Building Disability Leadership Capacity in Higher Education in Japan
Cate Weir, M.Ed., UMass Boston
Heike Boeltzig-Brown, Ph.D., University of Massechusetts, Boston
Miwa Tanabe, M.Ed., UMass Boston
The poster will provide an overview of disability and higher education in Japan, including the need to build disability leadership capacity. It will describe programs implemented by UMass Boston in Japan that address this need, including lessons learned and program impact. The poster will conclude with implications for promoting cross-cultural dialogue on disability leadership capacity building in higher education.
Tips for Delivering an Accessible Presentation
Lyla Crawford, M.S., DO-IT, University of Washington
When you deliver a presentation at a conference, in an academic class, or at a meeting, you want everyone in attendance to understand the points you are making. However, many presenters unintentionally erect barriers for some attendees. This poster will present 16 guidelines that provide a good start for those who wish to make their presentations accessible.
University Libraries: How do we Meet the Needs of Student with Disabilities?
Jennifer Rowe, M.L.S., University of North Texas
The poster will present details from a literature review on libraries serving students with disabilities and the results of a survey being administered to students with disabilities on the University of North Texas campus, to assess students' perceptions of the libraries and to identify ways to improve library services and resources for students with diverse abilities.
Developing Operational and Scholarship Endowments when Development Office Support is Not Available
Larry Phillippe, Ph.D., Texas Tech University
Brandi Schreiber, M.A., Texas Tech University
Blayne Alaniz, M.A., Texas Tech University
Funding for programs and services for DSS offices can be challenging and difficult, and DSS budgets are often the first to be targeted. Academic units survive because of endowments established by Development Officers that are not available to DSS offices. One DSS office at a major university developed its own successful fund raising program without that support and now uses both operational and scholarship endowments to help offset costs and demonstrate commitment to the institutional mission. This presentation will describe the program that developed over the last five years and include strategies and materials to help other DSS offices develop their own program.
Creating Accessible Partnerships between Disability Services and Campus Writing Centers to Support Diverse Learners.
Jason Northrup, Psy.D., George Mason University
Come learn about our approach to refine and strengthen a partnership between Disability Services and the campus Writing Center. Collaboration and outreach are increasingly important as student populations become more diverse and we maintain our commitment to accessibility for diverse learners.
Kansas Accessibility Resources Network (KSARN) Explained
Carolyn Speer, Ph.D., Wichita State University
The Kansas Accessibility Resources Network (KSARN) is developing as a destination for accessibility training and support resources for Kansas with hopes of expanding across the entire Midwest. This posters session will introduce participants to KSARN and its free resources.
UDL in the Classroom: Simple Steps to Making a Course Accessible
Ashley Erickson, M.Ed., Florida Atlantic University
Courtney McGonagle, M.Ed., Florida Atlantic University
Universal Design for Learning (UDL) can be an overwhelming topic for some, even within the disability field. UDL provides many benefits to students, but professors may be hesitant to implement it for a wide-array of reasons, including lack of understanding on the topic. Our goal is to provide a simple understanding of UDL and easy ways it can be utilized within the college classroom setting. Simplifying the underlying methods and goals of UDL will encourage buy-in from professors, and allow us to move toward providing all students with equal access.
Multiple Reporter Agreement on College Students with Intellectual Disabilities Independent Living Skills
Kathleen Feeney, MPS, Florida International University
Joel Greenup, BA, Florida International University
Shanna Burke, PHD, MSW, MPH, Florida International University
Nicole Attong, LMHC, Florida International University
With increasing numbers of students with disabilities attending college, it has become crucial to measure independent living skill acquisition for the later transition to adult life. The current study assessed level of agreement between self- (student), parent-, and other- (community assistant) reporters prior to students' entry into a postsecondary education program. Results showed moderate agreement between students' and parents' ratings of students' overall independence, whereas students' and community assistants' ratings demonstrated low agreement. These findings hold relevant implications for perceptions of ability.
Reasonable Accommodation for Developmental Disabilities Project in a Japanese University
Ginga Sasaki, Ph.D., University of Tsukuba, JAPAN
Ayaka Sueyoshi, M.S., University of Tsukuba, JAPAN
Masumi Aoki, Ph.D., University of Tsukuba, JAPAN
Mayumi Suetomi, M.S., University of Tsukuba, JAPAN
In Japanese universities, students with developmental disabilities are increasing. We conducted a "Reasonable Accommodation for Developmental Disabilities (RADD)" project in Japan. In the RADD project, we promoted assessment and support divided into three layers according to the level of support needs of students. We also developed useful web applications and support methods with or without diagnosis of developmental disabilities.
College Under Attack: Disability Services and Law Enforcement
Maria Bohn, B.A., Bergen Community College
Kevin Bonomolo, B.A., Bergen Community College
Jennifer Flynn, M.A., Bergen Community College
Christopher Sloma, Bergen County Sheriff Department
Campus Security plays a large part in keeping colleges safe. How do you ensure equity and fairness when issues come up involving students with disabilities? We will focus on how one college has created training programs in collaboration with local law enforcement to ensure students are treated with respect and fairness and to foster awareness of these crucial allies in campus safety.
- No handouts will be available for this session.
Peer Mentoring for Students with Intellectual Disability in Postsecondary Education Programs
Lindsey Bannish, M.S. (Current PhD student), Pennsylvania State University
This poster presentation will review literature regarding peer mentoring for students with intellectual disability in postsecondary education programs. The purpose of this review is to shed light on the importance of peer mentoring relationships in postsecondary education and highlight the available resources for program developers interested in incorporating peer mentorship.
The Embrace Mentoring Program: Mentors Benefit Too!
Laura Heron, MS, Florida International University
Rumi Agarwal, MPH, MBA, Florida International University
Shanna Burke, PHD, MSW, MPH, Florida International University
Emily Blower, MSW, Florida International University
Marlaina Maddux, MSW, Florida International University
Nicole Attong, LMHC, Florida International University
The Embrace Mentoring Program (EMP) serves to connect students intellectual disabilities to faculty/staff mentors in order to help students navigate the challenges of higher education. Mentors participate in workshops aimed at providing them with the skills necessary to become an effective mentor. By creating effective mentor-mentee partnerships, the EMP hopes to improve faculty/staff mentoring competence, disability awareness, and motivation for helping others.
Faculty Development: Increasing Accessibility Awareness One Certificate at a Time
Aimee Durham, M.S., Rowan-Cabarrus Community College
In 2015, the Center for Teaching and Learning (CTL) at Rowan-Cabarrus Community College began incorporating certificate tracks into the annual Faculty Summer Institute program. During this session we'll provide an overview of the program and the accessibility certificate track, sessions offered, and the #A11Y Experience room. The sessions were a collaborated effort involving the departments of Distance Education and Office of Accessibility, as well as faculty and students with disabilities.
Building Ability Bridges: Report of Interdisciplinary Reseach Team Exploring Transitions from High School into College
Trina Geye, Ph.D., Tarleton State University
Stephanie Robertson, Ph.D., Tarleton State University
Meredith Deemer, M.A.,
Jericha Hopson, M.S., Tarleton State University
This poster is based upon the findings of a national, interdisciplinary survey administrated collaboratively by a university director for services to students with disabilities, a licensed psychologist/LSSP, and a school counselor. Inconsistencies in adherence to AHEAD documentation guidelines and changes in the way students with individual differences are served in K-12 will be the foci.
FTIC and matriculating students with ASD: THRIVE's impact on student success
Tara Rowe, Ph.D., University of North Florida
As the number of students with disabilities (SWD) attending college continues to rise each year, the rate of graduation for SWD is approximately 33%. THRIVE at the University of North Florida has implemented a support program for matriculating students with ASD and has a successful graduation rate of 98%. Learn about THRIVE and how your institution can support FTIC students with disabilities in higher education.
Being an Agent of Change by Identifying Inclusive Solutions using Design Thinking
Joel Greenup, BA, Florida International University
Rumi Agarwal, MPH, MBA, Florida International University
Laura Heron, MS, Florida International University
Shanna Burke, PHD, MSW, MPH, Florida International University
Nicole Attong, LMHC, Florida International University
Design Thinking is a successful framework to utilize in disability-related problem solving. At Florida International University, this approach was used to address accessibility issues which led to the identification of needs, prioritized by a diverse group of participants. Pre-posts data demonstrated the need for improved accessibility, and also indicated enhanced awareness of barriers across campus, and improved confidence in interacting with students with disabilities.
Creating a Culture of Using Inclusive Course Material
Annissa Corsi, M.Ed., University of Arizona
Clay Herr-Cardillo, M.A., University of Arizona
This poster describes a new program to ensure that all “born-digital” content (materials that are initially created in a digital format) on campus is created with accessibility in mind - and that faculty, staff, and students are aware of how content creation affects both access to information and access to learning. Our goal is to move from the current, reactive focus on producing alternative media to a proactive resource that supports an accessible learning environment.
Experiences of Students with Disabilities in Botswana Institutions of Higher Education
Emmanuel Moswela, Ph.D., University of Botswana
Access to education is intrinsically linked to increased chances of employability, lifelong independence and quality of life for persons with disabilities. Notwithstanding these benefits, SWDs in Botswana are in a constant struggle to access and participate in higher education. This qualitative research study examined challenges and opportunities from four critical dimensions: rights, empowerment, policy, and access and participation. Results indicate most students with disabilities experience limited access and participation in wider university activities due to lack of disability policies and the charity model of service delivery.
Explore Program Review of the DS Office with Experienced Reviewers
Jean Ashmore, M.S., Rice University Emeritus
Ann Knettler, M.A., Delaware State University
Katy Washington, J.D., Ph.D., University of North Texas
This poster session will present overview information on completing a program review/evaluation of disability services with tips for conducting a review that can facilitate change, garner administrative support, and engage DS staff. Use of professional standards, those of AHEAD and/or CAS, will be outlined.
Academic and Social Supports in Programs for College Students with Autism Spectrum Disorder
Daniel Greenberg, M.A. (Ph.D. expected 2019-20), University of Minnesota
This poster presents preliminary findings from ongoing dissertation research on the experiences of undergraduate students with autism spectrum disorder (ASD) participating in targeted support and transition programs for students with ASD at American universities. The study examines the relationship between students’ use of academic and social supports offered by transition and support programs' nature of support (i.e., the academic and social supports offered) and students' perception of the helpfulness of the support they received (i.e., student perceptions on the supports they receive).
The Embrace Mentoring Program: Closing the Gap for Students with Intellectual Disabilities.
Laura Heron, M.S., Florida International University
Shanna Burke, Ph.D., Florida International University
Emily Blower, M.S.W., Florida International University
Rumi Agarwal, MPH, MBA, Florida International University
Students with disabilities face greater challenges when transitioning to a postsecondary institution. The Embrace Mentoring Program offers students the support needed to enhance transition through individualized weekly faculty or staff meetings and a unique opportunity to acquire skills to be effective mentees through specialized workshops. This innovative program is expected to reduce student anxiety, improve employment, wages, and outcomes across the lifespan.
Transitioning High School Seniors with Documented Disabilities to College
Spencer Poling, M.A., BridgeValley Community and Technical College
BridgeValley Community and Technical College located in Charleston, WV partners with its local Division of Rehabilitation Services to provide resources that will assist high school seniors with documented disabilities through the transition from high school to college. This poster discusses what is involved in creating and planning a transition fair.
What Should Collaboration Look Like?: Student Affairs Competencies for Serving Students with Disabilities
Lyman Dukes III, Ph.D., USF St. Petersberg
Adam Lalor, PhD, Landmark College
How prepared are various personnel to work with students with disabilities? This session will present the results of a recent study examining the disability-related competencies of student affairs personnel. Attendees will (a) explore the disability-related competence of student affairs personnel, (b) learn to help student affairs personnel to identify disability-related competencies in need of development, and c) identify ways in which OSD professionals can work in collaboration with student affairs personnel.
AT on a Shoestring: How to Use Low Cost and No Cost Tools to Provide Students with Assistive Technology
Stuart Buckley, B.A., Florida Atlantic University
This poster will highlight a wide range of free and low cost assistive technology tools to benefit disability providers with significant budget restrictions. Essential AT tools will be presented that benefit students with many different disabilities including software, web tools, and mobile extensions. Details of tools and best use will be shared based on real-life case studies with students.
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