The AHEAD 2008 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 1, 2008 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.
One-Day Capacity Building Institutes
Monday, July 14th
9:00 am – 5:30 pm
#CBI1 Creating Intersections that Connect Students with Disabilities and High-Tech Careers
Lyla Crawford, University of Washington
This one-day Capacity-Building Institute is designed to bring together disability service professionals and other higher education personnel from across the country to hear presentations and participate in discussions to explore barriers, develop strategies, and design initiatives to increase the participation of individuals with disabilities in high-tech fields. We will take notes and publish and distribute proceedings.
#CBI2 Measuring the Accessibility of Post-secondary Campuses: Tools and Techniques
Roger O. Smith, University of Wisconsin, Milwaukee
Aura Hirschman, University of Wisconsin, Milwaukee
The ACCESS-ed Project is developing systems and tools for post-secondary campuses to increase inclusiveness by infusing universal design of learning, information media, service and physical environments. Workshop instructors present rationales for quantifying accessibility and review hands-on approaches. Understanding methods, reasoning, responsibilities, and challenges of measurement will help participants to more skillfully document successful outcomes of universal design strategies and influence policies.
Two-Day Preconference Institutes
Monday, July 14th and Tuesday, July 15th
9:00 am – 5:30 pm each day
#PC1 Essentials of Campus Accessibility: The AHEAD Institute on E-Text Production
Ron Stewart, AHEAD
Gaeir Dietrich, De Anza College
Khaki Wunderlich, Tompkins Cortland Community College
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.
Join us for this unique two-day institute on best practices in creating electronic text and working with publishers of academic materials. The presenters, who are proven experts in assistive technology, will address the topic of e-text production and provision by teaching skills in the use of e-text and best practices, exploring ways to work with publishers regarding copyright and security issues, and providing “hands on” training in the creation of e-text from print material using models developed in a variety of programs around the country The two-day training will address the needs of both administrators and practitioners so the potential impact of the institute will be significant. DS Directors are encouraged to invite their direct-service staff for this invaluable training.
#PC2 Introduction to Disability Law for DS Professionals
Scott Lissner, The Ohio State University
Paul Grossman, Hastings College of Law, US Department of Education, Office for Civil Rights, San Francisco
(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.
One and a Half Day Preconference Institute
Monday, July 14th 1:30 pm – 5:30 pm
Tuesday, July 15th 9:00 am – 5:30 pm
#PC3 ADA Coordinator’s Institute: The Intersection of Disability Models, Universal Design, and Practical Methods
Virginia Reilly, Virginia Tech
Sue Kroeger, University of Arizona
Back by popular demand, the in-depth ADA 101 for new ADA Coordinators will assist agents of change. This session provides a well-researched set of guidelines and materials for campus evaluations, and systems to ensure institutional compliance. Participants will leave with a set of resources that will enhance their success in responding to challenges and changes in the sea of compliance.
Audience: Novice to Intermediate
Full-Day Preconference Institutes
Tuesday, July 15th 9:00 am – 5:30 pm
#PC4 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.
#PC5 Physical Access on Campus and across Disciplines: Laws, Tools, and Practical Approaches
Irene Bowen, U.S. DOJ, Disability Rights Section
James Bostrom, U.S. DOJ, Disability Rights Section
All colleges must have physical access for everyone: students, visitors, faculty, and staff. Explore ways of working with others to implement the legal requirements for access in areas such as academic programs and buildings, residence halls, sidewalks and parking, performing arts, athletics, counseling services, fraternities and sororities, and transportation. 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.
#PC6 Interpreting Diagnostic Assessments: From Assessment to Accommodation
Janet Medina, McDaniel College
Most colleges and universities are in agreement when it comes to requiring current, comprehensive psychoeducational evaluations of their students with disabilities in order to justify students’ requests for accommodations. Many postsecondary disability support service providers come to their positions with little or no updated formal training in administration and/or interpretation of psychoeducational evaluations, even though they are required to request them and review them in order to assess the most appropriate academic accommodations for their students. The goal of this session is to help make psychoeducational reports more accessible to professionals working with postsecondary students with learning disabilities. A focus of this presentation will include the challenges of assessing English Language Learners [ELLs] with disabilities. Suggestions for aligning assessment results to academic accommodations will be included.
Half-Day Preconference Institutes - Morning
Tuesday, July 15th 9:00 am – 12:30 pm
#PC7 The Ethics of Doing Business as Usual: Reframing Disability, Reframing Our Roles
Melanie Thornton, University of Arkansas at Little Rock
Sharon Downs, University of Arkansas at Little Rock
As we shift our thinking about disability and view it as an aspect of diversity integral to society, we must also examine our practices in light of this new perspective. Join us in this highly interactive session as we take a challenging look at some of the common policies and practices in our field via a guided ethical decision-making process. Participants will be able to recall Kitchener’s moral principles; apply Corey, Corey and Callanan’s (2007) ethical decision-making model to relevant scenarios; analyze various responses to given scenarios and identify ways in which certain approaches may be in conflict with ethical principles; evaluate their current role and list three concrete ways they plan to adjust or expand their role on their campus.
#PC8 Tennessee’s Transition Initiative: A Grass Roots Model for High School to College Transition
Garret Westlake, Volunteer State Community College
Kathy Lutes, Chattanooga State Technical Community College
What if every high school student with a disability came to college knowing documentation and DS office policies? What if parents, teachers, and guidance counselors knew too? Based on Tennessee’s successful 2006/2007 transition initiative, this interactive presentation provides a strategic plan for implementing transition education at any level. Learn how grass roots action can achieve a lasting impact on transition education. Participants will gain knowledge of a step-by-step model for implementing a transition education program in their local community or at the state level through exploration of a training program for empowering high school faculty and staff to lead their own college transition education programs. A transition curriculum will be broken down into 6 workshops designed to teach self-advocacy and college planning skills, which participants will have a chance to experience “hands-on.”
#PC9 Today’s AT: Ongoing Challenges and Solutions
James Bailey, University of Oregon
Providing Assistive Technology in higher education settings is in a state of constant flux. This presentation looks at some of the growing technical challenges for students with disabilities, such as the use of complex course management software and the increasingly “social” nature of the Internet, and discusses “real world” solutions. This is presented from the management perspective, emphasizing planning, collaboration and use of resources, rather than from a highly technical one.
Audience: Novice to Intermediate
Half-Day Preconference Institutes - Afternoon
Tuesday, July 15th 2:00 pm – 5:30 pm
#PC10 Seeing Students for Who They Are: A Multiple Identity Development Approach
Oscar Collins, University of Massachusetts, Amherst
AnnMarie Duchon, University of Massachusetts Amherst
DS Coordinators must make effective accommodation decisions for students. In order to do so, it is crucial that they are aware of individual issues affecting their students. The presenters will provide an overview of the multiple identity models utilized to best understand today’s students. Through an interactive and multimodal presentation, participants will learn about Social Justice theories and have the opportunity to engage in activities to better understand the generation of students coming to campus.
#PC11 Strategies for Making UCD a Permanent Fixture on Your Campus
Kirsten Behling, University of Massachusetts, Boston
We have all heard about Universal Design. We think it is a good idea, but how do we effectively bring the concepts of Universal Design to our colleges and ensure long-term implementation by faculty, administrators and staff? This interactive presentation describes the experiences of 15 different community colleges and universities who have successfully embedded Universal Course Design on their campuses. Participants will leave this session better understanding how Universal Course Design (UCD) can positively impact their campuses as a whole. Each participant will leave with a concrete plan 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.
#PC12 Accommodations in Online Learning: Everything Old Is New Again!
Jane Jarrow, Disability Access Information and Support
Kelly Hermann, Empire State College
If you think services to students with disabilities are no 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 understaffed 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. They will learn 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.