pm CST

Voices Not Yet Heard: Implementation of a State Instructional Mandate on Disability History and Awareness

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

3RD Floor - Storyville Hall

Survey findings about implementation of a state instructional mandate on disability history and people with disabilities indicated that, while participants (irrespective of general or special education assignment) believed this instructional content was critical for K-12 students, they were not aware there was a mandate and required significant resources to meet this mandate and ensure that disabled people were involved in content design and implementation. Suggestions for change with a particular focus on including people with complex learning needs in curriculum development and implementation are provided.

Presenters

Mary Fisher

Professor, Lewis University

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Diversity and Social Impact
Themes of Interest Discrimination & Ableism
Key Words Ableism, K-12 Curriculum, Personel Prep
Presentation Type Research

5:45pm CST

Why Should We Teach Digital Citizenship? A Curriculum For Pre-Service Special Educators

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

3RD Floor - Storyville Hall

Schools play a critical role in providing access and to supporting youth's knowledge and skills related to using technology to participate in digital spaces. However, research indicates youth with disabilities, particularly those with intellectual and developmental disabilities (IDD), access and use technology less and have less access to digital citizenship training opportunities. This presentation will discuss a collaboratively developed curriculum we designed to:

(a) expand preservice special education teachers' knowledge of digital citizenship;
(b) improve their ability to teach digital citizenship skills and make that instruction accessible; and,
(c) integrate digital citizenship skills in both individualized education programs and transition plans.

Presenters

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 →

Julian Wang

SABE

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest Technology
Key Words Technology, Digital Citizenship, Curriculum

5:45pm CST

Year Two: Pre-Service Teachers' Reflections on A Variety of Placement Settings

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

3RD Floor - Storyville Hall

Last year, I had the privilege of presenting with a group of students who had never seen inclusive practices, this year my university extended my grant funding to continue this line of research. Through university support, we are taking students on a study abroad trip to the Czech Republic, where inclusive opportunities are minimal. The purpose of this research is to allow undergraduate pre-service teachers to experience a variety of placement settings both in the United States and the Czech Republic. Additionally, data will be analyzed across two cohorts of students who are visiting inclusive placements for the first time. Pre-service teachers will complete a pre- and post- reflection on their experiences. Additionally students will record their initial reaction to a variety of placement sites to see differences and changes their perceptions during the semester. These video and written reflections will be analyzed qualitatively for themes.

Moderators

Kristin Burnette

Assistant Professor, East Carolina University

Friday December 6, 2024 5:45pm - 7:15pm CST
3RD Floor - Storyville Hall Hyatt Regency, 601 Loyola Avenue, New Orleans, LA 70113

Poster Presentations

Primary Topic Inclusive Education
Themes of Interest Research to Practice
Key Words Inclusive Education, Experiential Learning, Qualitative Research
Presentation Type Research