2019 AHEAD Conference Poster Sessions

The 2019 conference includes two Poster Sessions, each held in the Exhibit Hall:

  • Friday, July 12, 9:00-11:00 (in combination with continental breakfast)
  • Saturday, July 13, 10:00-11:30 (in combination with an extended refreshment break)

The following posters will be presented:

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.

 

Extending Biology Research Opportunities to Undergraduates with Physical Disabilities: Lessons Learned (the Hard Way)
Doug Van Hoewyk, Ph.D., Coastal Carolina University

Science is driven by good ideas. Diverse groups of people bring diverse ideas, which promote scientific achievements by broadening the "idea pool." Students with physical disabilities are woefully under-represented in STEM fields, particully in biological disciplines. Data clearly indicate that research opportunities promote interest and increase retention in biology, and this is especially true for under-represented groups. This presentation will describe successful strategies to increase research opportunities for students with disabilities and how to make appropriate accommodations in the research lab for each student. Extending the summer CLIMB program to regional and national universities will be discussed.

 

Collaborate to Educate: Working Together to Educate and Prepare Students with Disabilities for Career and Beyond
Jordan Walker, M.S. Ed., Baylor University

Baylor University's Office of Access and Learning Accommodation will share the ins and outs of what to consider when creating partnerships that benefit students. Attendees will learn how to successfully partner with the career services office to provide programming opportunities for students with disabilities as they navigate career preparation opportunities.



Empowering All Through Mentoring: Use of Mentoring for Disability Inclusion
Catherine Johnson, J.D., M.A., University of Kansas

This poster will provide the audience with a novel approach to using mentoring to foster disability inclusion. We'll provide an overview of mentoring along with how to develop a mentoring program focused on increasing and promoting disability inclusion. An overview and lessons learned from the University of Kansas' Mentoring Circles for Disability Inclusion program will be shared.

 

Using Every Tool in the Box: Promoting Adaptive Technology as the Primary Note Taking Accommodation
Michele Bromley, M.A., Portland State University
Chennett Jelleberg, M.S., Portland State University

Everyone processes and produces information differently, and adaptive technology can support those differences. While there are cases in which a human note taker is still the most reasonable accommodation, there are more cases in which the right adaptive technology tool will allow students with disabilities to take notes effectively using skills that more closely match their learning strengths and abilities.

 

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.

 
Comparisons and Implications of the Evaluation of Education Related Laws and Its Implementation for Students with Disabilities between the U.S. and Taiwan
Ya-Hui Hung, Ph. D., NCUE

The education related laws and implementation for students with disabilities in Taiwan had satisfied the requirement of "equal access" and "reasonable accommodation." However, teachers and parents tend to protect students with disabilities too much. Special entrance approach to high school or to higher education according to The Regulation for Students with Disabilities Continuing Education Counseling was an "affirmative action." Suggestions for reformation of special education in Taiwan are suggested.

 

Creating a Growth Mindset for Higher Education Students
Holly Darnell, M.S., Colorado State Unversity
Megan Wolff, M.O.T., Colorado State University

Growth Mindset is a theory founded in psychology and neuroplasticity that our brains can change and our abilities can grow, even throughout adulthood. Our intelligence and abilities are not fixed but can grow with practice, dedication and effort. This presentation will outline the foundation and principles of Growth Mindset theory and how we feel it can be beneficial to students with disabilities in higher education. Session participants will engage in hands-on activities, as well as learn how to implement them. A variety of resources, tools, and information will be shared to allow participants to utilize Growth Mindset theory and activities with your students.

 

Providing Equitable and Adequate Services to Students Living with Type 1 Diabetes.
Anna Floreen Sabino, M.S.W., The College Diabetes Network
Emily Cook, B.S., The College Diabetes Network

College is a particularly tumultuous period for students living with diabetes. For many students, it will be the first time they will take full responsibility for their health care concerns, along with the new and unfamiliar academic, social and personal aspects associated with college life. The College Diabetes Network (CDN) has worked collaboratively with partner organizations across the campus space in order to identify the gaps that students and administrators face in addressing these issues. To address these gaps, CDN has created a suite of resources and strategies tailored to campus professionals to ensure that the unique student needs are met allowing them to succeed in their college years.

 

Accessible Books and Materials for your Blind or Visually Impaired Student
Leslie Farr Know, M.A., American Printing House

The American Printing House for the Blind is the world's leading producer of alternative-format textbooks, but we can offer a lot more. This presentation will highlight how we can produce alternative-format textbooks for you, while showing a free solution to Braille materials. We will also highlight several low cost solutions for your blind or visually impaired students to access information with no adaptations necessary.

 

Exercise Training Effects on Cognition and Well-Being in Neurodivergent College Students
Rick Bryck, Ph.D., Landmark College

This session will focus on the implications of exercise training as a means of promoting student well-being, engagement, and cognition. Research findings from an eight-week exercise program of college students with learning differences will be presented, including changes in reported stress and self-esteem, as well as behavioral measures of executive function. Implications for school, and classroom practice.

 

It Takes 77 Years: Developing a Culture of Accessibility at Carleton University
Boris Vukovic, Ph.D., Carleton University
Dean Mellway, M.S.W., Carleton University
Larry McCloskey, M.S.W., Carleton University

Carleton University in Canada has the reputation as one of the most accessible postsecondary institutions in the country and one with a Culture of Accessibility. From underground tunnels connecting all buildings on campus along with 24/7 attendant services, to the highest-level accessibility strategy and the development of a Centre of Excellence in Accessibility. It has been a remarkable 77-year journey, with many bumps in the road, and still ways to go to truly justify the claim to a Culture of Accessibility.

 

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.

 

Just Follow the Recipe: Making Accessibility Program Development as Easy as Pie
Kimberly Doan, M.A., Tufts University
Kate Pillette, Ed.S., Tufts University

Interested in increasing up your programming efforts but are unsure where to begin? This presentation will explore the programming initiatives developed and conducted to increase outreach, build individuals' academic strategy skillset, and raise disability awareness and education. Based on the experience of Student Accessibility Services at Tufts University (a medium sized private institution outside of Boston, MA) presenters will outline programs which were developed to support students with disabilities on campus. Attendees will leave with programming ideas and workshop outlines to guide their own program development for implementation within their own institutions.

 

Project Access: Creating Access to Post-secondary Education for Students with Intellectual Disabilities
Cindy Morgan, BA, Palo Alto College
Dr. Rose Zambrano, PhD, Palo Alto College
Sylvia De Hoyos, MA, Palo Alto College

From conception to implementation, this session tells the story of how a community concern about access to post-secondary education for students with intellectual disabilities helped launch Project Access at Palo Alto College. We will share collaboration strategies for working with colleagues and administration to develop a program for students with intellectual disabilities.

 

Learning Differences and Recovery: Collaboration and Support
Julie Law, M.A., University of Denver
Dylan Dunn, M.S. Student Affairs in Higher Education, University of Denver

The University of Denver has started a Collegiate Recovery Community (CRC) on campus this year, joining a national movement that has seen the number of collegiate recovery programs expand from around 30 to over 180 since 2013. Our Learning Effectiveness Program (LEP) has been in existence for several decades, but together we are seeing the overlap of learning differences and recovery and how we can collaborate to support and encourage our students.  Come and learn more about these programs and our innovative ways to work together.

Building Your Team: Collaborating with Faculty for Best Outcomes in Learning
Kate Duffy, M.A., University of Missouri- Kansas City
Alexis Petri, Ed.D, University of Missouri-Kansas City

UMKC's two-year Propel Program prepares students with developmental disabilities, 60% of whom are first-generation college students, for competitive work and active, fulfilled lives. Yet, we learned we had not prepared faculty well for working with our students. Using a REDCap program and a system of regular check-ins, Propel staff learned to partner with university faculty in a way that has led to a more effective evaluation of student progress and improved support for students and faculty alike.

 

Caring for Yourself to Care for Others:  Approaches to Workplace Wellness
Tracy Jalaba, Ph.P.T., University of Southern California

Work-related stress is on the rise leading to increases in burnout, absenteeism, and development of chronic physical and mental health conditions.  The psychosocial impact of human services work puts disability services providers at an even higher risk of experiencing these phenomena.  Incorporating a variety of wellness tools into your workplace can have a positive impact on your productivity, health, and job satisfaction.  Come to learn both personal and organizational strategies you can implement and share with your colleagues.

 

The Impact of Coaching College Students: Enhancing the University Support Services Experience
Samantha Feinman, M.S.Ed., New Frontiers in Learning

Utilizing supports available to students on the college campus can be essential to student success; however, students with various learning and/or social emotional needs may not recognize when they need help, where to access assistance, or how to follow through with utilizing supports. This poster will review techniques to develop skills to promote student success and independence.

 

How to Build an Access Transition Fair at Your Institution
Kyle Mutz, M.A., Lamar University
Erin Tabor, M.S., Lamar University

Higher education is difficult for students with disabilities to navigate and can often present barriers to access and success. Lamar University's Disability Resource Center developed a transition fair for high school students with disabilities. The benefits and process of implementing a transition fair will be discussed. Group activities will help you begin the process of developing your own transition fair.

 

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.

 

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.



Returning From Service: College and Careers for Veterans With Disabilities
Lyla Crawford, M.S., DO-IT, University of Washington

 Student veterans face challenges that include social adjustment, financial burdens, and reluctance to disclose disabilities. How can postsecondary institutions best support veterans with disabilities on their campuses? This poster session synthesizes key issues to consider and interventions to explore that help postsecondary institutions make their programs more welcoming and accessible to veterans returning to school after sustaining injuries during service.



Understanding the belongingness of students with disabilities
Morgan Baker, Ph.D., University of Southern California

 With the use of qualitative methods, this study explores how students with disabilities make sense of their belonging. Using the disability belongingness model, the study examined three factors: self-advocacy, social relationships, academic mastery. Results show that belonging is complex and can affect student persistence and student learning outcomes.

 

Shine the Light on Abilities: 10 ways to Promote Disability Awareness on Your Campus
Eileen Mathis, M.A., Florida Atlantic University

One of the roles of disability services providers in higher education is to promote disability awareness on our campuses. Progress has been made, but misinformation, misunderstanding, and bias persist. Whether it is during Disability Awareness Month or at another designated time, any time is appropriate to promote disability awareness. This poster session will share practical ways to promote and advance disability awareness on your campus.

 

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.

 

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.

 

Creating a Culture of Using Inculsive 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.

 

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.

 

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.

 

Bullying of Individuals with Disabilities at College: A Qualitative Investigation
Bridget Green, Ph.D., Duquesne University

Bullying is increasing at college. Unfortunately, there is little research analyzing the prevalence of bullying regarding people with disabilities at college. This qualitative study investigated how people with disabilities experience bullying on a college campus. Using semi-structured interviews, nine participants described how their experiences as the victim of bullying impact participation in college activities and peer relationships.

 

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.

 

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.

 

High Tech Notetaking - How to Automate and add Technology to Your Notetaking Program to Increase Efficiency, Save Time and Benefit Students
Stuart Buckley, BA, Florida Atlantic University
Rebecca Eagen, B.A., Florida Atlantic University

Florida Atlantic University Student Accessibility Services has set about the process of improving student notetaking using emerging technology. The presenters will share effective ways they have provided automated volunteer notetaking services to students via an online portal that increases availability and accessibility. They will also share innovative ways to transition students to independence with the use of new technology tools.

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.

 

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.

 

Being an Agent of Change by Identifying Inclusive Solutions using Design Thinking
Joel Greenup, B.A., Florida International University
Rumi Agarwal, M.P.H., M.B.A., Florida International University
Laura Heron, M.S., Florida International University
Shanna Burke, Ph.D., 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.

 

Multiple Reporter Agreement on College Students with Intellectual Disabilities Independent Living Skills
Kathleen Feeney, M.P.S., Florida International University
Joel Greenup, B.A., Florida International University
Shanna Burke, Ph.D., Florida International University
Nicole Attong, M.S., 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.

 

The Embrace Mentoring Program: Closing the Gap for Students with Intellectual Disabilities.
Rumi Agarwal, MPH, MBA, Florida International University
Laura Heron, M.S., Florida International University
Shanna Burke, Ph.D., Florida International University
Emily Blower, M.S.W., 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.

 

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.

 

Implementing Accommodations in Practicum, Clinical, and Fieldwork Settings: Planning for Success
Sarah Hiebert, Bachelor of Education, University of Manitoba

The implementation of accommodations in practicum, clinical, and fieldwork settings presents a unique set of challenges for disability service providers. This poster presentation will outline how to successfully address these challenges and provide a framework for ensuring that students with disabilities are supported in these non-standard settings.

 

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.

 

Nature of Support 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 programs' nature of support (i.e., the academic and social supports offered) and students' perception of the nature of support (i.e., student perceptions on the supports they receive).

 

The Embrace Mentoring Program: Mentors Benefit Too!
Laura Heron, M.S., Florida International University
Rumi Agarwal, M.P.H.. MBA, Florida International University
Shanna Burke, Ph.D., Florida International University
Marlaina Maddux, M.S.W., 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.

Disability Service Professional's Guide to Deaf Services: Evidence, Strategies, and Tools for Implementation
Lauren Kinast, M.A., National Deaf Center
Tia Ivanko, M.S., National Deaf Center 

The National Deaf Center on Postsecondary Outcomes has developed a series of resources, “a toolkit”, for disability service providers to draw from as they navigate accommodations and auxiliary services for deaf students. This poster will highlight key points in the accommodation process, strategies for efficient implementation, and provide resources for both novice and experienced providers to add to their professional repertoire