2020 Preconference Institutes

Two-Day Preconferences; Monday, July 20 and Tuesday, July 21 (9:00-5:30)

  • PC#1 AHEAD Start: An Introduction to Access for Newer Disability Resource Professionals
  • PC#2 Introduction to Disability Law for DSS Directors, Staff, and ADA Officers
  • PC#3 Socially-Just Services - Unpacking How Ableism Shapes the Disability Experience and Informs Professional Practice
  • PC#4 Diagnostic Assessments: Understanding and Operationalizing Diagnostic Assessment Outcomes
  • PC#5 - From Problem to Possibility: Using Coaching Skills to Manage Student Challenges

One-Day Preconferences; Monday, July 20 (9:00-5:30)

  • PC#6 – Alternative Format Textbooks and Course Materials: Policy and Production
  • PC#7 –  Policy Incubator: Workshop Your Policy Challenges
  • PC#8 ADA Coordinators Guide to the Higher Education Galaxy: Advanced Competencies and Case-Studies
  • PC#9 Transforming the Work of Disability Resources through Assessment, Best Practices, Creative Approaches and Applied Research

One-Day Preconferences; Tuesday, July 21 (9:00-5:30)

  • PC#10 Building, Defining, and Updating Processes: Test Accommodations, Note-taking, and Assistive Technology
  • PC#11Principles of Reasonableness: Returning to Basics to Address Challenging, Nuanced Situations
  • PC#12 The Tools, Techniques, and Strategies of Assessment in Disability Resource Offices
  • PC#13 Attendance Modification: Considerations and Implementation

Half-Day Preconferences; Tuesday, July 21 (9:00-12:30)

  • PC#14 - Developing Policies to Manage the Menagerie
  • PC#15 Community and Two-Year College Reboot: Swaying through Specific Sand Traps

Half-Day Preconferences; Tuesday, July 21 (2:00-5:30)

  • PC#16 - Understanding Students with Brain Injuries
  • PC#17 - Anti-Ableism Caucusing

Two-Day Preconferences; Monday, July 20 and Tuesday, July 21 (9:00-5:30)

PC#1- AHEAD Start: An Introduction to Access for Newer Disability Resource Professionals
Carol Funckes, AHEAD

This two-day program is designed to provide those newer to higher education disability resources with a foundational overview of the major issues that shape access in higher education today. In the dynamic postsecondary environment, the disability service office must be both a service unit and a vital center of information and collaboration for the campus community. Disability resource professionals must balance their work in determining and coordinating accommodations for individual students with the equally important role of campus-wide consultant, advisor, and leader. 

This workshop will support participants in building on the skills they bring to the field, acquiring the knowledge and the critical judgement to analyze access barriers, apply consistent principles to diverse situations, and foster change within established systems. Through instruction, discussion, hands-on activities, and resource sharing, we will explore the civil rights foundation, legal underpinnings, and practical realities of creating accessible, welcoming higher education environments. Guided by participant questions and interests, we will cover the following topics:

  • foundational legal, disability, documentation, and design concepts;
  • the interactive process, working with students to assess barriers, achieve access, and establish accommodations;
  • strategies for designing service delivery practices that minimize extra efforts by disabled students and encourage faculty collaboration;
  • considerations for implementing common accommodations and addressing developing issues
  • Collaborations to create a more inclusive and accessible campus

Unlike online trainings and other forms of distant education, this two-day Institute provides the opportunity for attendees to engage with others to develop a professional network, the most valuable professional development tool available! Whether you work alone, with a large staff, or address disability as one component of a larger role, join us for a dynamic introduction to an exciting field.

 

PC#2- Introduction to Disability Law for DSS Directors, Staff, and ADA Officers
Paul Grossman, retired Hastings College of Law and the Office of Civil Rights
Jamie Axelrod, Northern Arizona University
Mary Lee Vance, California State University Sacramento

Back by popular demand, this updated two-day preconference will give DS, ADA, disability law practitioners and compliance professionals a comprehensive introduction to postsecondary student disability law, including the requirements of the Americans Disabilities Act, Section 504 of the Rehabilitation Act of 1973, and the Fair Housing Act. There is no way to anticipate every question or scenario that will arise in implementing these laws. Consequently, our mission is to provide each participant with a series of comprehensive frameworks, “analytical paradigms,” and procedural tools for addressing the broad range of legal questions they are likely to encounter. The courts and the Office for Civil Rights often devote more scrutiny to the processes colleges and universities use to reach their decisions than to the decisions themselves. Accordingly, this course will present the procedures most likely to receive agency approval and deference. 

This course will begin by placing the responsibilities of disability services into its civil rights context with a review of the history of discrimination against individuals with disabilities and the emergence of the disability rights movement. Participants will learn the seminal legal concepts common to all antidiscrimination laws and what is unique to disability law. With this broad foundation under our feet, we will take a quick walk through the applicable regulations and tie these concepts and regulations to a comprehensive overview of potential claims and defenses under disability discrimination law including denial of accommodation, fundamental alteration, and undue burden.

Next, we will learn to look at our daily questions as if they had been set before a judge to scrutinize. The issue underlying about 80% of all post-secondary student disability cases is whether the student-complainant is “a qualified individual with a disability” (QID).   This includes focusing on who is “an individual with a disability” under the ADA as amended and what the courts and DOJ tell us about documentation of disability. We will then proceed to the second element of the QID paradigm: whether a student with a disability can meet the essential academic and technical requirements of the institution, with or without reasonable accommodation (“academic adjustments and auxiliary aids”). This will include discussion of accommodations that are “necessary” and “reasonable” and those that are not because they either entail a “fundamental alteration” or an “undue burden.”  

Finally, will devote significant time analyzing recent court decisions and OCR letters, whose discernible theme is that colleges and universities should never deny an accommodation to students with disabilities without first engaging in a case-by-case (individualized) and “interactive” consideration process, even if implementing the accommodation would require making an exception or modification to a long-existing rule, practice, policy, or assumption. Particularly at this stage, we will apply these foundational concepts to cutting-edge legal developments in some of the most challenging and complex issues that face DS offices such as self-injurious students. Opportunities to apply concepts will be provided through discussion of recent cases. 

Persons who complete this class will be well-prepared to take their knowledge and understandings to the next level by attending AHEAD’s master class offered on this subject each spring.

PC#3- Socially-Just Services: Unpacking How Ableism Shapes the Disability Experience and Informs Processional Practice
Amanda Kraus, University of Arizona

Many of us are drawn to professional work in disability services because of our commitment to social justice and inclusion. In this two-day workshop, we will explore disability in the context of social justice dynamics, providing space for participants to reflect on their positionality to disability and connect to professional practice in disability services.

We will begin by exploring systemic and individual dynamics of power and privilege. By situating disability along other community and identity experiences, participants will have time and space to reflect on their personal power and privilege. Participants will relate to professional practice by exploring how their positions may impact building authentic relationships with disabled students and how they may represent disability to campus audiences. We will then move on to explore how these dynamics impact contemporary and professional concepts of disability. Borrowing from disability studies and disability history, we will look at how disability is currently framed in society, explore conscious and unconscious biases about disability, and consider how these ideas may shape our personal and professional ideas.

After reflecting on the impact of bias on disability services and higher education, we will focus specifically on disability-related microaggressions, an emerging area of scholarship with important implications for our work. We will review the literature and work collectively to unpack examples of microaggressions and the role we play in either perpetuating or dismantling these experiences. Finally, we will discuss our roles as allies and advocates and ways to cultivate effective relationships that promote equity on campus. We will end with participants developing and discussing specific action items.

 

PC#4- Diagnostic Assessments: Understanding and Operationalizing Diagnostic Assessment Outcomes
Rhonda Rapp, Educational Constultant

Students with learning disabilities and/or attention disabilities tend to comprise the largest combined population of students with disabilities who request and receive accommodations on college and university campuses. To understand and address the barriers they face, colleges and universities request diagnostic assessment results as documentation of disability. However, without specific training in the processes, purposes, and uses of diagnostic assessment information, disability resource personnel cannot make the best use of assessment reports. Understanding the results of an assessment is crucial to creating an equitable experience: Are the test results significant? Do the results support requested accommodations? Do the results indicate that other accommodations would be effective? In general, how can you operationalize the information you get in a report?

This two-day preconference is designed for anyone interested in learning more about diagnostic testing and how to use psychoeducational testing results in a higher education setting. Through highly interactive, hands-on activities, participants will receive in-depth information about diagnostic assessment and “functional impact” as they apply to students with learning disabilities and attention disorders. We will “peel back the layers” of a diagnostic testing report, walking through informative and some “not so informative” reports and IEPS/504 plans.

We will discuss the individual subtests and sections of diagnostic testing reports that: 

  • provide information for determining appropriate accommodations, such as extended test time, note-taking, reduced course load, course substitution, etc.;
  • support students’ understanding of their strengths and selecting a “good fit” major or minor;
  • guide faculty, tutors, and supplemental instructors in supporting individual students.

Fully understanding the content of diagnostic assessment reports gives disability resource professionals invaluable tools for addressing access barriers and determining appropriate accommodations for individual students. Join us to learn more about the reports you have from students and understand how “professional judgment” is an important part of the total, over-arching diagnostic process.

PC#5- From Problem to Possibility: Using Coaching Skills to Manage Student Challenges
Christina Fabrey, Prescott College
Jodi Sleeper-Triplett, JST Coaching and Training

Conversations can become heated very quickly, and before long it can feel like a situation is out of control, or you’ve missed an opportunity to make an impact. When students, parents, faculty, and administrators approach you with challenges, they typically bring frustration, anger, and anxiety with them. This can make it difficult to have a meaningful, productive conversation and is where coaching skills can make a difference. Coaching strategies help shift problems to possibilities, illuminate alternate perspectives and choices, and identify realistic, attainable goals.

This two-day, hands-on workshop will help disability resource professionals feel more confident leading difficult dialogues. Participants will learn strategies for facilitating conversations that maintain civility and foster positive outcomes and will acquire coaching tools to prevent conversations from escalating. Life coaching, with an ADHD/EF/LD component, provides a platform for discovery for students, especially those who see themselves as stuck and without power to change their situations. Through the use of core coaching principles, disability support providers can turn a sour conversation into a productive one. 

Strategies we’ll explore include:

  • Listen to Learn: Listening is one of the most important skills for disability support professionals. Being listened to helps students feel valued and heard, which helps builds trust in a system where students may feel disadvantaged.
  • Inquiry for Insight: At the core of coaching models is the premise that each of us is creative, resourceful and whole. With this in mind, coaches draw the brilliance out of others. They ask questions that move students out of the past into action, focusing on the what and how, instead of the why to seeking reasonable solutions.
  • Awareness to Accountability: Coaching conversations can help students to tap into their metacognition to build awareness and create action.

Participants will practice using coaching skills with partners throughout the workshop to experience the effectiveness of coaching conversations. On day two, we will take a deeper dive into common student challenges using case studies and participant scenarios. We will practice coaching skills to shift students’ perspectives around their choices and actions, leading to more successful outcomes.

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One-Day Preconferences; Monday, July 20 (9:00-5:30)

PC#6- Alternative Format Textbooks and Course Materials: Policy and Production
Rachel Kruzel, Texthelp

Providing alternative and accessible textbooks and documents is an essential component of the role of a disability resource office. However, those who manage a one-person office, are new to the field, or juggle multiple roles may struggle with executing this accommodation in a thorough and efficient manner. Recent developments in the field can also lead professionals to scratching their head and asking, “What do I do?” As a result, many students who could benefit from etext and other accessible formats are overlooked or given books and documents formatted in ways that are not effective.

This preconference will give attendees the skills and resources to provide alternative format textbooks and accessible documents and course materials efficiently and effectively, while navigating an ever changing landscape which impacts this work. Attendees will explore “reading disabilities,” learn which students might benefit from accessible materials, and explore the available resources. We’ll discuss publisher files, other sources of accessible textbooks, and scanning and editing files. We will also touch on current issues, such as ePub files, copyright issues, the recent white paper from the Association of Research Libraries, and wider accessibility efforts to ensure accessible documents campus-wide. Practical workflows and systems that can be implemented quickly will be shared. Attendees will leave with information and guidance to create a streamlined process for securing and producing alternative textbooks and course materials.


PC#7- Policy Incubator: Workshop Your Policy Challenges

L. Scott Lissner, The Ohio State University

Are you struggling with developing technical standards, framing attendance/deadline accommodations, drafting policies for supporting students in placements and practica, using documentation consistently, or documenting a dispute resolution plan? In theater and creative writing, it is common to “workshop” a draft with colleagues. In industry, “incubators” provide support for inventors or entrepreneurs to develop an idea. This full-day, working session offers the opportunity to review and refine particularly challenging policy areas for disability resource professionals and ADA/504 Coordinators.

Prior to the preconference, participants will be asked to submit a draft or current that they’d like to address or fine-tune. These will be used as material to form working groups around clusters of related policies. NOTE: there are other preconference sessions covering policies on Attendance Modifications and Assistance Animals those will not be topics for this workshop.

The session will begin with a group discussion that recognizes institutional idiosyncrasies but focuses on the typical policy development cycle: catalyst, assessment, development, promulgation, implementation, and review. An overview of the common elements of an effective policy will provide the working groups with a structure for applying policy principles (scoping, definitions, accountability, interpretation, control vs. operation, life span, etc.) to their chosen policy. Working groups will share observations and discuss each policy element with the larger group before returning to a smaller group to apply it.   

The full-group portions of the preconference will provide policy development tools and concepts. In the intimate policy clusters, participants will have the opportunity to compare their institutional policies, identify model language and structures to address common goals and concerns, and get specific feedback on their work. Participants will return to their campuses with a well-designed policy statement in the area of their interest and strategies for its implementation.

 

PC#8- ADA Coordinators Guide to the Higher Education Galaxy: Advanced Competencies and Case-Studies
Bree Callahan, University of Washington
Gabriel Merrell, Oregon State University
Heidi Pettyjohn, University of Cincinnati

This highly interactive session will begin with a high-level background presentation on the role of the ADA/Rehabilitation Act Coordinator in higher education, including the legal/statutory requirements and typical roles and responsibilities of an ADA Coordinator: grievance response and coordination, policy and procedure oversight, and campus accessibility oversight. The day will include opportunities for participants to share their campus roles and responsibilities and learn for others. Attendees will work in small groups on real-world, hypothetical situations and/or recent or common OCR cases that focus on a wide variety of areas of compliance. Issues will include Electronic and Information Technology (EIT) Accessibility, physical accessibility, accommodation grievance processes, etc. Facilitators will debrief scenarios with participants, asking standard questions: what would be your first steps; next steps; essential campus partners; and potential solutions? This approach allows participants to problem-solve with support and learn about processes in place on other campuses and facilitators’ best practice approach. The facilitators will capture themes from the discussions so that the group can identify "core competencies" for an ADA Coordinator in higher education.

 

PC#9- Transforming the Work of Disability Resources through Assessment, Best Practices, Creative Approaches and Applied Research
Tom Thompson, TMLS Consulting
Roselind Blackstar, California State University, Fullerton
Celeste Phelps, Cypress College, California Community Colleges
Richard Allegra, AHEAD

Disability resource/service staff invest considerable time in creating policies, procedures, and systems for providing academic adjustments, access, and auxiliary aids. They work to build relationships through consultation and training of various campus stakeholders. However, less time is invested in reviewing, assessing and improving their own practices. 

In this workshop, presenters from varied backgrounds will focus on four major areas of work within the scope of DRS: staffing, administration/operations, service delivery, and outreach/consultation. Presenters will use examples and share key resources to describe concepts related to the creation and revision of policies, procedures, and systems. Through small and large group discussion, participants will assess and identify their current practices and develop action plans to address areas that need revision. An emphasis will be on making policies and procedures less bureaucratic for students with disabilities, tailored towards their experiences, along with the needs of faculty and staff.

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One-Day Preconferences; Tuesday, July 21 (9:00-5:30)

PC#10 – Building, Defining, and Updating Processes: Test Accommodations, Note-taking, and Assistive Technology
Rachel Kruzel, Texthelp

Process guides most everything we do on a day-to-day basis. From getting up and getting ready for work, to writing a paper or ordering food at a restaurant, process runs our lives. In a disability resources office, this is no different. Best practice tells us that having written processes provides structure and standards to the work we do. “Do you have a process?” is often the first question that the Office of Civil Rights or the Department of Justice asks if an institution is involved in a complaint investigation. Couple this with the ever-changing landscape of our field, and it is essential that we have written procedures and stay abreast of what they should include. However, many disability resource offices have processes that are known but not written or reviewed recently. Many times, we have the best intent to update our processes but time constraints and competing priorities prevent follow-through. No matter the issue, carving out dedicated time to address, update, or write procedures is essential.

We will address processes and procedures in three key areas of accommodation provision: accommodated testing, notetaking, and assistive technology. Participants will learn best practices in each of these areas of accommodation, discuss processes in place at similar institutions to theirs, and share challenges and successes with their current procedures. Then, through "choose-your-own-adventure" worksheets and writing exercises, participants will take a critical look at each of their own processes and tweak, change, or draft procedures for their office. You will leave with tangible updates or processes that you can implement upon return to campus. Make sure to bring copies of your current policies!

PC#11- Principles of Reasonableness: Returning to Basics to Address Challenging, Nuanced Situations
L. Scott Lissner, The Ohio State University

Those of us who have been in the field of higher education and disability for some time know the principles that underlie our work, the relevant legislation, and best practices. Yet, synthesizing that information to make a decision on the reasonableness of a request in the face of competing priorities from students, faculty, administrators, and other stakeholders is challenging. By design, the field requires individual analysis of each student’s characteristics, each program or campus context, and each unique request. With so many moving parts, legal and policy guidelines can only take us so far. Fluent communication skills, expertise in identifying relevant information, and a critical voice are necessary. 

Using both the participants and facilitator’s expertise and experiences, this highly interactive preconference will be organized in four conversations around critical topics in disability services:

  • Principles of Reasonableness: Balancing competing equities while juggling fundamental program goals. To set the stage, we’ll revisit basic principles and discuss how they inform decision-making in even the most complex situations.
  • Documentation: Anchoring policies to institutional mission and philosophy. Moving the conversation from “Is she qualified?” to “How do I collect and use the most critical individual information to address access in unique contexts?”
  • In the afternoon, after foundational information is explored, we’ll consider access and decision-making in highly nuanced areas:
  • The Intersection of Student Conduct and Accommodation: Examining behavior and process
  • Course Substitutions
  • Accommodations in practica and placements

Participants will set the stage as they work with the facilitator to identify and explore the principles of reasonableness that are the foundations of the accommodation process. Interactive scenarios will highlight principles in action and illustrate best practices, allowing participants to workshop policy and process elements to bring back to their campuses. The overall experience will balance information sharing, small group discussion, and hands-on policy and process development.

 

PC#12- The Tools, Techniques, and Strategies of Assessment in Disability Resource Offices
Ann Knettler, Delaware State University
Jill Sieben-Schneider, Northwestern University

Disability resource professionals are expected to participate actively in their institution’s assessment plans, documenting the effectiveness of their offices and, often, its impact on student learning and programming. This one-day preconference session will introduce essential elements of a successful plan for designing a comprehensive self-assessment/program review strategy that gives you the tools necessary for both continual improvement and addressing requests from administration.

Evaluating any service starts with identifying a well-articulated purpose for the review, understanding professional standards, and incorporating thoughtful planning for use of review results. The presenters will take attendees through a step-by-step process for developing these elements, providing examples and opportunities for application and networking.

Attendees will learn about the use of professional standards to conduct a self-assessment, with a focus on the Disability Resources and Services Standards from the Council for the Advancement of Standards in Higher Education (CAS). This session will also address how program elements and a comprehensive program review benefit from the use of outcome data, how to use data so that it talks for you, and how to understand the difference between a basic program summary that reports numbers and a complete review that is a strategic planning tool. How to construct and measure student learning outcomes (SLOs) and program outcomes will also be presented and explained.

Topics will include:

  • Rationale and process for program review
  • Collecting evidence/information/data to tell a story about a program review, student learning outcomes, and programmatic outcomes
  • Assessing the effectiveness of disability resource offices through the use of student learning outcomes and program outcomes
  • Means for presenting program review findings to management.
  • Resources from AHEAD and CAS

Attendees will have the opportunity to develop steps they can use at their own institutions for planning and executing a program review.


PC#13- Attendance Modification: Considerations and Implementation

ElizaBeth Pifer, Northern Arizona University
Dorianne Pollack, Northern Arizona University
Yvonne Campbell, Northern Arizona University
Stephanie Birdwell, Northern Arizona University

Attendance modification as an accommodation is one of the hottest topics for disability service personnel right now. OCR guidance is clear that we should not send students to negotiate reasonable accommodations with their faculty members because of the power differential and their limited understanding of disability and the law. Yet, with the growing number of requests and the unique nature of each class, determining whether an attendance modification is reasonable and implementing it can be overwhelming.

Northern Arizona University’s Disability Resources Department completes approximately 350 attendance agreements per semester and has been nationally recognized as having a process that responds to legal guidance, is individualized yet efficient, and has actually led to improved faculty relationships. In the morning, we will discuss the reasons that an attendance modification may be reasonable and our process in applying these concepts to determine eligibility. Participants will then work in small groups using real case studies to arrive at an appropriate determination of whether the accommodation is reasonable. While there are no hard and fast rules to make this an easy process, there are questions that help demystify decisions. For example, what barrier are you removing with the accommodation and are there other accommodations or strategies available to remove the barrier? Participants will have an opportunity to bring a case study from their own office for discussion at the round table.

In the afternoon, we’ll turn our attention to strategies for collaborating with faculty to create the actual attendance agreement. We will start with a brief history and share the evolution that led to our current practice. Strategies for initiating meaningful conversations with faculty around this accommodation will be discussed, along with the importance of using consistent language. Participants will understand the components of the agreement discussed with faculty and how to determine whether attendance is an essential part of the academic requirements for each class.

Attendees will leave this session with a thorough understanding of modified attendance, from student eligibility to faculty conversations to class appropriateness. Practice in applying concepts and tools for implementing the process on your campus will be provided.


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Half-Day Preconferences; Tuesday, July 21 (9:00-12:30)

PC#14- Developing Policies to Manage the Menagerie
Jane Jarrow, Disability Access Info and Support

These days, animals on campus come with a variety of designations: service animals, emotional support animals, service-dogs-in-training, puppies being socialized, therapy animals brought in during finals week, and more. The best way to corral all the animals, fulfill your institutional responsibilities, and keep your sanity is to be proactive in developing policies and procedure to manage the requests and their consequences. This practice-based presentation will provide specific recommendations for what to include in service animal policies, ESA policies and contracts, policies regarding non-service animals in the classroom, policies regarding service dogs in training, and more.

 

PC#15- Community and Two-Year College Reboot: Swaying through Specific Sand Traps
Teressa Eastman, Butler Community College
Michelle Mitchell, Leigh Carbon Community College

This half-day preconference will give us time to cover a wide variety of issues and consider how they uniquely impact two-year campuses. We will provide opportunities for small group discussion, networking, and experiential activities. Whether you work at a traditional community college, a two-year regional or state university or an institution with a another configuration, we welcome you to join us for a morning of practical application and discovery. Topics will include health science programs on two-year campuses, dual/concurrently enrolled students, building faculty relationships, faculty training in regards to issues of access and accommodation, mental health issues, open enrollment, and transitioning to college. A roundtable discussion, “I have a situation that...” will ensure that everyone has the opportunity to get feedback on what’s happening on their campus.

 

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Half-Day Preconferences; Tuesday, July 21 (2:00-5:30)

PC#16 - Understanding Students with Brain Injuries
Phyllis Petteys, Portland Community College
Cheryl Green, Independent Filmmaker
Patricia Kepler, Portland Community College
Kari Hanken, Portland Community College

Serving students in higher education with traumatic brain injury (TBI) poses many challenges. Some stem from lack of awareness and understanding of how brain injury disabilities manifest in everyday life and impact learning. Others reflect the need for students, whose disabilities often make memory and follow-through difficult, to be comfortable identifying and understanding their disabilities, overcoming stigma to approach a disability services office on campus, and developing tools and strategies to successfully and consistently use the resources provided.

Using the film "Who Am I To Stop It," by Cheryl Green and Cynthia Lopez, as a starting point, we’ll take a holistic approach to understanding and supporting students with TBI. While this approach does not take away the need to review medical documentation, it takes into account the factors in students’ lives outside of school that may create barriers to the classroom. We will engage in a discussion about how to review information, including documentation, to determine accommodations. We will discuss additional steps we can take within our institutions to understand and support students, reduce inherent barriers, and help students find connections and resources that will contribute to their education.

PC#17 - Anti-Ablesim Caucusing
Jen Dugger, Portland State University
liz thompson, University of Illinois at Chicago

Melanie Thornton, M.A., University of Arkansas
We are all affected by institutional ableism and we must work together to dismantle it. The majority of this session will be split into two: one group for DS providers who identify as disabled, having disabilities, or having a lack of privilege navigating systems and barriers; the other for DS providers who identify as non-disabled or who have non-disabled privilege. This division of DS providers into separate groups provides an environment and intention to critically engage in dialogue about how disability-related power and privilege (or the lack thereof) impact each of us, and how that impact is then felt by the students and colleagues with whom we work. Both groups will discuss strategies for liberation and change. There is no extra fee to participate, but facilitators ask that you sign up in advance using this sign up form. Space is limited.


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