PRECONFERENCE INSTITUTES
The AHEAD 2009 Preconference Institutes provide opportunities for attendees to participate in intensive, topic-specific, workshop-style events taught by notable and well-respected experts in their field. Ranging from 3 1/2 hours to two full days, the Institutes are an outstanding chance for Conference attendees to receive in-depth professional development.
Preconference Institutes do require advance registration by July 10, 2009 and an additional tuition fee (separate from the Conference registration fee). On-site registration for Preconference Institutes is not available. Registration for Preconference Institutes includes all instruction materials and refreshment breaks. Meals, housing and travel are not included. Please see the registration form for applicable tuition charges.
TWO-DAY PRECONFERENCE INSTITUTES
MONDAY, JULY 20TH AND TUESDAY, JULY 21ST - 9:00 AM-5:30 PM EACH DAY
#PC1 The AHEAD Institute on E-Text Production
Ron Stewart, AHEAD
Gaeir Dietrich, DeAnza College
Cindy Morata, San Jose State University
Edward McCoyd, American Association of Publishers
Meeting the increasing demand for e-text as an accessible text format depends
on sophisticated techniques for production and delivery based on high speed
duplex scanning. While many colleges are creating e-text for students with
print disabilities, many more are unaware of the process and requirements of
creating e-text. This two-day workshop will cover the development of alt format
production and management techniques, the use of a variety of tool for the
creation and editing of digital curricular content and the development of techniques
for data storage and management.
Audience: Novice
#PC2 The AHEAD Institute on E-Text Production- Part Duex
Ron Stewart, AHEAD
Gaeir Dietrich, DeAnza College
Cindy Morata, San Jose State University
Edward McCoyd, American Association of Publishers
Building on the very popular AHEAD E-Text Institutes, this additional two day
workshop designed for an intermediate to above audience will build on the previous
content. We will explore advanced management topics, dealing with publisher-produced
content and the creation and archiving of content and advanced editing techniques.
Participants will develop expert alt format production and management techniques,
become familiar with the use of a variety of tools for the creation and editing
of digital curricular content, and learn advanced techniques for data storage
and management.
Audience: Intermediate
#PC3 Introduction to Disability Law for DS Professionals
L. Scott Lissner, The Ohio State University
Paul Grossman, Hastings College of the Law
(Throughout this conference, Mr. Grossman is participating in his private capacity.
The views expressed in his presentations will be the result of his independent
research and do not necessarily represent the views of the US Department of
Education or government.)
This presentation will give DS professionals a comprehensive introduction to
postsecondary disability law and establish a framework for answering the questions
they encounter on a daily basis. When is a medical condition a “disability” entitling
an individual to “accommodations?” What accommodations are, or
are not, required in the college and university setting? What must be done
to make facilities and programs accessible to persons with disabilities? This
institute will begin with a review of the history of discrimination against
individuals with disabilities and the emergence of the disability rights movement
culminating in the adoption of disability laws. We will learn what legal traditions
and concepts all antidiscrimination laws share and then what is unique to disability
law. Topics unique to higher education, such as admissions, discipline, academic
accommodations, internships and many others will be covered. Finally, we examine
ways in which these laws have been interpreted to fit the unique needs of academia.
Audience: All
#PC4 Learning Disabilities & Psychoeducational Assessment: From
Theory, to Understanding , to Practice.
Rhonda H. Rapp, Ph.D.
It is a well known fact that students with learning disabilities are one of
the largest populations of students with disabilities on college campuses today.
Most colleges and universities require recent, comprehensive psychoeducational
evaluations of students with learning disabilities in order to best shape the
students’ academic accommodations. However, many postsecondary disability
services professionals come to their positions with little or no up-to-date
or formal training in the complexities of learning disabilities and the administration
and/or interpretation of psychoeducational evaluations; even though they are
required to request assessment documentation and review it in order to assess
the most appropriate academic accommodations for students. The goal of this
institute is to provide a thorough and in-depth understanding of learning processes,
learning disabilities, and to make psychoeducational reports accessible and
meaningful to professionals working with postsecondary students with learning
disabilities. This Institute will describe strategies for the assessment of
learning disabilities from a psychoeducational perspective. The focus will
be on students in all types of postsecondary education settings. Topics will
include recent research, learning processes, characteristics of learning disability
subtypes, and evaluation methods. Accommodation strategies will be directly
linked to psychoeducational test results. This two-day institute will be highly
interactive and hands-on; designed to provide ample time for specific questions,
examples, case-studies, and discussion.
Audience: Novice to Intermediate
FULL-DAY PRECONFERENCE INSTITUTES
TUESDAY, JULY 21ST 9:00 AM-5:30 PM
#PC5 Foundations in Disability Services for New and Newer Professionals
Mike Shuttic, Oklahoma State University
Anne Reber, Texas A&M University
Learn about the nuances of the challenging field of disability services. Long-time
professionals will present on philosophical and practical matters that influence
our profession. Recognize the history of disability and society, the complexities
that impact our field, the practical to-do’s necessary for effectiveness
and reducing “exposure” to complaints, how to nurture a team approach
on your campus for good decision making.
Participants will enhance management skills, acquire knowledge or fill knowledge
gaps on effective service delivery, affirm best practices in documentation,
review and discuss program standards professional standards, explore critical
thinking skills and use of a decision-making model, recognize personal biases
and potential impact on professional philosophy
Audience: Novice
#PC6 Universal Design Made Easy for Faculty
Kirsten Behling, Suffolk University
Finally, it is here: easy-to-use tools that quickly transform course material,
instructional practices and assessments from static one-dimensional formats
into universally designed fully accessible materials. Come try the new Universal
Course Design (UCD) tools and see how easy they are to use. In addition, get
proven strategies for effectively incorporating UCD onto your campus with a
lasting effect. Participants will leave this session better understanding how
Universal Course Design (UCD) can positively impact their campuses as a whole.
Each participant will gain expertise with the UCD tools and develop concrete
plans for introducing and firmly embedding UCD on their campus. They will receive
strategies and have access to the tools necessary for working with faculty,
gaining administrative support and analyzing the effectiveness of UCD on their
campus.
Audience: All
#PC7 Blueprint for Success: How to Promote Physical Access on Campus
Irene Bowen, ADA One, LLC
James Bostrom, U S Department of Justice
John H. Catlin, LCM Architects
Disability Services professionals, with some basic knowledge and resources,
can themselves become resources for - and agents of - change, increasing physical
access for students and others. Join a DOJ architect, a private sector architect,
and an experienced attorney for an engaging day with “good, bad, and
ugly” examples of exterior and interior spaces and elements and explore
ways of working with, educating, or nagging others on campus. Through presentations,
real life examples, and exploration of what works and what might work, participants
will learn the requirements for campus accessibility and ways to apply them
and work for change in their own college or university. Information will include
an overview of legal requirements (ADA, 504, Fair Housing, etc.), responses
and approaches to accessibility issues by real colleges, and strategies for
working with campus planners, facilities personnel, architects and others.
Audience: All
#PC8 Transitioning from Secondary to Post-Secondary Education: A Four-Day
Program for Students and Parents
Mary Helen Walker, University of North Carolina, Pembroke
Participants will receive the outcome measures from over 5 years of transition
programs for students with disabilities (SWDs) and their parents. Most recent
effective practices will be shared and presented in a format which trains others
how to take the program back to their campuses for implementation. Statewide
networking ideas will be shared and collected from the group. Best practices
from other states will be shared. This workshop will facilitate the following
programming knowledge for participants to take back to and implement at their
individual institutions: 1. SWDS will understand themselves in a more holistic
way, become more educated on assessing their needs, become more aware of self-advocacy,
their rights and responsibilities as a SWD, and identify as a member of the
disability culture and community. 2. Orientation, transition programming, and
first-year experiences for SWDS will be customized for a cultural fit and offered
to other institutions of higher education for replication.
Audience: All
#PC9 ADA Coordinator’s Institute: The Intersections of Compliance,
Social Justice, and Universal Design
Virginia Reilly, Virginia Tech
Sue Kroeger, University of Arizona
Back by popular demand, but with a new twist, this in-depth institute will
assist agents of change. In today’s legal climate, case law provides
less than clear guidance and professional staff lack philosophical constructs
to guide their work. This session, informed by ADA, Disability Studies, and
Universal Design, will explore how case law combined with new ways of thinking
about and responding to disability can result in long-term systemic change.
Participants will leave with well-researched guidelines and materials for campus
evaluations, institutional compliance, and effective service delivery processes.
Audience: Novice to Intermediate
HALF-DAY PRECONFERENCE INSTITUTES – MORNING
TUESDAY, JULY 21ST 9:00 AM-12:30 PM
#PC10 Coaching College Students with LD and ADHD: Current Trends in Theory,
Research and Practice
David Parker, Washington University in St. Louis, Coordinating Presenter
The DS field has discussed and dabbled in ADD coaching for over a decade. What
is coaching, really, and how does it differ from other types of campus services?
What does research on ADD coaching tell us? How are college students gaining
access to highly trained coaches? This half-day symposium will address these
questions by providing a wealth of information about current research on coaching
college students with executive functioning disorders (ADD, ADHD, and/or LD).
In addition, participants will learn about comprehensive coaching programs
at a private 2-year college and a 4-year public university. This innovative
symposium will include three related presentations, time for Q&A, and networking
opportunities to identify other campuses/attendees involved in college coaching.
- Part 1: A National Study of ADD Coaching: Promoting Autonomy, Widening Campus
Access
David Parker, Washington University in St. Louis
Sharon Field, Wayne State University
The Edge Foundation is conducting the first national study of ADD coaching. Coaching is a “wellness” model, viewing students as resourceful. ADD coaches use unique skills to promote students’ autonomy and academic success. This presentation will describe coaching, present pilot study results, and preview a 2009-2010 multi-campus study. Participants will better understand ADD coaching and how to evaluate its efficacy. - Part 2: Coaching: A Tool to Promote Successful College Transition for Students
with LD/ADHD
Theresa E. Laurie Maitland, UNC Chapel Hill
Kristen Rademacher, UNC Chapel Hill
Students with LD/ADHD typically struggle as they transition to college. Because they relied on the structure of high school and the support of parents, many are unable to handle responsibilities independently at college, resulting in discouragement and academic disappointment. The presenters will share their experiences using the Co-Active Coaching Model to help move students to independence and academic success. - Part 3: Research Findings: The Positive Impact of Coaching on College Students
with ADHD/LD
Karen Boutelle, Landmark College
David Parker, Washington University in St. Louis
DS providers often seek guidance about effective supports for students with executive functioning issues who experience chronic difficulties with time management, organization, and dealing with stress. In this presentation, researchers will discuss findings and implications from a recent study involving college students with ADHD/LD. Coaching supported their emerging autonomy, helped them self-regulate, and promoted their confidence about future success.
Audience: All
#PC11 WE are the Underprepared! Getting Ready for the Coming of Online Learning
Jane Jarrow, Disability Access Information and Support
Kelly Hermann, SUNY Empire State College
If you think services to students with disabilities are not different for online
classes, you are wrong. If you think accommodations in online learning can
be handled by diligent attention to technological access, you are wrong. If
you think you are underprepared and overwhelmed by the thought of supporting
online learners, you may be right! But we’ve got a plan. Attendees will
gain a better understanding of how online learning contexts pose new challenges
for both learners and service providers, be provided a framework for examining
their existing policies, procedures, and practices to determine what, if any,
changes are needed, and receive a “to do” list of practical actions
to take on return to their own campuses.
Audience: All
HALF-DAY PRECONFERENCE INSTITUTES – AFTERNOON
TUESDAY, JULY 21ST 2:00 PM-5:30 PM
#PC12 Basic Coaching Skills for Non-Coaches: Supporting Students in Managing
Executive Function Challenges
Karen Boutelle, Landmark College
College students with executive function difficulties are at increased risk
for failure as a result of chronic challenges with stress, organization and
time management. In this hands-on workshop, a professional college ADD coach
will introduce DSS providers to core coaching skills and concepts. A coaching-inspired
approach can help students manage their immediate situation as they develop
greater autonomy and self-determination. Through this series of presentations
and demonstrations, participants will gain deeper understanding of core coaching
skills and how they can be used by non-coaches when assisting students in managing
academic challenges and in developing greater autonomy and self-determination.
Participants will be invited to engage in practicing these skills and to discuss
ways that they can incorporate them into their interactions with students within
the scope of their current roles. Group discussion will also consider how coaching
skills and a coach-like approach can align with the mission statements of DSS
offices and participants’ postsecondary institutions.
Audience: All
#PC13 Developing, Validating and Implementing Postsecondary Disability Metrics:
A Statewide Approach
Brad Hedrick, University of Illinois
Tom Thompson, Harper College
Sue Ouellette, Northern Illinois University
This presentation will describe the purpose and methods of the Metrics on Disability
and Postsecondary Education (MDPE) project, the threefold purpose of which
was to develop, pilot test, and recommend a disability metrics model that could
be systemically used to address major postsecondary policy questions and concerns
related to the postsecondary matriculation, retention, graduation and post-graduate
outcomes of students with disabilities. In the project’s first phase,
focus groups were held around Illinois to identify the questions deemed most
critical by postsecondary disability access and support service stakeholders.
Second, a capacity study of Illinois colleges and universities was performed
to assess the extent to which resources and data gathering processes already
existed to address the aforementioned questions. Third, MDPE instruments and
methods were created as needed to obtain the data that were necessary to address
the critical questions and which were not otherwise being collected. More specifically,
instruments were developed: (1) to assess the characteristics of students with
disabilities who are enrolling at member institutions of the Illinois Board
of Higher Education (IBHE); (2) to evaluate the adequacy of campus support
service resources and practices for currently enrolled students with disabilities
and,(3) to assess the comparability of postsecondary experiences and outcomes
experienced by students with disabilities by disability category and in contrast
to students without disabilities. Through exposure to this project, attendees
will gain heightened awareness of the need for postsecondary accountability
metrics for students with disabilities, increased knowledge of the successes
achieved in including MDPE items in existing surveys and the barriers to inclusion
that persist, and increased knowledge of the recommendations for enactment
that were submitted to the IBHE.
Audience: All
