Friday, July 12, 2019
11:00 am -12:30 pm
3.1: Comprehensive Accessibility Training Means Everyone, Including Students
Carolyn Speer, Ph.D., Wichita State University
The agreement Wichita State has with the National Federation of the Blind defines instructors broadly to include anyone providing course content to students. This means the entire campus community, including students, needs to be trained in accessible presentation. This, along with other training requirements listed in the agreement, has presented a monumental training challenge for the university. The manager of the office involved in creating, delivering, and promoting this training state-wide will be on-hand to discuss how this was done and its effectiveness.
3.2: Embracing Your Diversity and Identities to Navigate Your Role As a Leader and Change Agent
Katy Washington, J.D., Ph.D., University of North Texas
Enjie Hall, M.R.C., University of Toledo
Zebadiah Hall, M.B.A., Cornell University
Tay McEdwards M.S.Ed., Oregon State University
Melanie Thornton, M.A., CPACC, University of Arkansas
As a disability services professional, have you felt you are having the same conversations with campus stakeholders over and over again to no avail? Or worse, do you find that you do not even have a seat at the table to raise disability-related issues in the campus dialogue? Last year, panelists started a vulnerable and honest conversation about how their diverse identities and life experiences shaped them into the leaders they are today. In the second installment, the panelist will share how each are leveraging their intersectionality to gain influence on campus while recognizing and addressing instances of microagressions, ableism, and privilege.
3.3: What to Do: Part Time Students Spending Full Time on Commuter Campus
Jennifer Osinski, M.Ed., Bucks County Community College
Michelle Mitchell, M.Ed., Lehigh Carbon Community College
Commuter community colleges are seeing an increase in the number of students who take one or two courses per semester but spend 30+ hours a week on campus. Cognitive overload, mandated developmental classes, and institutional restrictions for students on academic alert contribute to making commuter campuses a place to “hang out.” We will explore the issue and strategize solutions through case studies and collaborative brainstorming.
3.4: Neurodiversity and the College Campus
Jane Thierfeld Brown, Ed.D., College Autism Spectrum & Yale Child Study
Lorre Wolf, Ph.D., Boston University
Neurodiversity is sometimes used as a term to refer to Autism. However, neurodiversity can be recognized in many forms on college campuses. ADD/ADHD, Autism, Psychiatric Disabilities, and many other brain related impairments can affect students in multiple and complicated ways. A focus on simple cognitive strategies designed for DS practitioners will help attendees learn to foster development of self-regulatory skills to support students’ success. Reactions and responses to other students will also be discussed.
3.5: Research Panel
Join three researchers in an exploration of their research and implications for service.
- Navigating Open, Distance Learning with a Visually Impairment: Challenges and Support Recommendations
Lerato Tladi, Ph.D., University of South Africa
This paper reports on the experiences of visually impaired students enrolled for formal studies at an open, distance learning institution in South Africa during Semester II of 2016. A total of 98 students, 14 blind and 84 partially sighted/low vision, were surveyed telephonically regarding their experiences throughout the student walk, from application to examinations. The results indicated various challenges experienced by visually impaired students, some of which were exacerbated by the lack of institutional support. Suggestions for improvement are provided from the respondents' and the researcher's perspective.
- The Utilization of Assistive Technology of Racial and Ethnic Minority Students Enrolled in MSIs.
Julie Ancis, Ph.D., Georgia Institute of Technology
Irina Nikivincze, Ph.D., Georgia Institute of Technology
All students tend to underutilize textbooks and some rely solely on lectures, notes, and presentations. The underutilization of accessible instructional material is particularly a problem for racial and ethnic minority students with print-related disabilities. The audience will learn the way in which factors such as self-efficacy and academic support influence Assistive Technology and textbook use. We will also explore how disability resources practitioners can influence utilization and help students succeed in college.
- Adapted Notes for Extreme Accessibility
Kathleen Becht, Ph.D., University of Central Florida
Students who struggle with college level text may never even crack their textbooks. Identifying supports for students with significant reading disabilities, at the college level, is an ongoing endeavor. The presenter will discuss the results of a study exploring students' content learning given two note framework styles derived from the course text: two-column text-aligned and two-column text-leveled note framework. Implications for student supports, student engagement, and student success will be discussed.
3.6: ADA and Legal Education: Where Disability Law Meets Law School
Kathryn Pelham, J.D., Stetson College of Law
Unique challenges arise when the ADA is implemented in the law school setting. In this interactive workshop, we will discuss current issues facing law schools, brainstorm the best practices to develop solutions for accommodating students with disabilities and address compliance issues.
3.7: A New Approach to Clinical Accommodations: Dissecting Decisions
Jan Serrantino, Ed.D., Coalition for Disability Access in Health Science and Medical Education
Lisa Meeks, Ph.D., University of Michigan, School of Medicine
Using the flow chart from The Guide to Assisting Students with Disabilities: Equal Access in Health Science and Professional Education, participants will work in small groups to answer critical questions about the reasonableness of an accommodation, whether or not an accommodation constitutes a fundamental alteration of the program, and whether a student with a specific disability or presentation of symptoms would fail to meet the technical standards of a program.
3.8: Scotia Goes to College and Other Stories About How to Stay Out of the Legal Dog House on Campus
Marilyn Bartlett, J.D., Ph.D.
The speaker will discuss recent case law, the ADA-AA and Sec. 504 of the Rehabilitation Act, and service animals, emotional support animals and therapy animals on campus. Upon completion of the legal discussion, participants will be given a series of scenarios to resolve using their knowledge. This will be followed by a Q&A.
3.9 : Worth A Thousand Words (But Please Use Less!) Audio Description and Non-Visual Access
Jane Ehrenfeld, EyeDescribe
Jim Kessler, AHEAD
Students with visual impairments enroll in courses that have visual aspects to their curricula. Universities have public performances and galleries. Audio description is a viable service to provide access to and effective communication of course content. Word mapping, a related tool for non-visual access, allows a student to independently navigate and more fully participate in the co-curriculum. This interactive session will look at the history of audio description and will discuss the who, what, where, when and why is it used.
3.10: Improving Math Success: Learning Strategies, Apps, Memory Aids, 3-D Accommodation and Substitutions
Paul Nolting, Ph.D., Hillsborough Community College
Aimee Stubbs, Ed.S., St. Petersburg College
Students indicate that math is their most difficult course. Participants will learn math study skills, apps, test anxiety reduction, mindfulness, processing deficits, classroom/3-D accommodations, testing accommodations, bypassing prerequisites and substitution strategies to support students. In addition, they will learn strategies for working with intellectually challenged students, how to design math success plans based on case studies, and how to conduct workshops. The presentation will include demonstrations, group discussion, and questions and answers.
3.11: Program Review of the DS Office: Beyond Basic Numbers
Jean Ashmore, M.S., Rice University Emeritus
Ann Knettler, M.A., Delaware State University
This session will do a deep dive into what can be an uncertain process: planning for and executing a comprehensive review of the DS office. Evaluating any service starts with an understanding of professional standards, establishing program and student outcomes, and well articulated purposes for the review. Build confidence through session information and colleague sharing to plan your own strategy to perform a useful program review.
3.12: Perspectives on Disability Services from Students with Psychosocial Disabilities
Kim Elmore, M.A., NCCSD
Panelists from across the U.S. will share their experiences as college students with psychosocial disabilities. Topics of discussion include transitioning to college, using accommodations, interacting with disability resource professionals, building community, facing challenges, and creating successes. Students will discuss ways disability resource professionals can better outreach to students with psychosocial disabilities, enhance services, and help create a more welcoming campus.
3.13: The Triple A (AAA) of OER: Accessibility, Availability, and Affordability
Kelsey Hall, M.S., AT for Education
Lance Eaton, M.A., Brandeis University
Kevin Corcoran, M.B.A., Connecticut State Colleges & Universities
Jeremy Anderson, The American Women's College (Bay Path University)
This panel draws together individuals with backgrounds in accessibility, instructional design, and educational technology to provide insights on how to advance all forms of accessibility for OER. To answer this challenge, panelists will discuss the "why, "how," and "what" of accessible OER. They will begin by exploring the reasons to strive for accessibility, as well as the common challenges and limitations individuals and institutions might encounter in this work. Finally, the panel will share examples of strategies they use across institutions to advance agendas for accessibility, particularly as they relate to OER.
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