Friday, July 24
2:00 pm - 3:30 pm
7.1: Not 100% Accessible? Develop an Alternate Access Plan Ahead of Time
Nicolas Crisosto, College of the Desert
Wouldn't we like to believe technology can be made 100% accessible? But there will usually still be a need for accommodations. This does not have to be a barrier for institutions to meet Section 508 accessibility goals and obligations. Instead, each time an institution reviews an Information and Communication Technology (ICT) product, it can be part of a collective effort to reduce the accessibility barriers for students, faculty, and staff, anywhere the product is used. In this session, participants will learn how a product's Voluntary Product Accessibility Template (VPAT) can help an institution develop an Equally Effective Alternate Access Plan (EEAAP) and ensure the institution is taking steps towards achieving Section 508 compliance.
7.2: You Can Improve Math Success: Learning Strategies, Apps, Mindfulness, Memory Aids, Workshops, 3-D Accommodation, Co-requisites and Substitutions
Paul Nolting, Hillsborough Community College
Aimee Stubbs, St. Petersburg College
Research says that math and poor strategic learning are the two major reasons students are unsuccessful. Offices can learn how to help students improve math success. Participants will learn math study skills, test anxiety reduction, processing deficits, classroom/3-D accommodations, testing accommodations, and substitution strategies. Participants will also learn how to conduct student workshops, strategies to help students in co-requisite courses, and how to develop individual math success plans. You don’t have to break the bank to provide accommodations. Group discussion and a question and answer period will conclude the presentation.
7.3: The PCC Accessibility Council: Creating Structure to Build Institutional Capacity
Kaela Parks, Portland Community College
In 2015 Portland Community College created an Accessibility Council with defined working groups and lines of accountability as a way to build institutional capacity. This session will provide details around the structure that was put in place, with examples of how this model has promoted more inclusive business practices at scale.
7.4: Effective Ways to Support Students with Traumatic Brain Injuries: Perspectives from a Provider, Researcher, and Survivor
Emily Tarconish, The University of Connecticut
This session will present strategies and tools to help students experiencing Traumatic Brain Injuries (TBI )to deal with a variety of symptoms. As the symptoms of TBI are vast and can affect cognitive, emotional, behavioral, physical, and self-awareness abilities, accommodations, learning strategies, and other tools will be discussed to address each area of impairment. The presenter will discuss a range of possible accommodations and approaches, including cognitive rehabilitation approaches, typical accommodations, assistive and cognitive support technology, self-accommodation strategies, and metacognitive training. She will discuss this content from the her perspective as a researcher, a former disability services provider, and a survivor of a severe TBI herself.
7.5: Getting to "Yes:" Using Alternative Sources of Disability Documentation
Nora Pollard, Educational Testing Service
Loring Brinckerhoff, Educational Testing Service
Morgan Blisard, Educational Testing Service
With over 15,000 requests per year, accommodation requests abound at ETS. Unfortunately, frequently the documentation submitted may not support the need for the requested accommodations. In our endeavors to reduce the burden on test takers requesting accommodations, ETS is now looking at other types of supportive documentation. During this session ETS will discuss these changes to get to "yes" more quickly for students on your campus. A case study will be presented demonstrating the types of alternative supportive documentation that has led to an approval.
7.6: Service & Assistance Animals in a Changing Landscape
L. Scott Lissner, The Ohio State University
A discussion of the social and legal landscape for service and assistance animals on campus will map the critical contours of a comprehensive campus policy. Short scenarios will highlight documentation; progression from pet to ESA to service animal; exotic animals; balancing conflicts (allergies, fear, religious objections); behavior issues; and animals in different campus environments (residence, classroom, labs, etc.).
7.7: If STEM is the Answer, What Are the Questions?
Michelle Maybaum, Desiderata HR Consulting
Many community college students are now participating in STEM majors, but are they accessible for students with disabilities? A panel of disability services professionals and STEM faculty members will share their experiences and perspectives related to supporting accessibility and Universal Design for Learning in STEM programs. They will address topics such as strategies for access in classrooms and “hands-on” settings, faculty mentoring and/or staff development opportunities, and practical tips for promoting student access and success.
7.8: ADA Accessibility Issues: The Good, the Bad and the Ugly
Michelle Shaw, Florida Atlantic University
Jennifer Dandle, University of California San Diego
Jimmy Cong, University of California San Diego
Are you dealing with parts of campus that are not physically accessible? How does this affect student access and services? How can you effectively negotiate with the campus community to make changes for full access? In the presentation you will learn how to identify important partners for addressing inaccessible facilities. Find out about commonly overlooked barriers students may encounter outside of the classroom. Learn how to be proactive and use strategies to empower others to identify and report barriers to access.
7.9: Framing your Data story for Decision-Making and Advocacy
Ronda Jenson, Northern Arizona University
Linda Thurston, Kansas State University
Having a strong program evaluation can provide disability support professionals with essential data for informing program, policy, and systems-level decision-making. This session will show disability support professional how to tell their program's data story within the context of the ever-changing postsecondary environment and using an approach that is authentic to the voices of multi-stakeholders (students, faculty, and administrators). Using an evaluation framework that has been fine-tuned by the presenters through many years of evaluation, disability, and postsecondary experience, participants will reflect on their own program components and engage in discussion regarding the potential impact of their own data story.
7.10: The Disabled Perspective: Through The Eyes Of Disabled Disability Services Practitioners
Ryan McCombs, Purdue University
Julie Alexander, Purdue University
Amanda Bell, Purdue University
Antonia DeMichiel, University of San Francisco
Margaret Fink, University of Illinois at Chicago
Lily Diego-Johnson, University of Illinois at Chicago
The ability to understand someone’s disabled experience is a fundamental part of working in disability services. While many practitioners have the experience of observing and learning about disability, few know how it feels to be disabled. Currently, research discussing the disabled perspective as it relates to disability services, focuses on the student experience, not the experiences of disabled practitioners working in disability services. In this interactive panel discussion, participants will engage with current disability services practitioners who identify as disabled and how their lived experiences inform their practice.
7.11: Advancing the Craft of Disability Resources: A Panel Discussion
Tom Thompson, TMLS Consulting
Nicole Ofiesh, Potentia Institute 21
Paul Grossman, Hastings College of Law
Members of a panel of experienced practitioners including a disability ressource administrator, a researcher/educator, and legal educator will discuss the growth and changes in our field: where we've been, where we might go, and how we might get there.
7.12: From Intention to Action and Beyond: Proposing a Retention Program for First-Year Students Dealing with Mental Health Issues
Sara Antunes-Alves, Carlton College
Larry McCloskey, Carleton University
John Meissner, Carleton University
Mental health and retention are two of the biggest challenges facing colleges and universities today. While we are in an era of arguably the greatest mental health awareness yet, our capacity to serve the surge of students demanding mental health services is lagging. FITA, From Intention to Action, is a mental health program to support students on academic warning or who identify as “overwhelmed.” We will provide an overview of student mental health, the efficacy of the FITA program, and the transferability of a FITA-like program to other campuses.
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