AHEAD 2016: Poster Sessions

Poster Session I
Thursday, July 14, 2016 9:00 – 11:00

PS-Th1 Collaborations between Disability and Career Services on Campus
Yelda McCoy, University of Mississippi

The employment rate for people with disabilities holding bachelor's degrees or higher is three times lower than that for those without disabilities. Join us to hear about a program initiative established at the University of Mississippi between Disability and Career Services to help improve employment outcomes for students with disabilities and better guide them as they transition from college to employment.

PS-Th2 Graduation for Students with Disabilities: Impact of Performance-Based Outcomes
Larry Markle, Ball State University
Roger Wessel, Ball State University
William Knight, Ball State University

In a longitudinal study of 32,000 students at a Midwestern university, the graduation rates of SWDs were compared to other students. The study sought to determine if educational policy (i.e., performance based outcomes of completion, progression, and productivity), as established by a state board of education, has the potential to negatively influence students with disabilities and the institutions they attend.

PS-Th3 Apps and Accessibility: Technology for students on the autism spectrum
Karen O’Hara, Miami University
Mark O’Hara, Miami University

This presentation gives an overview of current research in educational technology and accessibility. Presenters will review curricular approaches to using technology in the classroom, focusing on accessible technology for students on the autism spectrum. They will also review iPad "apps" that facilitate accessible learning for students in pre-K -12 classrooms.

PS-Th4 Collaborating in Making a Makerspace on Your Campus? Guidelines for Accessibility and Universal Design
Lyla Crawford, DO-IT, University of Washington

Many universities are launching initiatives to create makerspaces, physical spaces where students, faculty, and the broader community can share resources and knowledge, work on projects, network, and build. Find out how disability services can contribute to the design process to apply principles of universal design to ensure the spaces, tools, and community are accessible to as many individuals as possible.

PS-Th5 Using Work Life Balance to Improve Consulting Skills
Deanna Arbuckle, University of Dayton

Work-life balance is about managing the expectations between work and home without significant conflict. This balance can be active or passive, beneficial or harmful. If you are not addressing WLB, the negative implications can be seen in the quality of your work and relationships as well as physical and mental health. As DS professionals we need to address our WLB and may need to work with our student's WLB.

PS-Th6 Reconsidering the Boundaries of Animals When Addressing Increasing Anxiety in College Students
Laura Warde, Oklahoma State University

Oklahoma State addresses increased student anxiety with an active therapy dog program, blurring the lines about where non-service animals are allowed on campus. The focus of this session is to describe problems encountered in OSU's particular animal situation, explain how a large campus addressed these issues, and the result of moving toward a more inclusive space.

PS-Th7 Is your Disability Services office feeling stagnant? Twenty inspiring ideas for re-invigorating your disability environment
Michelle Shaw, Florida Atlantic University
Stuart Buckley, Florida Atlantic University
Eileen Mathis, Florida Atlantic University
Ingrid Jones, Florida Atlantic University

It's easy to get stuck in the same old routine when running your disability services office. Developing some new creative ideas into exciting initiatives can provide a deeper level of student engagement and can infuse your staff with a new found sense of interest. In this presentation the staff from the Student Accessibility Services department at Florida Atlantic University share a diverse range of ideas that they have implemented to encourage positive change with the aim of being bold, innovative and collaborative.

PS-Th8 Development of an Online Suite of Career, Substance Abuse and Mental Health Assessments for Individuals who are Deaf
Deb Guthmann, Wright State University
Josephine Wilson, Wright State University

Participants will learn about a five year NIDRR federally-funded project which is in the process of developing an online suite of assessments related to career exploration, mental health, and substance abuse. The online suite includes web-based assessment instruments in American Sign Language (ASL) that will help to reduce access barriers to for individuals who had only been able in the past to take these assessments in English.

PS-Th9 STEM Signs Dictionary Project from NTID/DeafTEC
Geoffrey S. Poor, National Technical Institute for the Deaf at Rochester Institute of Technology

This presentation demonstrates the STEM Signs Dictionary Project. Information Technology and Lab Sciences terms, along with technical definitions and sentence level context, are presented online in both English text and ASL video. More disciplines’ dictionaries are being created. The website containing this resource will be available for participants to experience fully.

PS-Th10 Using Web Conferencing to Foster Inclusive Course Experiences for Deaf Students
Elissa Weeden, National Technical Institute for the Deaf at Rochester Institute of Technology
Kathryn Schmitz, National Technical Institute for the Deaf at Rochester Institute of Technology

Web conferencing software can place all components of a class session on a single screen viewed by students in real-time and recorded for later, self-paced review. This study will focus on the implementation of web conferencing software in a mainstream, college course to explore its utilization by both hearing and deaf/hard of hearing students inside and outside of class sessions.

P-Th11 Communicating with Deaf or Hard of Hearing Students: Top Ten Tips
Jennifer Coyle, pepnet 2
Kathy Schwabeland, pepnet 2

Visit our poster for a list of the top ten tips for communicating with students who are deaf or hard of hearing. We'll also provide some materials and links that you can use during faculty and staff development activities to bridge the communication gap and create a more welcoming, inclusive environment.

P-Th12 Making a Difference: Evaluating the Impact of Faculty Tutoring for Deaf Students
Ann Hager, National Technical Institute for the Deaf
Mark Pfuntner, National Technical Institute for the Deaf

Post-secondary Deaf and hard of hearing students who mainstream into classes at the Rochester Institute of Technology are offered academic support through teams of discipline based faculty. This session will present data recently collected from 52 deaf students majoring in business to evaluate the significance of tutoring on academic success and the characteristics of effective tutors.

PS-Th13 Accommodations for Deaf and Hard of Hearing Students: Qualified Providers
Tia Ivanko, pepnet 2
Shannon Aylesworth, pepnet 2

No discussion regarding hiring qualified service providers is complete without an understanding of the definition of “qualified” and the concept of “effective communication” for students who are deaf or hard of hearing. This poster will guide participants as they consider the process of hiring ASL interpreters or speech-to-text providers and the knowledge, skills, abilities, related work experiences, and certifications that comprise a qualified provider.

PS-Th14 Assistive Listening Devices
Melanie Thornton, CURRENTS and pepnet 2

Interested in knowing more about assistive listening technology? How can technology be used to create the most beneficial listening environment? This poster and related materials provide a brief overview of how assistive listening devices, especially FM systems, may benefit deaf and hard of hearing individuals.

Poster Session I
Friday, July 15, 2016 9:00 – 10:30

PS-F1 Effective practices on college campuses to improve self-determination for student-athletes with disabilities
Stephanie Mahal, University of Kansas
Chris Baca, University of New Mexico

The need to identify effective practices within the postsecondary environment to improve the self-determination of student-athletes with learning disabilities, ADHD and other health impairments is critical. The obstacles of transitioning and succeeding in the post-secondary environment coupled with the rigorous demands of being an athlete can lead to negative outcomes (e.g. poor grades, sense of isolation from peers, or loss of eligibility). This poster session will share research on effective practices to improve self-determination for student-athletes with disabilities and discuss future directions in the field of self-determination and student-athletes.

PS-F2 CAS: What it can do for you!
Jean Ashmore, Past-President AHEAD
Ann Knettler-Smith, Drexel University

Perhaps you wonder what the Council for Advancement of Standards in Higher Education(CAS) disability standards are all about. At this poster session you will have an opportunity to have your questions about CAS answered by the AHEAD representatives to CAS. Learn how CAS standards are developed, in particular the Disability Resources & Services Standards, and AHEAD's role with CAS. If you use the CAS disability standards, please stop by and share your experiences with the AHEAD CAS reps.

PS-F3 Disability - Diversity Development: Investigating the Role of the Postsecondary Administrator
Katherine Aquino, Seton Hall University

This study examines if postsecondary stakeholders include disability within their perception of student diversity. This study investigates the potential "Disability - Diversity Disconnect" with a sample of postsecondary administrators from a mid-sized private institution. Findings indicate administrators often do not include disability as a component of student diversity and have varying perceptions of this disconnect by level of interactions with students.

PS-F4 Postsecondary Students Receiving SSI/SSDI: Impact of Academic Achievement on Eventual Job Attainment
Katherine Aquino, Seton Hall University

Limited research has assessed students with self-identified disabilities attending higher education institutions receiving Social Security Income (SSI)/ Social Security Disability Insurance (SSDI). Utilizing the Beginning Postsecondary Students dataset, statistical analyses were performed to investigate the extent to which personal goals, and academic achievement and persistence have on eventual job attainment for students enrolled in postsecondary institutions receiving SSI/SSDI benefits.

PS-F5 20 Accessibility Tips: Creating an Accessible Online Course
Lyla Crawford, DO-IT, University of Washington

Looking for a way to talk about accessibility with the people on your campus involved in creating online courses but not sure where to start? Our publication, "20 Tips for Teaching an Accessible Online Course" can be used by content authors to guide them in creating or deploying accessible online courses.

PS-F6 Shine the Light on an Integrated, Collaborative, College Vocational Training Program
Michelle Mitchell, Lehigh Carbon Community College
Abby Jeffcoat, Lehigh Valley Center for Independent Living

Employment rates for people with disabilities have not improved much in the past few decades despite specialized programs to prepare individuals for employment. Success, Engagement, Education, Determination (SEED) is a person centered, integrated, flexible program offering students with disabilities complete access to all credit and noncredit offerings to create an individualized career pathway for vocational success. Let us illuminate the way.

PS-F7 Ball State’s Faculty Mentorship Program: A Decade of Success for SWDs
Jennifer Desmond, Ball State University

Ball State’s Faculty Mentorship Program, a collaboration between Disability Services and faculty members, has for ten years connected new SWDs with faculty members in the student’s chosen major. The faculty member personalizes the Ball State experience for the student and connects the student with resources and academic help. This poster will share longitudinal data that compares retention and graduation rates for SWDs in the program with other Ball State students. Additionally, strategies will be provided to assist other campuses in setting up a faculty mentoring program for SWDs.

PS-F8 Outcomes and Lessons Learned from a National STEM Dual-Credit Program
Myra Pelz, Rochester Institute of Technology
Donna Lange, Rochester Institute of Technology
Denise Kavin, Rochester Institute of Technology

Project Fast Forward is a STEM dual-credit program that allows deaf and hard-of-hearing high school students to earn RIT college credit while still in high school. Since 2007, dual credit courses have been offered in over 20 high schools across the country. This presentation will share the outcomes and lessons learned from implementing and managing this national dual-credit program.

PS-F9 A New Approach to Interpreting Online Education
Jessica Robinson, Terp2go

I was a staff interpreter in higher education for seven years. I noticed an increase in online information having audio components being used. Sadly, I also saw deaf and hard of hearing students go without accommodations despite timely requests. Terp2go was birthed, a business idea providing interpreting services for online audio components. I will present Terp2go's innovative concept and welcome feedback during the poster session.

PS-F10 Realtime Captioning Best Practices in STEM Education
Kristen Wurgler, University of Wisconsin-Madison

As more Hard-of-Hearing students enter STEM fields in post-secondary education, Realtime Captioning ensures accessibility of intensely scientific terminology by managing the requisite speed levels, realtime mathematical and symbolic representations, and cutting edge topic of deixis. Please join University of Wisconsin-Madison at a poster session as we explore the best practices of captioning for STEM courses.

PS-F11 A Model for Transition Planning for Young Adults who are Deaf, Blind or Deaf-Blind: Interdisciplinary Transition Team Initiative (ITTI)
Jane Freeman, PATTAN

Best practices in the field of deaf-blindness reflect the need for a multidisciplinary teaming approach for these young adults. Due to the unique life experiences of these students, specific materials have been designed to assist them, their families, and service providers on techniques that influence the transition planning process from high school to postsecondary environments.

PS-F12 Planning Proactively for Deaf or Hard of Hearing Students
Cindy Camp, pepnet 2

As more and more deaf and hard of hearing students take advantage of the wide range of postsecondary options, institutions may find themselves unprepared for ensuring campus-wide access. This poster supports a proactive approach for developing clear and effective policies, as well as timelines, related to service requests, accessible media purchase and use, major campus activities (such as graduation), and grievance procedures.

PS-F13 Deaf and Hard of Hearing Individuals in Medical and Allied Health Fields
Marcia Kolvitz, pepnet 2
Marcie Johnson, Portland, Oregon

As the number of deaf and hard of hearing students enrolled in medical and allied health programs continues to increase, so do questions about their ability to meet program technical standards and the use of accommodations during clinical experiences. This poster and related materials provide resources to challenge myths and address barriers to success in these programs.

PS-F14 Trending Now: Dual Services
Shannon Aylesworth, pepnet 2

This poster session will explore the increasing trend of providers in postsecondary settings who can deliver various modes of communication including Cued speech, real-time captioning, and sign language interpreting. The results of a national survey will be shared, demonstrating the number of institutions implementing these multi-disciplinary approaches to address the diverse needs of students who are deaf or hard of hearing.