2020 Poster Sessions

The 2020 conference includes two Poster Sessions, each held in the Exhibit Hall:

  • Thursday, July 23, 9:00-11:00 (in combination with continental breakfast)
  • Friday, July 24, 10:00-11:30 (in combination with an extended refreshment break)

The following posters will be presented:

attendees at an AHEAD Conference poster session event

Thursday, July 23 Poster Sessions (9:00-11:00 am)

Use of Student Self-Report in Making Accommodation Decisions: An Analysis of Disability Services Websites
Manju Banerjee, Landmark College
Adam Lalor, Landmark College

Since the passage of the ADA Ammendments Act in 2008 and the Association on Higher Education and Disability publication of 2012 Guidance on Documentation Practices, there has been a pendulum swing in thinking about self-reported information This poster examines the value that postsecondary providers place on self-reported information through a national survey of postsecondary websites.

Pearson-T-Base Accessible Textbook Catalog: Benefits
Philip Voorhees, MTSU, CSUN
Jonathan Thurston, Rhode Island School of Design
Jeff Jullion, Algonquin College

Procuring textbooks in Braille or reflowed large print has traditionally been a time-intensive and costly process that has disadvantaged students who must endure long waits for materials in their preferred format. Finally, there’s a new, more efficient process. Talk with three key players in the process (the Technology Accessibility Coordinator, who is responsible for sourcing the accessible textbook for the student; the publisher, who owns the textbook/file; and the company that produces the textbook in accessible formats) on the benefits (e.g. turnaround within 10 business days) of ordering via the Pearson-T-Base accessible textbook catalog and how to support its growth so more students receive their preferred format faster.

Let's Compare Notes: Equity, Effectiveness and the Role of Peer Notetakers
Alyssa Marinaccio, University of Connecticut
Katherine Hamilton, Sonocent

Is it time we challenged the role of notetakers as an accommodation? After speaking to 564 support professionals, we found that 93.4% offer either paid or volunteer notetakers; a further third told us that it is their most common note-taking provision. However, the purpose of recommending a peer notetaker was broad, and came with a mixed sense of success. We present the data collected for our latest whitepaper on the Sonocent Community, exploring experiences of using peer notetakers and the potential pitfalls in note-taking provision. We analyze relevant research on note-taking as well as the current and predicted trends in providing peer notetakers, asking whether the resulting quality, reliability, and equity meet expectations.

The Support and Services for Students with Disabilities in Higher Education in the United States and Taiwan
Ya-Hui Hung, NCUE

Examination of relevant policies using "equal access," "reasonable accommodation," and "affirmative action" as rulers and discuss relevant issues.

Inclusive Small Group Collaboration for Mixed Deaf and Hearing Groups
Christa Miller, Virginia Tech
Yasmine El-Glaly, Rochester Institute of Technology

STEM education continually increases the requirements for collaborative learning. For teams of Deaf/Hard of Hearing (D/HH) and hearing students, this has additional challenges. Researchers from the Rochester Institute of Technology and Virginia Tech are trying to address those barriers. The result is a computer-based, assistive technology called CollabAll. CollabAll is designed to manage interpersonal aspects of communication through facilitated turn-taking. In a comparative study where DHH and hearing individuals used Slack and CollabAll to complete several tasks, we found that both CollabAll and Slack can facilitate team collaboration and foster inclusion.

Examining the Neurodiverse Postsecondary Experience: A Qualitative Study
Amy Thomas, Alvernia University

This phenomenological investigation examines the lived experience of five postsecondary students who identify as neurodiverse. Data was collected through face-to-face interviews following a semi-structured interview guide. Three contextually relevant themes emerged from data analysis: (a) Accommodation Pros and Cons, (b) Perceived Flaws in the System, and (c) Necessity is the Mother of Invention. The emergent themes represent challenges in the current disability support service model and highlight participant ingenuity and determination.

Paradigm Shift: Universal Student Success Effectively Applicable to Neurodiverse Success
Felicitas Nungaray, University of California, Riverside

Higher education institutions are adopting evidence-based factors to support student success; however, far too many times certain students, such as those with autism or neurodivergent diagnoses, are left with a gap of services. The lack of support for neurodiverse populations in higher education has created a declined of the student overall success, and it has impacted the retention of these bright and talented individuals. This poster will identify key factors in evidence-based services and create a cross-functional support system for neurodiversity students on college campuses. How can neurodiverse students achieve success by using the "Success Factors Frame Work" in conjunction with evidence-base social skills training.

System of Support for Students with Disabilities and Special Educational Needs in Selected Higher Education Institutions in Poland
Joanna Sztobryn-Giercuszkiewicz, University of Lodz, Poland
Anna Gutowska-Ciołek, PhD.University of Lodz, Poland

In the last ten years a lot has changed in the area of support of students with disabilities in Central/Eastern Europe. This poster shows how the Lodz University of Technology and the University of Lodz in Poland identify and support appropriately students who have special educational needs and/or disabilities.

The Adult Learner: Misconceptions of Available Support and Uncertainties of Accommodation Use
Katherine C. Aquino, St. John's University

This poster explores the perceived hesitation of self-identification and accommodation use for adult learners with disabilities in the higher education environment. Using a phenomenological approach, this research investigated how students who self-identified as having a disability, did not utilize support services in the postsecondary environment, even though they believed it would be beneficial to their academic success.

Maintaining Balance, Being Healthy, Having a Life, and Trying My Best: Disabled Students' Definitions of Collegiate Success
Autumn Wilke, Grinnell College
Kirsten Brown, Edgewood College

In this poster, we present data from a critical constructivist case-study that explored disabled students' definitions of success and factors that they described as influencing their success. Students reported definitions of success that differed from those of their institutions, focusing more on social integration and maintaining physical and psychological well-being than on high grades or graduation. Students indicated that programs which fostered social integration, access to high quality health and wellness services, empathetic and engaged faculty and advisors, flexible residential environments and campus policies, and accommodations that were easy to use supported their success. Implications for practice are discussed.

Moving On: Making Successful Transitions
Lyla Crawford, DO-IT, University of Washington

Many students with disabilities struggle to make successful transitions between two-year and four-year postsecondary programs and undergraduate and graduate programs. Challenges often relate to their own knowledge and skills and to the differences between institutions. This poster will share tips for success and additional resources to help students with disabilities make successful transitions.

Inclusion of Holistic Assessment in College Student Recruitment and Acceptance
Michelle Gough, Indiana University
Emily Richardson, Indiana University

Project Lead The Way (PLTW) will share its deep collaboration with partners in higher education and industry to develop an holistic End of Course (EoC) Assessment that measures both subject matter and transportable skills. The new holistic EoC Assessments were rearchitected with the input of partners and PLTW teachers to ensure that students are being assessed on the critical skills needed to further their post-high school successes. Accompanying the holistic assessment is a new score report that provides information to students, parents, teachers, higher education institutions, and industry detailing information about students' subject matter competencies, as well as their mastery of transportable skills.

Using Virtual Reality to Provide Disability Awareness and Empowerment in Higher Education
Stuart Buckley, Florida Atlantic University

Virtual Reality (VR) is an exciting and fast emerging area of technology with tremendous potential to enable individuals to gain exposure to new experiences that are both immersive and engaging. In this poster session, Florida Atlantic University shares ways in which this emerging technology can be leveraged for use by disability service providers. They share experiences using this technology for building disability awareness and empathy towards those with disabilities. They also illustrate ways that VR can be utilized to provide accessibility to students with disabilities and demonstrate examples of VR accessibility projects.