8.1: Trending Tech Tools: What's New, What's Improved & What's on the Horizon for the Assistive Technology & Accessibility Fields
Rachel Kruzel, Texthelp
Staying abreast of the many regular developments in the assistive technology and accessibility fields is challenging for any professional. In this session, we will cover some of the latest changes, updates, and developments you need to know. Both well-known technology companies and newcomers to the field that are creating innovative products will be featured. Attendees will leave knowing the critical technology updates that have occurred to better support students and their institutions or workplaces.
8.2: Don’t Reinvent the Wheel: Temporary Conditions and Service Provision
Doris Pierce, University of Central Arkansas
Location: JW Grand Ballroom 7
One aspect of disability access work, which happens regularly but can be difficult to process and manage, is the provision of temporary accommodation. Multiple situations may call for temporary accommodations, but they can be just as varied as all other requests for accommodations. Therefore, the reasons for providing temporary accommodations and the nature of the barriers students temporarily face need to be looked at on a case-by-case basis, the same as we do when making all accommodation decisions. While that is the case, it can still be challenging to understand when providing temporary accommodations is necessary and how to approach those decisions. There are also numerous aspects to managing the implementation of temporary accommodations that can be tricky. In this webinar, we will explore the whys, hows, and best practices in this area.
8.3: The Power of Habit: Making Accessibility a Habit Instead of an Afterthought
Lindsey Sneed, The University of Mississippi
Jennifer Bland, The University of Mississippi
Location: JW Grand Ballroom 3/4
At your institution does accessibility always seem to come to people's minds at the end of a project, if at all? Are you tired of remediating when your campus partners don't design with accessibility in mind? In this session, we will focus on building relationships by finding common goals and working together to develop workflows that distribute the responsibility of accessibility predominately to creators.
CANCELLED - 8.4: Collaborative Opportunities Between Disability Services and Housing: How University Students with ASD can Benefit from Living Learning Communities
Tara Rowe, University of North Florida
Living on campus can provide opportunities for students to engage in campus activities. However, for students with autism (ASD), living on campus can also present significant challenges, which can lead to isolation, depression, anxiety, and behavior concerns. Transition to Health, Resources, Independence, Vocation, and Education (THRIVE) is a cost-free, supplemental support program offered to students with ASD. With the support of peer-mentors and other services, THRIVE students can fully engage on campus.
8.5: Providing Effective, Career-Focused College Support to Students with ASD
Patricia Violi, University of Nevada, Las Vegas
James Williams, Bloom Consulting LLC
Bryan Hilbert, University of Nevada Las Vegas & Nevada AHEAD
DeAnn Lechtenberger, Bloom Consulting LLC
Location: JW Grand Ballroom 5
Using a student-centered and solution-focused approach, we will explore an innovative collaboration between a private provider, a state vocational rehabilitation agency, and a public university's disability office to provide Pre-ETS to students with disabilities. This transferable approach focuses on partnering to deliver services that meet the needs of students with disabilities ages 14-22 in the five critical domains of Pre-ETS. An example of a wraparound college support program, Campus Connections not only addresses short-term academic support but also long-term career support that supports existing college students with a disability obtain meaningful, competitive employment in their degree field of choice.
8.6: Working with Students with Diabetes and Chronic Illnesses on Campus: Bridging the Knowledge Gap Through REACH
Margaret Camp, Clemson University
Anna Floreen-Sabino, College Diabetes Network
As part of its REACH initiative, the College Diabetes Network (CEDN) is proud to collaborate with organizations like AHEAD to educate and engage members to better serve students with diabetes. During this session, students and campus faculty/staff will share their experiences living with diabetes and present targeted resources to better serve this growing population. CDN prioritizes narrowing the gap between students' lived experiences and campus administrators' knowledge of type one diabetes (T1D), while empowering students to continue to pursue their dreams without compromise.
8.7: Let's Talk About Sex: The importance of Sex and Disability Discussions in Higher Education
Jessica Guess, University of Cincinnati
Cole Eskridge, University of Arizona
Location: JW Grand Ballroom 8
As folks who work in higher education, we can't deny that conversations around relationships, consent, and sexuality happen every day. Yet, how many campuses create programs that center the disability community or are disability-inclusive? As disability professionals, we are in strategic positions to support disabled students as they engage in conversations they have likely not had access to before. In this presentation, we will create a space in which we can explore possibilities to host sexuality programming and/or connect students to relevant supports. We will share and discuss a collection of digital resources designed to support participant conversations and help with creating collaborations on their own campuses.
8.8: Research Panel
The presentations in the session share research results of interest to higher educational institutions working toward equity for people with disabilities.
A. Self-Determination of Students with Disabilities in their First Year at College
Bridget Green, Duquesne University
Students with disabilities are attending college at increased rates. Little data has been collected on students who self-identify as having a disability and their intentions for seeking university-related support services. Using a conceptual framework of self-determination, this presentation will review CIRP data from first-time college students with self-reported disabilities to discuss the prevalence of disability at college, intentions for seeking help across campus, and their feelings during classes.
B. How Are Student Affairs and Student Services Impacting the Experience of Students with Disabilities in Higher Education? A Review of the Literature
Ivan Noe, Chapman University
Several studies exist that attempt to understand the overall experience students with disabilities have while enrolled as undergraduate and graduate students, focusing specifically on academic affairs and accommodations. Fewer studies, however, approach support from the lens of student affairs support, with virtually none touching base on one-stop student service centers. These fairly recent structural changes to the delivery of student services dismantles a previous practice of siloed units, presenting in their place a single campus-based location to support multiple services such as admissions, financial aid, registration, and student account services. We reviewed the literature to develop and extract an in-depth understanding of how students with disabilities experience support from campus constituents that work closely with them.
CANCELLED - 8.9: Extended Time: What Faculty Needs to Know
Nicole Ofiesh, Potential Institute 21
Extended time is the most commonly requested and received test accommodation for students with disabilities in higher education. Nevertheless, there is a contingent of faculty who resists or resents this accommodation for a variety of reasons, including “fairness,” and concerns for misuse. Using findings from research, we will take a critical look at common misperceptions faculty have about extended time, including the beliefs that everyone would do better with more time, that the need for more time suggests a lack of content mastery, and that faster means better and smarter. Participants will learn strategies for working with resistant faculty by sharing research that challenges common concerns, learning the difference between a power test and a speed test, and understanding how time ameliorates a variety of conditions. Participants will learn what to look for in documentation to support the decision for more time and to determine how much time is appropriate. Finally, the trend toward universally designed assessments based on the neuroscience of the brain will be discussed.
8.10: Courage, Change Agent, and Daring to Lead: Working Toward Inclusion of Disabled Individuals Campus-wide
Zebadiah Hall, Cornell University
Whether we lead a team of disability resource professionals or are the lone voice for disability access on campus, it takes courage to be an advocate and change agent. If neither your title nor status holds the key for effective change, what is the formula for making an impact? Come learn and discuss how to lead with courage based on concepts from Dare to Lead by Dr. Brene Brown and guidance from other authors. This presentation will include everyday examples of interactions you can use to advocate for and implement disability access, inclusion, and equity.
Back to Top