AHEAD: Association on Higher Education And Disability

AHEAD and Affiliate Events

AHEAD Fall WORKSHOPS: October 26-27, 2007

Workshop #1: Ensuring Equal Opportunities: A Whole Student Approach The traditional "access-only" model of campus Disability Services doesn't always meet the needs of students with Asperger's Syndrome, or cognitive, intellectual, psychiatric or multiple learning disabilities. Accommodations or conventional academic skills training are often not enough; an integrated approach addressing life skills, social interaction and career planning is often needed.

This workshop offers an overview of student demographics and trends, service provision models, practical approaches and program planning strategies for open-enrollment and other institutions.

Workshop #2: Equality of Access in Campus Environments: Weaving a new Philosophy into Campus Planning For years, college campuses have taken up the charge to meet accessibility requirements under disability law. Today the call is to ensure that all environments - information, programmatic, attitudinal and physical - anticipate the needs of an increasingly diverse campus population. This essential training will help you move from a code compliance approach to isolated construction projects toward a universal design approach integrated into institutional planning. The principles of universal design provide a platform from which to address the demands placed on campus infrastructure by changing technology, sustainability and diversity initiatives while providing a bridge to strategic and instructional planning that can be anchored to institutional mission and core values.

Complete registration information is available on the AHEAD website at: http://www.ahead.org/training/reg_training/index.php

We hope you'll take time to thoroughly review the registration information and join your colleagues for one of these important professional development workshops.

Questions? Please feel welcome to contact AHEAD's Director of Professional Development, Richard Allegra, at mailto:Richard@ahead.org or by telephone at 704-947-7779 (v/t).

Other upcoming Conferences, Trainings and Expositions
Check out these offerings from our colleagues in the fields of disability and higher education:

September 29-30, 2007
Midwest Regional Disability Lifestyles Conference and Expo 2007
“Sharing Our World with You”
The Ohio State University Campus In Columbus Ohio
For session information, go to: http://ada.osu.edu/conferences/MobilityConf2007/SessionDescriptions.html

Conference to be held at:
RPAC Facility
The Ohio State University, 337 W. 17th Ave. Columbus, OH 43210
Contact Information: L. Scott Lissner, ADA Coordinator
Address: ADA Coordinator's Office, The Ohio State University,
2054 Drake Center, 1849 Cannon Drive, Columbus, OH 43210
(Voice) Phone: 614-292-6207 (TTY) 614-688-8605 (Fax) 614-688-3665
E-mail: ada-osu@osu.edu

November 5, 2007
2:00 pm – 3:30 pm EST
Free!

The National Clearinghouse on Disability and Exchange and
American Council on the Teaching of Foreign Languages
presents

Foreign Language and Disability TeleTraining

Learn the Tools to Create Inclusive Classrooms and Overseas Study Programs
Foreign language professors will share their knowledge and experiences on:
Historical and theoretical overviews of disability
Methodologies inclusive of Deaf, hard of hearing and hearing students
Adaptive technology for teaching blind, low-vision and sighted students
Overseas programs designed to accommodate wheelchair users alongside non-disabled
students
Resources to increase the ability of foreign language teachers and administrators to
address the broad spectrum of language learners

For more information and to register, go to:
http://www.miusa.org/ncde/spotlight/foreignlanguage/teletraining
or mscheib@miusa.org

Relay conference captioning services provided

The Clearinghouse is sponsored by the United States Department of State Bureau of Educational and Cultural Affairs and administered by Mobility International USA
http://www.miusa.org/ncde
http://www.actfl.org

April 22 & 23, 2008

Multiple Perspectives on Access, Inclusion, & Disability:
Looking Back & Thinking Ahead

“Congress acknowledged that society's accumulated myths and fears about disability and disease are as handicapping as are the physical limitations that flow from actual impairment.”
Justice William J. Brennan, Jr. 480 U.S. 284

Additional Conference information past programs and updates can be found at: http://ada.osu.edu/conferences.htm to be on the mailing list for the conference send an e-mail to ADA-OSU@osu.edu.

CALL FOR PRESENTATIONS (Proposals are due October 31, 2007)

The Eighth Annual Multiple Perspectives conference continues the university’s efforts to bring together a diverse audience to explore disability as both an individual experience and social reality that cuts across typical divisions of education & employment; scholarship & service; business & government; race, gender & ethnicity. This year's theme "looking back and thinking ahead" is meant to encourage presenters and participants to consider topics, methods and programs from fresh perspectives.

Two decades ago Congress investigated the status of individuals with disabilities in society. Their findings lead to the passage of the Americans With Disabilities Act in 1990. How relevant are those findings today?

As we approach the second decade under the ADA let’s take stock in the status of disability. Papers addressing the themes of Access, Inclusion and Disability are sought for the Eighth Annual Multiple Perspectives Conference.

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Collaboration Toward Academic Justice

By Amy Free, BS, CI & CT, Staff Interpreter, McBurney Disability Resource Center at the University of Wisconsin – Madison (aafree@odos.wisc.edu)

*This is a summarized, edited version of a McBurney document. Please contact Amy Free if you would like to receive the original, full document.

A traditional foreign language curriculum at the UW typically assumes that students enrolled in foreign language courses are able to hear, speak, read, and write. When a student with a hearing loss enrolls in this kind of class, accommodation alone (such as an interpreter or captionist) may not be enough to permit the student to effectively participate and demonstrate acquired knowledge of course material.

During the 2006-07 academic year, a deaf student at the UW opted not to request a foreign language substitution, and she enrolled in Italian 101. A team of sign language interpreters was the accommodation provided in the Italian 101 classroom. Notetaking services were also approved as an accommodation for this student but were not used. McBurney did not have any accommodations staff who had previously studied Italian.

By the conclusion of first semester Italian, the student and interpreters had identified some unique challenges. While the goal of academic accommodation is to allow the student to have access to course material in order to participate fully and equivalently to the course standard, the accommodation for this class (a team of sign language interpreters not fluent in the language of study) did not level the learning field for the student. No accommodation that McBurney was able to offer (interpreters, real-time captioning, notetakers) could provide access at a level equal to the deaf student's hearing peers learning Italian. Additionally, the oral exams and listening activities of the standard Italian curriculum were not relevant to the deaf student.

The student was concerned that the way she was tested did not account for her individual skills and abilities in the course. The student sought ideas to make the class more relevant and equitable to her needs and abilities.

Approaching spring semester, the student elected to continue with second semester Italian, and so a collaborative meeting was held. The student, the classroom interpreters, the instructor for Italian 102, and an outside expert held a discussion. A sign language interpreter was also present to work the meeting. The goals of the meeting were to: address the unique challenges faced during first semester Italian; identify and clearly communicate to the instructor the student’s needs and goals for learning; and review the curriculum objectives for the class and the legal and pedagogical parameters regarding reasonable accommodations for the course.

As part of creative brainstorming, ideas from Gallaudet University -- the liberal arts college for deaf and hard of hearing students in Washington, DC -- were discussed in terms of potential efficacy and applicability in a mainstream post-secondary setting. Gallaudet University incorporates the sign language of the country of study (i.e. Lenguaje de Señas Mexicanas or
"LSM" in a Spanish class) and emphasizes reading and writing the language of study.

The meeting ended with a plan of action to address the challenges of the previous semester.
The standard curriculum was adapted in the following ways:

1) Partaking in listening portions of exams was not possible due to disability. In Italian 101 the listening portion was not graded on the deaf student’s exams, and so the weight of the rest of the exam – and likewise, the weight of her errors – was increased as compared with the weight of errors by her hearing peers.

Solution: The student attended the Italian language table at Memorial Union (with an interpreter as accommodation, as requested) and submitted a write-up to her Italian 102 instructor. This replaced and was graded equivalently to the listening portion of the hearing students’ exams.

2) Performing spoken Italian skits and presenting spoken dialogue with a fellow (hearing) student was not feasible and not relevant to the deaf student.

Solution: The student did a class presentation in sign language about LIS (Lingua Italiana dei Segni/Italian Sign Language.) As a result of this presentation, the hearing students in the classroom were exposed to a part of Italian culture that is otherwise unrepresented in the standard curriculum. The deaf student and interpreters were able to incorporate some Italian signs into everyday interaction in the classroom, thereby making the presentation information immediately relevant to the student.

3) Taking oral exams with an interpreter as an accommodation was not equivalent to hearing students’ oral exams. The deaf student’s responses were affected by the interpreter’s understanding of the Italian message, and there was no seamless mechanism to insure that the student herself comprehended the questions being asked.

Solution: The student had a one-on-one “Interaction with a Native Speaker” that was evaluated by the instructor. The student was to employ any necessary communication methods (speechreading, gesture, writing notes, etc.) to make communication effective. Interpreters were not present for this interaction, so there was no doubt that the student’s own comprehension was measured.

As evidenced in this situation, sometimes more than just placing an interpreter (or notetaker or captionist) in the classroom is needed to allow for optimal learning and inclusion within the learning community. Inter-departmental collaboration is also imperative. Accommodations staff and instructors work together to provide professional insight, ideas, and make effort to get creative and adapt standard curriculum where plausible. By following this model, departments across campus can likewise increase the success of students with varying sensory abilities.

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The Wright Stuff (Integrating Veterans into Campus Life)

By Simi Linton

The New York Times recently reported that Dartmouth President James Wright has started an important and long overdue program to provide individualized college counseling to seriously injured and disabled veterans.

After visiting wounded veterans at Walter Reed Army Medical Center and the National Naval Medial Center, Wright – a former U.S. Marine - realized that to get an education, disabled veterans would need individualized counseling that would be hard to come by once they left active duty.

"Some [of the veterans] said they wanted to go to college, some didn’t. Some said things like, ‘Because I’ve lost my legs, I need a place with elevators, and I don’t know if the school close to my home has them."

Wright started looking for a way meet these veterans’ needs. He contacted David Ward at the American Council on Education, who agreed to help develop the program. Wright helped raise $300,000 and this spring, educational counselors are working at Bethesda, Walter Reed and Brooke Army Medical Center. In the program’s first week, more than fifty veterans asked for appointments with the counselors and now about one hundred wounded veterans are being served.

Because of advances in medical care, the survival rate for service members with serious injuries is far higher in Iraq and Afghanistan than in previous wars. These circumstances have created a group of young men and women who must remake their lives with brain injuries, amputations and other significant impairments.

James Wright has done something important and he is to be commended. Colleges and universities across the country need to evaluate the degree to which they are prepared to accommodate and integrate these returning veterans into campus life.

A good way to start is to utilize the expertise of disabled students, faculty and staff on campus. Administrators should work with disabled people to assure that adaptations to the physical environment and changes in policy and practice are comprehensive and effective. This is the only way that efforts to enhance integration will be successful. In addition to the expertise that may be found on campus, other useful resources are local Independent Living Centers and AHEAD (the Association of Higher Education and Disability).

It is also important to remember that elevators are just the beginning. Colleges and universities must dismantle the physical and institutional barriers that have historically faced - and continue to face - disabled people on campuses across the United States. Coupled with Wright’s wonderful initiative, this type of work can and will make a huge difference in the lives of these veterans.

Simi Linton is the author of My Body Politic. She is currently working on a documentary film based in part on her memoir and writes Disability Culture Watch (http://www.similinton.com/blog/), an on-line commentary about disability and the arts. This entry was posted on July 5, 2007 and is reprinted here with the permission of the author.

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2007 AHEAD Award Recipients

People work diligently year after year in order to make an impact, create change, or perhaps leave a legacy. Recognition is seldom sought by those individuals who are invested in the toil. It is simply a side-effect of sincere efforts. Each year at the annual conference AHEAD takes time to thank and recognize such people and their efforts. Here is a snapshot of four people in the spotlight for 2007.

Elaine Ostroff Meritorious Contribution

Grand Mother of universal design. Elaine is described as “one of the seminal thinkers to explicate universal design as a framework for designing for all users across the spectrum of ability and age.”

This award recognizes the contribution of a member of the community whose ideas and efforts have influenced the membership and provided an impact on the work of the Association. AHEAD members have benefited directly and indirectly from Elaine’s tireless efforts in promoting social equity through design. This impact has been felt by all of us who work in higher education as we strive to move from a medical and accommodation model to implement a social model of disability; as we change our focus from individual accommodations to changing campus environments to be flexible, inclusive and usable for all. She was pushing universal design agenda long before we as an Association ever conceptualized what universally designed environments looked like. Elaine co-founded Adaptive Environments as the first NGO in the US dedicated to design and social equity for people across the spectrum of ability and age.

While many AHEAD members may have not met Elaine or seen her name in print, our membership has benefited greatly by her knowledge, leadership, experience, and energy.
• She is the current director, editor, and publisher of the Global Universal Design Educator’s Network and on-line newsletter.
• She has facilitated, coordinated, and been keynote speaker at many international conferences on universal design since 1994.
• She became the mentor of the AHEAD Program Committee in 2000, assisting Gladys Loewen, Lydia Block, and Kent Jackson in designing a program that introduced the paradigm on universal design to AHEAD members. She was also a speaker at the first AHEAD symposia on UD.
• Elaine has participated as a facilitator in the AHEAD UD initiative for the past 5 years, assisting with the design and delivery of a module on the built environment, reviewing applications, and mentoring several UD participants.
• She worked with Ron Mace, one of the leaders of UD at NCSU, and was one of the members of the focus group that established the 7 principles of universal design in 1997.
• After the death of Ron Mace in 1998, Elaine created the Access to Design Professions project which she manages as Project Director as a memorial to him. This project seeks to increase the number of people with disabilities who enter and succeed in the design professions.
• She has offered opportunities for AHEAD members the opportunity to participate in the Access to Design Professions project.
• She has published or co-edited several books and handbooks, including Building a World Fit for All People, Designers with Disabilities at Work, Universal Design Handbook and Strategies for Teaching Universal Design,
• Elaine co-founded Adaptive Environments as the first NGO in the US dedicated to the role of design in social equity for people across the spectrum of ability and age.

A lifetime of work toward betterment of society for all its citizens.

Ron Stewart Blosser Award

It is for his vision and tireless efforts to make printed information accessible by people with print disabilities that finds Ron in a prominent role.

Ron worked at Oregon State University outside of the disability support office as an information technology support staff member who “got” accessibility issues. That fact was unique and wonderful. Ron quickly became one of the most respected leaders in the provision of the alternate format to print called electronic text. He realized that technology could be harnessed to turn print books into e-text, and was able to expand his vision of accessibility from the local and national levels to the international level. Ron grasps the importance of building accessibility from the start, which is the essence of universal design, and advocates in sensible ways for equal access to textbooks and other instructional information used in post-secondary education. Currently, he chairs AHEAD’s E-text Solutions Group where he researches and proposes best practices, educates other disability support officers on how to acquire e-text, and advocates with colleagues, students, and publishers for better access to e-text. With a forthright, no-nonsense style, he provides clear communication, and most of the country follows the path he has set for us. He has also managed to put AHEAD in a pivotal role in working with publishers through his ongoing efforts.

In these endeavors he is shaping what disability service officers do in providing e-text—now and with a vision of the future.

Erin Evans Professional Recognition Award

Erin has been working as a disability services professional since 2001. She earned her professional standing by working at both Bunker Hill Community College and Babson College in Massachusetts, and has assumed her new position as of July 07 at Suffolk University Law School dealing with issues of disability and access. She has honed her skills and commitment by working with diverse populations of students with disabilities, faculty, and staff to develop strategic partnerships designed to represent an institutional buy-in toward an inclusive environment.

Described as passionate about professional development, both her own and colleagues’, she concertedly brought professional development up to a higher level in the New England region through her continued development and leadership in the Boston Disability Leadership Consortium. Since 2003, she has sponsored over 40 training events, including guest speakers, teleconferences and workshops on a wide range of current DS topics, all at no charge to the participants. In addition she provides leadership to hundreds of peers and consults on a regular basis to regional colleges on program and policy management issues. Erin is a master networker! Whenever she has an opportunity to do so, she brings people together, in groups as well as individually, and helps them connect around common issues.

Her interest in the benchmarking of disability services in higher education is a topic of national interest. Not only is she an advocate for students with disabilities, she believes that student success will be more sustainable when the "buy-in" comes from more than just the disability professionals on campus.

Most notable in her service to AHEAD are responsibilities she undertook as a volunteer to serve as Program Co-Chair in Milwaukee (2005) AHEAD conference and lead Program Chair in San Diego (2006).

Dr. I. King Jordan, President Emeritus, Gallaudet University. Presidential Award Recipient

Recently retired from Gallaudet University, I. King Jordan made history in 1988 when he became the first deaf president of that institution, the world's only university with programs and services designed specifically for students who are deaf and hard of hearing. That year Gallaudet students, with support from many alumni, faculty, staff and friends of the University, protested the Board of Trustees' appointment of a hearing person to the presidency.

Called Deaf President Now (DPN), the week-long protest was a watershed event in the lives of deaf and hard of hearing people all over the world. At its conclusion, the Board reversed its decision and named I. King Jordan, one of three finalists for the position, the eighth president of Gallaudet and the first deaf president since the institution was established in 1864.

Since DPN, I. King Jordan's leadership has heightened public awareness of the important educational contributions Gallaudet makes to the nation and the world. He serves as an international spokesperson for deaf and hard of hearing people, as well as an advocate for all persons with disabilities.

Much sought after as a public speaker, Dr. Jordan continues to challenge the American public to examine their attitudes toward people with disabilities and to open their minds, hearts and workplaces to them.

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Whats the Hubbub about Remote CART?

Phil Hyssong

For goodness sake, we never have to leave our homes anymore if we don’t want to. We can bank at home, buy just about anything we want or need, blog with our friends, and even find a life partner, without ever leaving the comfort of our computer chair.

Fortunately or unfortunately, the above scenario is exactly what has caused companies to begin offering remote CART services. Students as well as providers have recognized that they need not be onsite to offer the services that are needed. Further, with an increasing need and a small decreasing pool of CART providers, the need to maximize the resources has grown dramatically.

There is no question that onsite CART services are in most cases ideal. There is some record of students canceling services because they do not want to attend classes with “their mom sitting next to them,” but this is the rarity, not the norm, even for undergrads. Frequently very positive relationships between the students, service providers and institutions are built. However, the reality is too few writers, too much need, and really expensive gas!

Remote CART services are a very viable option. The process is such that the CART provider needs to hear what is happening in the class, and the student needs to be able to receive the text back.

To get started, the basic need is a laptop with access to the internet, internet access and a wireless microphone. If you have a laptop with internet access, you will need to load a free software called “Skype.” This software will turn your computer into a phone for you. That is pretty much all there is to it. The microphone is given to the professor.

The student goes to a specific URL (website address) to see the text. The student connects to the CART writer via Skype, simply my clicking on the CART writer’s name and Voila – remote CART.

Experience has shown that there are a couple of keys to successful CART. Low bid probably means low quality. There are some sources available that use CART as filler between television captioning jobs. Watch out for this. True CART writers are trained to capture environmental sounds, tone of the event, more than just words! Ask what kind of CART training your company has provided to its staff.

Consistent quality is one of the biggest factors in success or failure of remote CART. Some companies put their “true CART writers” on the frontline for the first part of a semester and then bring out their “B-team.” Get verification that there is redundancy and quality-control measures. Will your student get the same CART writer each class session? If not, why not?

Training is also very critical. If your student can’t find the time to try out the service and practice, then most likely they will be too busy to really use it effectively. Quality CART companies will offer whatever training is necessary to ensure success. Most offer it at no cost. Take the time. Learn the intricacies of it. Remember the first time you put in that 5 ¼” floppy disk? It takes a little time to get comfortable, but then you’ll wonder why you waited so long to embrace it.

For more information about remote CART services, contact the AHEAD office.

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WGBH Receives Grant to Develop Solutions for Captioning Handheld Media for Deaf and Hard of Hearing Citizens

WGBH Receives $600,000 Grant to Develop Solutions for Captioning Handheld Media for Deaf and Hard of Hearing Citizens

WGBH has received a $600,000 grant from the Department of Education's National Institute on Disability and Rehabilitation Research (http://www.ed.gov), to support its groundbreaking efforts to make handheld media accessible for people who are deaf or hard of hearing, President Henry Becton Jr. announced today.

Titled "Captioning Solutions for Handheld Media and Mobile Devices" (award number H133G070122), the grant provides WGBH's Carl and Ruth Shapiro Family National Center for Accessible Media (NCAM) with $600,000 over three years to research and develop technical solutions for delivering captioned content to iPods, cell phones, PDAs and other mobile devices.

"From TV programs to school science experiments to corporate training presentations, more and more video content is being delivered through handheld media," said Larry Goldberg, Director of Media Access for WGBH.

"Yet the 28 million Americans who are deaf and hard of hearing can't fully benefit from this content because it lacks captions."

Currently, Goldberg said, none of the existing technologies for producing and distributing content via mobile devices possesses the technical requirements needed to transmit captions. In addition, the few video-enabled handheld devices that have the technical capability to receive captioned content don't offer any controls that would enable deaf or hard of hearing users to access those captions.

Through the grant, WGBH will research ways of embedding captioning solutions within handheld devices and develop prototypes that will serve as proof-of-concept models for the mobile technology industry and public policymakers. WGBH also will explore and develop strategies for captioning media that is streamed directly to mobile devices via wireless networks, multi-channel DTV distribution or downloaded to desktop computers and then transferred to mobile devices.

Technology partners that will provide development platforms for WGBH's research include AOLR, Hewlett-Packard Company, the Open Media Network and Samsung Electronics Co. Ltd. Content partners MacNeil/Lehrer Productions (producer of The NewsHour with Jim Lehrer) and Hewlett-Packard, meanwhile, will join WGBH in providing a range of video content to be viewed on project prototypes during user testing by people who are deaf or hard of hearing.

WGBH made history in the 1970s when it invented captioning for deaf and hard-of-hearing TV viewers. It later pioneered Descriptive Video ServiceR (DVSR)-which provides blind and visually impaired viewers with an audio narration of a program's visual elements-before developing MoPixR, its patented system that provides captions and descriptive video for feature films. More than 300 theaters in the U.S. and Canada now offer the MoPix technology, enabling patrons with disabilities to enjoy first-run feature films at the same time as their sighted and/or hearing family and friends.

This year, WGBH marked the 35th anniversary of the first-ever captioned television broadcast: an episode of WGBH's beloved cooking series, The French Chef with Julia Child.

"As content continues to migrate from TV to the Web and now to mobile devices," Goldberg said, "it's gratifying for WGBH to receive funding that will support our continuing efforts to make all media accessible to people with disabilities."

About WGBH
WGBH Boston is America's preeminent public broadcaster, producing such celebrated national PBS series as Masterpiece Theatre, Antiques Roadshow, Frontline, Nova, American Experience and more than a dozen other award-winning primetime, lifestyle and children's series. WGBH is the leading producer of online content for pbs.org-one of the most-visited dot-org sites on the Internet-a major producer for public radio and a pioneer in developing educational multimedia and new technologies that make media accessible for people with disabilities. For its efforts, WGBH has been recognized with hundreds of honors, including Oscars, Emmys, Peabodys and duPont-Columbia Journalism Awards. Visit WGBH on the Web at http://www.wgbh.org.

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Athletic Competition for Individuals with Disabilities

A Women’s Sports Foundation® Position Statement
Physical Activity and Athletic Competition for Individuals with Disabilities

August 10, 2007

Our mission at the Women's Sports Foundation is simple: to advance the lives of girls and women through sport and physical activity.

Annually, the Women's Sports Foundation offers assistance to more than 2,000 organizations - helping them with gender equity situations, teaching them how to attract and retain girls in their programs and connecting them with volunteers in their

INTRODUCTION
The Women’s Sports Foundation urges all educational institutions, national sport governing bodies and athletics organizations to adopt policies that protect the health of individuals with disabilities and their right to participate in sports and physical activity. The following guidelines are consistent with civil rights and antidiscrimination laws that protect individuals with disabilities from discrimination and research regarding the physical and psychological development of individuals with disabilities.
For the complete statement go to:
http://www.womenssportsfoundation.org/cgi-bin/iowa/issues/disc/article.html?record=1215

On September 29th and 30th join us for the Midwest Regional Disability Lifestyles Conference and Exposition sponsored by the Ohio Wheelchair Sports Association OSU, Columbus Recreation and Parks, VSA Arts Ohio, The Ohio State University Department of Recreational Sports and the Ohio State University's ADA Coordinator's Office.

This unique conference and exposition will be held at Ohio State University's new Recreation And Physical Activity Center (337 W. 17th Ave Columbus Ohio). Saturday will feature a vendor's area, sports demos such as beepball (blind baseball) and wheelchair basketball, tennis, and rugby and 12 educational sessions for community professionals, athletes and amateurs. The day begins with at 10:00 A.M. opening remarks by Rosemarie Rossetti, includes a lunchtime performance by Dancing Wheels and concludes with a keynote address by Dr. William Bauer, PhD at the Saturday evening reception in the Huntington Club of Ohio Stadium. The conference continues on Sunday with nine more concurrent sessions focusing on swimming, sled hockey, wellness and developing community programs.

For the full program and registration details please visit http://ada.osu.edu/conferences.htm or contact Derek Mortland, Conference Director at: midwestregconf@yahoo.com

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