2021 Concurrent Sessions

Wednesday, July 21

Thursday, July 22

Friday, July 23

Block 1: WEDNESDAY, JULY 21, 12:00 pm – 1:00 pm

1.1: Creating and Supporting Digital and Accessible Math Instruction in an Online Learning Environment

Rachel Kruzel, Texthelp
Susan Kelmer, University of Colorado - Boulder
Jennifer Pedersen, University of Alaska - Fairbanks

Online courses are here to stay. However, STEM courses have struggled during this transition because creating and teaching this content in an accessible way can be a challenge. EquatIO, Texthelp's digital STEM creation tool provides a solution, with built-in accessibility and UDL features that benefit all users. Hear directly from leaders in the field of document remediation and instructional design about their journey from adoption to successful implementation of the tool.

1.2: The Influence of Faculty, Staff, and Student Workers on Sense of Belonging Among College Students with Disabilities

Tonya Paulette, University of Texas Rio Grande Valley

Research indicates that students’ subjective sense of belonging is a unique factor associated with college persistence and degree completion. Belonging can be defined as the “degree to which an individual feels respected, valued, accepted, and needed by a defined group,” and the manner in which an individual perceives he or she is valued by and matters to others. We will discuss a study that examined the influence of interactions with accessibility services staff, student workers, and faculty on belonging among students with disabilities at a Hispanic-Serving Institution. Quantitative and qualitative results will be discussed.

1.3: Adapting to the Needs of Diverse Learners: A Closer Look at Students with Autism Spectrum Disorder (ASD)

Erica McMahon, Forsyth Tech. Community College

Despite sufficient cognitive abilities, many student with Autism Spectrum Disorder (ASD) struggle to communicate with fellow students and instructors and to adapt to the ever-changing college campus environment. This often leads to higher incompletion rates for these students. Through a shared activity and presentation, participants will become more aware of how to support students with ASD and be given specific examples of accommodations to "level the playing field" for these students.

 

1.4: Exploring Vocational Mentorship: A Method to Improve Graduation Rates among Disenfranchised Students

Marcelle Daniels, Cal State San Bernardino
Agustin Ramirez, Cal State San Bernardino

This interactive session explores two vocational mentorship programs constructed to improve graduation rates by fostering a sense of belonging to professional networks for two historically disenfranchised student populations: those with disabilities and military veterans. Participants will learn how to build congenial relationships between faculty, students, and professionals focused on vocational preparation and intellectual skills development and how mentorship can counteract discrimination.

1.5: Data Driven- Storytelling with Numbers

Kelly Loftis Dormer, Wayne State University
Leslie Johnson, Michigan State University

Data are critical in understanding the populations we serve. They helps focus efforts, measure outcomes, and secure funding. With so many types of information to gather, knowing where to start can be overwhelming. We will examine the benefit of data, strategies for getting started, and examples of data driven successes. With the right tools, data collection can go from tedious and time-consuming to stress-free and exciting!

1.6: Who IS an Otherwise Qualified Student with a Disability?

Jane Jarrow, Disability Access Info and Support 

Who is an "otherwise qualified person with a disability?" We recognize that phrase from the Section 504 regulations. It promises such an individual will not be subjected to discrimination on the basis of disability. But what does "otherwise qualified" mean? It must be there for a reason. Otherwise, the regs would simply require that we give anyone with a diagnosed disability services. We will explore both the meaning of that terminology and the practical application of that concept in our work.

 

1.7: Promoting Friendships for Young Adults with Disabilities in Inclusive College Courses

Sehrish Shikapurya, Texas A&M University
Courtney Osburn, Texas A&M University
Alexis Villareal, Texas A&M University

Learning is enhanced when it includes heterogeneous groups of individuals with diverse experiences and perspectives. We will discuss findings from a study at a university with an inclusive postsecondary education program. The presentation includes a panel of college students with disabilities who will share their experiences and recommendations. Attendees will learn about the strengths and challenges for faculty and students, faculty and student preparation, and supports preferred by stakeholders to enhance socialization in inclusive settings. Program leaders and disability service providers will be equipped with recommendations to increase university-wide disability awareness and training approaches for a more inclusive academic climate.

 

1.8: Research Panel

Results and implications of two research studies on programs for students with intellectual disabilities will be shared.

A. Goal Attainment and Quality of Life through Inclusive College for Individuals with Intellectual and Developmental Disability

Kate Strater, Calvin University

With growing opportunity for students with intellectual and developmental disability to access a variety of inclusive college programs comes an increased need for program implementers to evaluate practices and outcomes alongside participants. This mixed method, exploratory pilot study examines self-determined goal setting, goal attainment, and quality of life within an inclusive college program as a measure of participant outcome. It provides implications for the importance of self-determined learning and participant voice within program planning, revision, implementation, and evaluation.

 

B. Exploring the Need for a Comprehensive Postsecondary Education Program for Individuals with Intellectual and Developmental Disabilities.

Brian Valentini, St. Cloud State University

There are now nearly 300 postsecondary education programs for individuals with intellectual disabilities across the country according to Think College. Yet, there are no four-year comprehensive transition programs at any state institution in Minnesota. We explored the demand for CTP at St. Cloud State University. This was a two-part research project. First, we surveyed current program directors across the state to determine the feasibility of program start-up. Then, we surveyed parents with a son or daughter in a transition program. Eighty of a possible 224 program directors completed survey one. Four high schools participated in the second survey, yielding 60 families who completed the survey. Survey one results demonstrated several key characteristics of a successful program. Survey two results demonstrate a high demand for a CTP in Minnesota. Using the results of both, we described our design for a comprehensive transition program at St. Cloud State University.

 

1.9: Race and Disability: The Intersectionality

Kam Williams, Augustana College
Ryan Saddler, St. Ambrose University

Race and disability are often not seen as two different entities and are lumped into the same categorization. Race and disability are two varying identities that must be considered holistically, as intersectional. The lived experiences of persons of color with disabilities and the effects should also be considered. The presenters will discuss intersectional analysis theory, definitions, the intersectional analysis of race and disability effect on college students of color, and inclusion and equity as factors to access Strategies that disability service professionals, educators, and allies can utilize to understand and better support college students of color with disabilities will also be discussed.

 

1.10: The "College Model" for Case Management: Four Perspectives on Making the Shift

Paul Harwell, Purdue University
Erika Wise, Texas A&M University
Taylor Thornby, University of Arizona

A growing trend in disability resources is the "college model" for case management, in which staff is assigned to work with students, faculty, and staff in specific academic programs. During this session, panelists will share their insights after making the shift to the college model at their respective institutions. Topics include considerations for implementation, identified benefits, lessons learned, and how to continue the momentum of the model.

 

1.11: Global Access: A Renewed Partnership to Expand Equitable Access Abroad

Rachel Anderson, University of Minnesota
Peggy Retka, University of Minnesota
Molly Giffin, University of Minnesota

The University of Minnesota’s Disability Resource Center and Learning Abroad Center collaborated to refresh the groundbreaking process for students with disabilities interested in studying abroad put in place 20 years ago. We have enhanced accessibility and efficiency and fine-tuned the use of the interactive process. By addressing the nuanced barriers that students with disabilities might experience while studying abroad, we have created a more equitable learning experience for students with disabilities.

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Block 2: WEDNESDAY, JULY 21, 2:30 pm – 4:00 pm

2.1: From Passive to Active: Teaching NVDA to Create Digital Access

Jordan Colbert, University of Southern California

Learning screen reading tools can be difficult for blind and low vision student who do not know Braille or have no access to refreshable Braille displays. Clear and guided training is essential to alleviating the barrier of using this AT. We will provide an overview of a step-by-step process for teaching the Non-Visual Desktop Access (NVDA) screen reader to BLV students. Orienting, Familiarizing, Troubleshooting, Exploring, and Navigating will be covered. In each area, learning objectives, essential keystrokes, and actionable tasks will be presented for the assessment of user progress. Attendees will receive the NVDA Training Manual.

 

2.2: Building a More Accessible and Inclusive Learning Environment in Higher Education: Outcomes of a Training Program for Faculty and Staff

Marla Roll, Colorado State University

As the number of students with disabilities continues to rise on college campuses, higher education institutions experience increased demands to make electronic learning materials accessible. Most provide some assistive technology supports to students with disabilities, but such support must be matched with training for instructors who increasingly rely on electronic materials. We will discuss a successful a train-the-trainer professional development course across implemented across our College of Health and Human Sciences. As part of the training pilot, we examined the program's effectiveness in increasing participants' knowledge and their ability to create more inclusive learning materials.

 

2.3: A Collaborative Approach to Equitable Opportunity: Removing Barriers to Career Success for Neurodivergent Students

Bridget McElroy, Neurodiversity in the Workplace
Amber Johnson, Neurodiversity in the Workplace

The transition from college to career is stressful and daunting for all students, but autistic and other neurodivergent students face a unique set of challenges during this journey. Despite strong skill sets and educational backgrounds, fewer than one in six autistic adults is in full-time employment. Higher education professionals have the potential to influence employment outcomes for autistic students. Through discussion and case study, we will present strategies that disability support services, career centers, and other campus stakeholders can implement to achieve this goal. A specialized support model, increased campus collaboration, and partnerships with neurodiverse-friendly employers can ensure that autistic students enter the workforce alongside their peers.

 

2.4: Research Year in Review

Sally Scott, AHEAD
Katherine Aquino, St. John's University
Manju Banerjee, Landmark College 

What's happening in research related to disability access in postsecondary education, and why do you need to know? Join our panel of  researchers as they share their top picks of recent research that matters most to our work in postsecondary disability. They will highlight implications for practice and allow time for questions and discussion.

 

2.5: A Case Study Approach – Accommodation Decision Making

Tom Thompson, TMLS Consulting

Student services staff in disability resources offices are tasked with making decisions about accommodations and access as a part of new student onboarding. Requests for assistance and discussion on listservs suggest that practitioners are stymied by novel requests. We will use case studies to illustrate valuable reasoning and decision making processes which can guide practitioners.

 

2.6: The Black Panthers, the Butterfly Brigade, and the United Farm Workers of America: Their role in the Disability Rights Movement

Jamie Axelrod, Northern Arizona University
Paul Grossman, Hastings College of Law 

A key tool in building faculty and student respect and support for disability rights is to demonstrate how they are an organic part of America’s greater civil rights history. We will demonstrate an effective tool in achieving this goal: a presentation of the Section 504 sit-in, the watershed moment for disability rights. It is still the longest occupation of a federal building in U.S. history. Its success was due to a broad coalition of civil rights organizations. In the end, it was the participation and support of African-American, LGBTQ, Latin, and multiple other civil rights communities that made it possible for the 504 sit-in to succeed.

 

2.7: Adapting to the Unexpected: Remote Support for Blind and Low Vision Students in the Pandemic

Jewls Griesmeyer Krentz, Portland State University
Mary Popish, Portland State University

The pandemic presented a unique challenge for disability services providers who support blind and low vision students. We will provide solutions and offer an opportunity to exchange ideas about how to support students in this unpredictable and challenging environment, including: 1) supporting students in Zoom lectures that are heavy in visual content; 2) providing materials in alternative formats, including remediating content from inaccessible learning platforms and access to supplemental materials; and 3) leveraging relationships to allow for flexible, proactive solutions. Participants will share solutions they found to address new barriers posed in remote learning and explore ways to be proactive and prepare for the next unexpected change. Participants will explore the disproportionate on blind and low vision students with other minoritized identities and address these issues when discussing future planning.

 

2.8: Cultural Implications and Multicultural Competencies in Working with Latinx Students with Disabilities

Vivian Hardison, Southern Illinois University at Carbondale
Stacie Robertson, California State University, San Bernardino

To improve the services provided to Latinx populations, we will address cultural beliefs regarding disability, collectivist views regarding family responsibility, culturally competent rapport building, and multicultural competencies. Focusing on the importance of culturally competent counselors and culturally integrated services, our presentation will address the concepts of culture and "familismo" when working with Latinx students with disabilities. Known barriers to working with Latinx students with disabilities and how to combat them will be covered, as well as intervention strategies that integrate Latinx cultural values, beliefs, and practices.

 

2.9: Under Siege from Demanding Stakeholders?  How Access/Disability Services Can Remain Cool, Calm, and Collaborative

Neal Lipsitz, College of the Holy Cross
Eileen Berger, Harvard University
Michael Berger, Simmons University

This session presents a user-friendly model that supports access/disability services staff in maintaining perspective and professionalism while providing effective service delivery and satisfying students with disabilities, faculty, administrators, staff, and parents. The model offers an empirically-based framework that encourages collaborative practice and promotes inclusion and equity in the classroom, administrative offices, and community.

 

2.10: Promoting Self-Determination in Challenging Times

David Parker, Children's Resource Group
Sharon Field, Wayne State University

In their recent book, Becoming Self-Determined: Creating Thoughtful Learners in a Standards-Driven, Admissions-Frenzied Culture (AHEAD, 2016), the presenters and a team of nationally-recognized authors described multiple evidence-based approaches to promoting self-determination in all college students, including those with disabilities. AHEAD has published a 2021 update that provides new strategies from this team in consideration of how the COVID pandemic and a desire to embrace diversity and inclusion have changed the higher education landscape. This session will summarize what self-determination research says about college students' efforts to clarify and pursue goals, confront adversity successfully, connect with others, engage in meaningful learning, and link their education to important life outcomes while navigating more challenging environments. The presenters will describe practical strategies from a range of approaches.

 

2.11: A Guiding Framework for Decision Making: A Three-Step Process for Simple to Complex Situations

Emily Helft, University of Richmond
Paul Harwell, Purdue University

In disability services work, requests or situations can range from straightforward to overwhelming, confusing, or just plain daunting! Sometimes a request and/or outcome is clear, but other times it's easy to get swept up in the nitty-gritty and lose sight of the forest amongst the trees. In this presentation, we'll present a framework to serve as your compass whether sailing through calm or murky waters. We'll cover the reasoning behind our approach, give a brief overview of a guiding decision-matrix, as well as cover the 3 questions to ask yourself to keep you on course and rationalize decisions consistently, whether simple or complex.

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Block 2: WEDNESDAY, JULY 21, 4:30 pm – 5:30 pm

3.1: Developing Your Social Media Accessibility Toolkit

Justin Romack, Texas A&M University Department of Disability Resources
Melanie Thornton, University of Arkansas, Partners for Inclusive Communities

From admissions, to academics to alumni engagement, our institutions are actively engaging through social media to deliver announcements and updates, promote programming and resources, and cultivate community.  We know best practices like alternative text descriptions for images, captions and transcripts, plain language and other accessibility guidelines work to promote equitable access for our institutional websites. But how do these practices apply when creating content for third-party spaces like social media platforms? In this show-and-tell presentation, your presenters will explore strengths and limitations of accessibility support for popular social media channels like Facebook, Twitter, LinkedIn, and Instagram and share resources and techniques to develop your own social media accessibility toolkit.

 

3.2: The Faculty Factor

Jennifer Papproth, University of Nebraska Omaha
Becky Jacobs, University of Nebraska Omaha

What characteristics make a University faculty member approachable and a partner in access? Join us for this interactive session to maximize your collaborative efforts with faculty and meet them where they are. We will share faculty perspectives, data from our training modules and incentive program, and actionable steps.

 

3.3: Ten Tips for Working Effectively with Administration

Bree Callahan, University of Washington

Ever wonder how to best work with your Dean or Vice President? Or ever been curious if there is a secret language you have to learn to work effectively with college leadership? While each college and leader will have unique needs and styles come learn ten tips to incorporate into your toolbox as you build out partnerships with administration. These tips have been vetted by Dean’s, Associate Vice Presidents, and Vice Presidents across two year, four year and private colleges.

 

3.4: Online Engagement Strategies for Students With Autism

Amy Rutherford, University of Tennessee at Chattanooga Mosaic Program
Jaime Butler, University of Tennessee at Chattanooga Mosaic Program
Michelle Rigler, University of Tennessee at Chattanooga Mosaic Program 

In this presentation, we will explore the unique challenges faced by autistic students and those working with them during the pandemic. We will offer creative approaches to online strategies in the areas of academic, social, and professional engagement.

 

3.5: Inclusion is More Than a Checkbox: A Framework for Supporting Co-researchers with Disabilities on Research Teams

Sherish Shikapurya, Texas A&M University
Courteny Osburn, Texas A&M University
Alexis Villarreal, Texas A&M University

Inclusion is more than a conversation, it is action. Individuals with disabilities have commonly served as participants for research studies, but very few have had opportunities to participate as co-researchers. This presentation offers a framework for researchers and practitioners to include individuals with disabilities as co-researchers on research teams. When co-researchers with disabilities are included in research teams, they contribute to developing a research plan, meaningfully engage in the methodology process, support data analysis, and discuss their unique perspectives during the dissemination process. We will discuss expanding leadership opportunities for college students with disabilities to engage in policy reform, leadership decisions, disability committees, and campus-wide advocacy initiatives. Voices of college students with disabilities are imperative in research, policy, practice, and advocacy within higher education.

 

3.6: Just What are Your Effective Communications Obligations

William Goren, Esq., of William D. Goren

Under the Code of Federal Regulations, Title II and Title III entities have effective communication obligations. Case law also imposes those effective communication obligations on those covered by the Rehabilitation Act. Participations will learn about their effective communication obligations and how they differ depending upon whether you are covered by Title II or Title III of the ADA or the Rehabilitation Act.

 

3.7: Critical Conversations: Sex Ed, Title IX, and Disability on a College Campus

Cate Smith, University of Tennessee, Knoxville
Anna Ward, Appalachian State University
Rebekah Cummings, Appalachian State University

All institutions of higher education are tasked with meeting the needs of a diverse community, including those with disabilities. To meet these diverse needs, stakeholders must engage in conversations around issues of gender identity, sexuality, and relationships that impact students with disabilities. Creating an inclusive postsecondary experience includes the need to design policies that address young adults with intellectual and developmental disabilities who may have been excluded from previous sexual health conversations and education. This session will provide information on our evolving approaches to these topics and allow for question and answer opportunities.

 

3.8: Where do you begin?  Building an Inclusive Higher Education Course of Study for Students with Intellectual Disabilities

Susan Field, Georgian Court University
Jerry G Petroff, The College of New Jersey
Amy K Schuler, The College of New Jersey

We will outline the development of a new inclusive higher education program that used the Model Accreditation Program Standards (NCCAW) in concert with a specific blueprint of program development that considered the unique and individualized characteristics of the university. Basic tenets from organizational change research guided the development of a strategic plan that was documented, reviewed, and changed (if necessary) within a blueprint for action. The systematic approach to program development was further informed by consultation and technical assistance from a seasoned four-year inclusive college program.

 

3.9: Self-Care for the Helping Professional: How to Hold Boundaries and Avoid Burnout

Kara Fifield, Lake Forest College

In the current climate of social distancing, due to the COVID-19 crisis, it is more important than ever to ensure that we are taking care of ourselves as professionals. While many organizations have focused on students' needs, it is also important to take care of ourselves as professionals. How do you focus on yourself in a COVID-19 environment when the options for self-care have decreased? Attendees will learn the signs of burnout and create self-care plans. The four areas of focus are a self-care mindset, giving ourselves permission to be a priority, the signs of burnout, and ways to implement work boundaries.

 

3.10: Closing the Loop on Disability Services Delivered Online

Jennifer McGuire, Prince George County Public Schools
Tara Lehan, Northcentral University

As more students with disabilities enroll in online programs, it is crucial for institutions to develop systems for monitoring and assessing the quality of online services/support. Using the National Center for Education Statistics College Navigator tool to identify postsecondary institutions offering programs exclusively via distance learning, we completed a scan of disability services websites and college catalogs. Findings showed that institutions offer similar disability services/supports to online students; however, limited information was found on procedures or data used in evaluating the implementation fidelity and effectiveness of accommodations/services provided. In this session, participants will engage in discussion surrounding institution-specific program evaluation procedures, including collaborating with the institutional research office to collect and analyze a variety of qualitative and quantitative data to inform and enhance the quality of online disability services.



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Block A: THURSDAY, JULY 22, 9:00 am – 10:30 am

A1: OCR Year in Review

Mary Lou Mobley, U.S. Office for Civil Rights

The Office for Civil Rights assists individual with disabilities who face discrimination and guides institutions in developing solutions to civil rights problems by investigating complaints, initiating compliance reviews, and providing technical assistance. OCR representatives will review recent, illustrative OCR decisions.

 

A2: Exploring Our Diversity: A Conversation about Racial Identity and Disability Resources Work

Kristie Orr, Texas A&M University
Maria Ortega, Texas A&M University
Erika Wise, Texas A&M University
Melissa Perez-Figueroa, Texas A&M University

Diverse disability resources professionals from one university will discuss how they view the impact of racial and other identities on the work that they do. In the informal question and answer session, the presenters will interview each other to explore how their various identities impact their work with students, supervision of staff, dealing with triggering events, and other topics personal to the presenters. In addition, they will share results of their survey about what students say about how their identities impact how welcome they feel on campus. Audience participation is highly encouraged as we all learn from each other and from our experiences.

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Block 4: THURSDAY, JULY 22, 12:00 pm – 1:00 pm

4.2: Trauma-Informed Teaching Strategies

Lisa Noshay Petro, UC Hastings Law
Annie Rosenthal, UC Hastings Law

Sexual violence, police brutality, child abuse and all manner of civil rights issues are common topics of conversation in higher education classes. For faculty, it can be challenging to navigate class discussions around these topics with the knowledge that students in the room may have a trauma background. Impacted students can have difficulties focusing on material and engaging in classroom discussions, making it essential to educate campus communities, especially instructors, on the prevalence of trauma, its impact on brain functioning, and ways to best support students who are at risk of re-traumatization. This train-the-trainer session will provide an overview of trauma and tips on how to support your campus in implementing trauma-informed teaching.

 

4.3: BIT, SOC, CARE Team, Title IX and Students with Autism

Jane Thierfeld Brown, Yale Child Study, Yale Medical School
Lorraine Wolf, Boston University

Students on the autism spectrum can face challenges with a variety of campus policies and committees, leading to disability resource professionals being called in to consult. We will address many of the issues that challenge students and discuss our role. How and when we should assist and what falls within our purview?

 

4.4: How-to:  Develop an ADA Faculty Training Program

Catherine Wharton, Lynn University

ADA: Faculty Responsibilities Training is a multi-media curriculum that targets faculty. Participants will leave this how-to presenation with an overview of the curriculum, the 30-page faculty training manual, a two-hour professional development PowerPoint, learning outcomes, script, and additional resources for disability resource professionals to take back and customize for their institutions.

 

4.5: Compassion Fatigue: Sick and Tired of Being Sick and Tired?

Karen Andrews, University of California Irvine
Frances Diaz, University of California-Irvine

As advocates dedicated to accessibility, our work is rooted in empathy, care and compassion. With increasing demands, limited resources and an influx of need, the ability to remain fully present in the work without impact is impossible. Compassion Fatigue, often associated with health care providers working with trauma, is gaining attention in higher education disability services professionals. This program provides broad understanding of compassion fatigue and shares strategies to mitigate impact and reduce burnout and turnover.

 

4.6: Workplace Accommodations: Are They Different?

L. Scott Lissner, The Ohio State University

Disability resource offices are often asked questions about workplace accommodations, especially in student employment situations. Join us for a discussion of the pros and cons of the various roles a disability resource office can play in employment accommodations: no role, advisory, technical assistance, decision-maker, case manager. Our discussion will set the stage for an examination of the similarities and differences between program accommodations and employment accommodations. We will consider reasonable accommodations across the range of employment including volunteers, work study, graduate assistants, staff, and faculty.

 

4.7: When the Spirit of Compliance Fails: The Importance of Mattering, Social Justice, and Diversity

Katy Washington, University of North Texas

While compliance with disability law is the foundation of the Disability Services’ mission, it cannot legislate behavior or the campus/classroom environment. There is always a possibility that when an accommodation decision is at odds with the faculty’s point of view, it may consciously or unconsciously negatively affect how the instructor thinks and feels about the student. This can result in behaviors such as microaggressions or implicit bias toward the student – which in some legal lenses can be viewed as discrimination. During this presentation, we will discuss how to move the conversation beyond compliance and add an additional conversational tool to your kit.

 

4.8: The Accessible New Normal: Campus Collaboration to Build Back Better

Christopher Leydon, CUNY School of Professional Studies
Antonia Levy, CUNY School of Professional Studies
Christopher Fleming, CUNY School of Professional Studies 

The COVID-19 pivot to distance learning and post-coronavirus realignments in higher education has given new urgency to ensuring accessibility in all forms of remote instruction. This presentation is designed as an introduction to UDL-based best practices for accessibility in hybrid and online instruction. Drawing upon our years of experience in collaborating to provide students with accessible online learning environments, we will showcase these practices from the perspectives of student disability services, faculty development and instructional design. The presenters will share lessons learned from our research and experiences in implementation, along with resources that can be adapted and adopted. Participants will work in small groups to explore strategies for and challenges in implementing online accessibility initiatives at their institutions. We will also discuss and model best practices for accessible presentations.

 

4.9: AHEAD's New Monograph series: A Conversation with the Authors

Sally Scott, AHEAD
Nancy Chinn, Santa Rosa Junior College
Amanda Kraus, University of Arizona

We are delighted to introduce AHEAD’s new monograph series, Foundations in Disability Resources. Come talk with the authors about their recently released publications! New titles include: The Appointment that Can’t Wait: Serving College Students with Concussion in Disability Resources; A Guide for Assistive Digital Technology Provision to Postsecondary Students, and Operationalizing Our Commitment to Social Justice: A Guide for Disability Resources Professionals. The series editors will give a brief overview of this new resource. Time will be provided for questions and conversation.

 

4.10: Get to Know AHEAD!

Stephan Smith, AHEAD
Elisa Laird, AHEAD

During this interactive session, we will explore all that AHEAD is doing as an organization – much of which you may not be aware. We will discuss AHEAD’s research endeavors, public policy agenda and progress, professional development goals for the coming year, member benefits and offerings, and ways to become more involved. Time will be allotted for questions and discussion throughout the session.

 

4.11: The Accessibility Scavenger Hunt

Chris Lanterman, Northern Arizona University
Lauren Copeland-Glenn, Northern Arizona University 

Can accessibility and inclusion be improved on your campus? Would you like to engage facilities professionals in productive conversations about campus accessibility and inclusive design? Are you looking for an alternative to disability simulations for your student groups and faculty? The Accessibility Scavenger Hunt (ASH) offers a template for designing an experience at your campus to address these questions. As part of the ASH, you and a group, including individuals with disabilities, will explore spaces and features in and around the conference site for the degree to which they enable or constrain individuals with disabilities. Following the exploration, you will participate in a conversation to process the experience with your colleagues. An integral element of the ASH is the participation of individuals with disabilities in these explorations, offering personal perspectives from lived experiences…not the presumed experiences that often result from simulations. Bring your phone so that you can tweet images and comments to discuss after the exploration!

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Block 5: THURSDAY, JULY 22, 2:30 pm – 4:00 pm

5.1: A Comprehensive Look at Note-Taking Accommodations: From Coordination Through Technology

Paul Harwell, Purdue University 
Austin Connell, Purdue University

Note-taking is among the most commonly requested accommodations in higher education. However, the pandemic and the increase in online learning have altered the traditional response. There are numerous ways to support students whose disabilities impact their independent note-taking skills. We will discuss research, best practices, policies and procedures, and assistive technologies.

 

5.2: Using a Restorative Framework to Increase Accessibility, Inclusivity, and Equity for Disabled Students in Higher Education

Susan Willson, Temple University
David Thomas, West Chester University

Restorative Practices grew out of indigenous customs of community inclusion for decision making and addressing conflict and harm. "Being restorative" is a belief that individuals who are impacted by decisions or events know best what will address and meet their needs. Restorative Practices embraces an individual's full humanity by supporting their expression of needs. This framework offers students the experience of gaining an awareness of their ever changing needs and trust that there is a process in place which engages staff and faculty to develop plans to meet those needs. This allows greater access to the full college experience keeping students from feeling disempowered when they are up against a barrier as a result of their disability. This presentation will demonstrate how using restorative practices -- restorative inquiry, inclusive and fair processes, and responsive circles or conversations -- serves to operationalize the social model of disability.

 

5.3: The Nitty Gritty of Training Student Workers in Disability Resource Offices to Assist Students

Sharon Betzold, TECHniques Center of Texas Tech University

Do you want fresh ideas to implement into your current student worker training program? During this session we will discuss training student workers from brainstorming through reflection. Attendees will collaborate to develop ideas that they can take back to their respective programs.

 

5.4: The Documentation Disconnect:  Are LD students in public schools getting the documentation needed for high-stakes tests and post-secondary education?

Manju Banerjee, Landmark College
Monica McHale-Small, Learning Disabilities Association of America, Temple University, Philadelphia, PA
JoAnna Barnes, Learning Disabilities Association of America

The recent college admissions scandal brought to national attention the issue of documentation of disability for the purpose of accommodations on high stakes assessments and in the postsecondary setting. While there may be a small number of individuals who have been able to scam the system, the bigger scandal may be that public school students are not always provided quality or timely evaluations and documentation. For students with learning disabilities, access to higher education requires proper documentation. Do public schools students have equal access to the necessary documentation? What are the components of a quality evaluation, and what documentation is needed? What about districts using RTI for SLD evaluations?

 

5.5: Individualization, The Interactive Process and Fundamental Alteration

Jamie Axelrod, Northern Arizona University
Paul Grossman, Hastings College of Law

Often, OCR and the courts, rather than focusing on the substance of a decision, will focus on the Often, rather than focussing on the substance of a decision, OCR and the courts will focus on the process that your campus used to reach its decision. Especially in close cases, liability can be limited simply by implementing the right processes. In this session, we will look at three key process-related issues that commonly arise in OCR letters and court cases: individualization, the interactive process, and fundamental alteration determinations. As it turns out, this is often a “win/win” proposition. Focusing your office practices on these concepts helps you make more informed decisions and usually results in better outcomes for students and faculty.

 

5.6: Applying Research to Practice: Using a Critical Disability Studies Lens to Further Equity for Students with Disabilities in Higher Education

Jewls Griesmeyer Krentz, Portland State University

A systematic review of literature of disability identity in higher education in the United States using a CDS lens reveals seven themes: hegemony, deconstruction of disability, disability-as-collective and individual identity, intersectionality, emancipation, praxis, and critical self-reflexivity. We will explore each theme as it relates to disability identity using specific examples from literature. Then we will break into discussion groups to apply what we've learned to our everyday practices and use case studies to improve student outreach, experience, and retention. Next, in our groups, we will use the expand our application to envision systemic change toward greater equity and social justice by facilitating a shift in how positive disability identity is encouraged throughout our institutions.

 

5.7: Collaborating with Health Science Programs to Facilitate Equity and Access for Students with Disabilities

Tracey Forman, Texas A&M University
Lisa Diekow, University of Florida

Disability service professionals housed outside of a health science or medical education program must utilize collaboration and effective partnerships to facilitate accommodations for students with disabilities in these programs. We will discuss strategies and tips for developing and utilizing collaborative relationships for working with faculty in these programs to effectively provide equity for students.  Case studies will demonstrate how to work through specific accommodation requests and decisions.

 

5.8: Research Panel

Results and implications of two research studies will be shared.

A. College-going transition supports: Lessons from experiences of multilingual students with disabilities

Rachel Elizabeth Traxler, New York University
Lindsay Romano, New York University
Lilly Padia, New York University
Yu-Lun Chen, New York University
Audrey Trainor, New York University

 

Multilingual students with disabilities, or dually identified students, are a growing population in United States schools though little is known about their experiences in college. As this population encounters challenges in the pursuit of postsecondary education, it is essential to consider their experiences at this intersection and examine what helps students persist during college. This study is grounded in the interviews of eight college students enrolled in institutions of higher education in the United States. Students shared their experiences in college, highlighting how disability service support fostered and facilitated their success. Students shared their perspectives when accessing accommodations and other institutional resources. Based on our analysis, we identified key facilitators in students' success, including strong relationships with disability service staff and access to accommodations that fit students' needs.

 

B. Am I qualified? Disability representation and language on college disability service websites

Rachel Elizabeth Traxler, New York University
Nicole Deschene, New York University

 

Students who register with disability services are more likely to succeed through college, though most students with disabilities never register. In addition to outlining the services provided, institutional websites communicate how the institution views and defines disability through their use of language. These messages may be incongruent with students' intersectional identities and prevent students from accessing support. We conducted a qualitative critical discourse analysis to understand how three higher education institutions represent disability on their websites and found dominance of the medical model of disability, extensive use of legal language, and lack of representation of intersectional identities. We will review the models of disability and how these models are reflected in our language use, share the findings of our study, and invite attendees to critically reflect on the language used on the websites of their home institutions.

 

5.9: What Happens When OCR Comes a Calling?

Bree Callahan, University of Washington

In 2020 the University of Washington completed the final stages of requirements outlined in an OCR Resolution Agreement. However, the journey to reach that end was full of adventure and intrigue as the disability office was tasked with improving systems and processes that would implement effective academic accommodations. Learn about the voyage taken starting with the origins of the student compliant and subsequent OCR investigation, to the work conducted to revise and enhance the delivery of accommodations, and finally the long term impacts of the OCR stamp of approval.

 

5.10: Re-framing Our Understanding of Disability: Moving Towards a Social Constructivist Framework

Kegan Clark, Texas A&M University - Disability Resources
Sade Fields, Texas A&M University- Disability Resources

This interactive presentation is designed to increase knowledge and awareness of disability history, legislation, and the cognitive frameworks for understanding disability. We will cover the transition from institutionionalization to the implementation of the ADA and share statistical data regarding enrollment of students with disabilities, the limited disclosure of disability, and the reasons for non-disclosure. Participants will have the opportunity to reflect on their personal and institutional conceptions of disability through an experiential learning activity involving case analysis and guided group discussion. We hope that participants walk away with the ability to critically analyze their approach in supporting students with disabilities and the desire to move towards a social collectivist to promote more equitable and inclusive practices across their campuses.

 

5.11: 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.

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Block 6; THURSDAY, JULY 22, 4:30 pm – 5:30 pm

6.1: Educate, Navigate, Self-Advocate: Improving Assistive Technology Engagement Through Inclusive Processes

Jordan Colbert, University of Southern California

The University of Southern California has spent the past four years undergoing an evolution in service delivery to improve the student experience. A significant portion of the process included critically examining technology-based accommodations and how they address student needs. Through an individualized and interactive process, we support students in understanding their approved accommodations, maximizing their technology skills, and advocating in real-time to ensure their accommodation are available. We will discuss the inclusive process we use to improve student engagement and to set them up for independence.

 

6.2: Results from a Survey to Measure the Benefits of Accessibility and Universal Design Topics in Course Curricula

Howard Kramer, AHEAD 

In this presentation, the results of a national survey to gauge the benefit of learning about accessibility and universal design for students in technical and design-related fields will be shared. Results of the preliminary study support the idea that including courses with these topics has notable work and career benefits, including finding employment.

 

6.3: This is our Moment: Creating a Different Future for Disabled Students in Higher Ed

Enjie Hall, University of Toledo
Amanda Kraus, University of Arizona,
Katy Washington, University of North Texas
Jen Dugger Spalding, Portland State University
Maria Schiano, County College of Morris

The COVID-19 pandemic completely disrupted and changed nearly every aspect of life as we knew it. So it's the understatement of the century to say that the last year and a half has been hard. But for many students, the pandemic (and remote learning) created a baseline of proactive accessibility and inclusion they’d never before seen on a national and international scale. There is so much hope and promise right now, and we cannot afford to pass up the opportunities it’s placed in front of us. It is critical that we find ways to capitalize on the energy around accessibility, flexibility, and student retention so that we don't find ourselves retuning to the old battles that we've clearly already won when we return to campus. Join us for this panel discussion about the real transformation and progress that is within reach.

 

6.4: It's Not Just About Extended Time: Evolution of Testing Accommodations and Ensuring Equitable Experiences for Students with Disabilities

Patricia Alaniz-Roux, University of Southern California
Madison Shaw, University of Southern California 

Implementing testing accommodations in higher education can be a daunting task. Having a designated testing space for students with disabilities has become a necessity for many colleges and universities that implement a wide range of testing accommodations. This presentation will focus on how having a designated testing space supports implementation of complex and specific testing accommodations, increases the number of students who can be accommodated, and decreases barriers to access resulting from environmental and system designs. We will discuss how to manage complex requests and challenges from faculty and students. Attendees will learn strategies for building a testing center, learn to implement testing accommodations to eliminate access barriers, and learn to navigate common challenges with students and faculty.

 

6.5: Becoming Self-Determined and a Self-Advocate: Supporting College Students with Disabilities in Becoming Their Own Champions

Stacy Lee, University of North Alabama
Jeremy Martin, University of North Alabama
Andrea Hunt, University of North Alabama
Patricia Violi, University of Nevada, Las Vegas

Students with disabilities experience challenges in the transition from high school to college at higher rates than their non-disabled peers. They often enter colleges and universities with low self-advocacy skills related to planning and organizing their daily lives, leading faculty and staff to recognize the need for more support services to help them persist in their new environments. During this presentation, you will hear how disability staff and university faculty collaborated to develop and deliver workshops to assist students in developing self-advocacy skills. You will also learn about research aimed at supporting college students with disabilities in improving their outcomes on campus and in their lives. Attendees will leave with new ideas, insights, initiatives, and a framework to develop their own workshops.

 

6.6: When Form Meets Function: Accessibility Can be Engaging, Useful, and Beautiful

Emily Helft, University of Richmond

If you've ever felt pushback about accessibility because it's "time consuming," "expensive," "difficult," or "ugly," you are not alone. But what if I told you that you can improve accessibility 1) without breaking the bank, 2) while engaging your faculty and students in a way that they are genuinely passionate about the idea, and 3) in a way that enhances the beauty of our world...all at the same time? Come learn about The University of Richmond's up and coming Windchime Project to see an example of the enthusiastic buy-in and ripple-effects that can happen when we incorporate accessibility into our community, our campus, and our curriculum.

 

6.8: Specific Barriers to Success Experienced by Students with Disabilities during the COVID-19 Pandemic

Sarah Young, Catholic University

While there were instances of students who use accommodations taking online courses prior to the pandemic, those experiences are assuredly different from those encountered during the shifting educational dynamics of Spring 2020. COVID resulted in students with and without disabilities being moved to online courses by universities rather than by their own choosing. There are anecdotal accounts of student experiences and pedagogical best practices for online courses, but there is a need for formalized inquiry and documentation of the students' experiences during the Spring 2020 semester. We'll share the findings of a study that investigated student experiences to understand disability-specific barriers faced by students who were moved from traditional to online classes in the era of Coronavirus.

 

6.9: Coming out of the Closet Twice: Disability, Gender and Sexual Orientation

Maria Pena, Cal Southern University

When providing accommodations for postsecondary students with disabilities, it is imperative that disability service providers be conscientious of and sensitive to students' diverse and intersecting identities. Knowing how students identify is an important consideration when engaging in the interactive process. In this session, we will explore differing identities with respect to disability, gender, and sexual orientation.

 

6.10: Holding the Accessibility Umbrella: Effective Leadership as ADA Coordinator and Accessibility/Disability Services Director

Heidi Pettyjohn, University of Cincinnati
Enjie Hall, University of Toledo

While there is overlap, the roles of the ADA Coordinator and Disability Services Director often diverge in terms of institutional position, priorities, and operations. So what happens when one person is asked to fill both roles? Hear from two presenters who were hired as ADA Coordinators and then given leadership of the Access and Disability Services Offices on their campuses. We will share how we restructured, reorganized, and re-imaged our positions and offices to navigate these combined roles effectively, leverage the alignment to provide campus-wide leadership, and create opportunities for career growth for ourselves and staffs.

 

6.11: In Their Own Words: What Causes and Alleviates Course-Related Stress for Students with Disabilities?

Sue Wick, University of Minnesota Twin Cities
Donna Johnson, University of Minnesota Twin Cities 

Expecting that students with disabilities would have higher levels of course-related stress than other students, we conducted a survey to learn what instructor behaviors and policies prevent or cause unnecessary stress. We asked students how much stress they perceive in all aspects of their life, to what degree course-related stress impacts their total stress level, and to what degree they are managing stress. We will discuss the results and implications of the study.

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Block B: FRIDAY, JULY 23, 9:00 am – 11:00 am

B1: Legal Year in Review

Paul Grossman, Hastings College of Law
Jo Anne Simon, New York Assembly 

AHEAD’s expert legal team returns this year to survey the legal landscape in a much-changed world. In both the higher ed. context and by analogy in the employment context, COVID has had a profound impact on a broad range of issues from “who is an individual with a disability” to the scope of the duty to accommodate on-line services. Even after the pandemic, will the pivot to online instruction and “work-at-home” programs create a duty to provide brick and mortar courses online as a form of accommodation? How has COVID changed our concept of what is or is not a fundamental alteration or an undue burden? Of course, not everything is about COVID. Our favorite analytical question, who is a qualified student with a disability (QSD) continues to refine. There are emerging trends which may make it more likely for students with intellectual disabilities to attend college. Looking over the horizon, disabled individuals are challenging the ADA and 504 compliance of “disruptive technologies” like Zoom. What issues are under scrutiny, now?

 

B2: How to use the free CommonLook tools for testing, remediation and creation of fully accessible, standards compliant PDF documents.

Paul Rayius, Florida State University

CommonLook is dedicated to helping higher education ensure their content and materials are accessible and compliant with accessibility standards. As part of that commitment, we are offering a new program for higher education that includes one free license of CommonLook PDF and one free license of CommonLook Office. This session will cover how to use the tools for PDF testing, remediation, and creation of new PDF documents.

 

B3: Resisting the Label: Disability Identity and Higher Education

Amanda Bell, Purdue University
Hunter Deiglmeier, Purdue University

Attendance at this session will support you in developing or continuing to refine your understanding of theories and practices about disability identity as it exists in tandem with the student-centered services we provide as disability service practitioners. We will situate our discussion around the work of key scholars like, Nirmala Erevelles, Simi Linton, Emily Ladau, Eli Clare, Rosemarie Garland-Thomson, Tobin Siebers, and Sami Schalk. We hope to offer audience members practical ways to engage in disability identity and theories in their offices through their work with students. As a result, participants will gain an understanding of the complexities of disability identity construction, formation, and exploration.

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Block 7: FRIDAY, JULY 23, 12:00 pm – 1:00 pm

7.2: Resources and Reflections on Providing Exam Accommodations in a Remote Learning Environment

Kegan Clark, Texas A&M University - Disability Resources
Priscilla Adams, University of Florida 

Disability Testing Center coordinators from two large state universities will discuss the impacts, challenges, and opportunities involving exam accommodations which arose during the move to remote learning in 2020. Attendees will walk away with resources to implement a novel approach for providing remote exam accommodations through Zoom, a deeper understanding of the balance between test integrity and access, and ideas for refining their communication with faculty and students in relation to testing accommodations.

 

7.3: Support for Military Students with a Disability

Jane Ellingwood, Embry-Riddle Aeronautical University-Prescott
Karen Zielinski, Embry-Riddle Aeronautical University-WorldWide
Richard Rodriguez, Embry-Riddle Aeronautical University-Prescott

The college environment can be a daunting experience for military students who have multiple disabilities connected to military service who are having difficulty navigating challenges. These students may not know what the Americans with Disabilities Act (ADA) is or how to receive accommodations under the ADA. Additionally, many veterans may not have adjusted to or accepted their disability or may be hesitant to self-disclose. We will discuss common disabilities for this population, and identify the many obstacles faced as they navigate the college environment. Best practices will be offered to help this population navigate and request accommodation.

 

7.4: Effective Ways to Support Students with Traumatic Brain Injuries: Perspectives from a Provider, Researcher, and Survivor

Emily Tarconish, The University of Connecticut

The symptoms of traumatic brain injury are vast and can affect cognitive, emotional, behavioral, physical, and self-awareness abilities. 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 perspective of a researcher, a former disability services provider, and a survivor of a severe TBI herself.

 

7.5: Fostering a Connected Learning Community: Equity through Belonging

John Scott, Blackboard Ally

Learning occurs through a series of connections: connections in the brain, connections between people, connections to identity and culture, and connections between concepts. Especially when learning at a distance in times of crisis, a learning community thrives through connection, but navigating barriers to equity and access can be a challenge for instructors. Through this theme of "connection," we discuss four strategies to foster a sense of belonging and inclusion in a learning community. Strategies synthesize research from multiple pedagogical and design frameworks, including Universal Design for Learning, culturally relevant pedagogy, cognitive science, and multimodal literacy theory. Strategies from published papers and recent analysis of accessibility software usage will be discussed. Through the activity of connecting, belonging is framed as an emergent property of a dynamic community.

 

7.6: Technical Standards: What, Why and How?

Elisa Laird, AHEAD

Technical standards – sometimes called essential functions or physical requirements – can be the bane of our existence or can serve as a clear and meaningful guide, depending on how they are written and how they are applied. Programs ranging from truck driving to medical school have them, but are they helpful or harmful? This session will describe where the term “technical standards” originates, what their intended function is, how they can serve students and how they can be misused, and what courts and OCR have said about them.

 

7.7: Bending the Faculty Learning Curve

Tammy Berberi, University of Minnesota Morris

In this participant-centered session led by a faculty member with 20+ years experience teaching & leading in diversity work, we will co-develop strategies for advancing campus-cultural change, particularly through communication and collaboration with faculty. Recent research points clearly to key ingredients that support the success and thriving of disabled students, from undergraduate through graduate and professional programs. While disability resource personnel play a key role, so do faculty. What levers do you have for influencing classroom climate and culture? What role can you play in fostering a more equitable and inclusive campus?

 

7.8: Along the Continuum: Innovative Collaborations for Inclusive Study Abroad Programming

Monica Malhotra, Mobility International USA
Emily Shryock, University of Texas at Austin
Kelli Bradley, University of Texas at Austin
Irene Scott, Texas A&M University  - Education Abroad
David Levin, U.S. Department of State, Bureau of Educational and Cultural Affairs (ECA) 

With the commitment that students from all diverse backgrounds, including students with disabilities, should have the same opportunity to study abroad, comes many questions on how to plan for inclusion effectively and efficiently at all stages of a program. Program growth brings a diversity of participants and the need to plan inclusively. We will look at the innovative approaches that disability service and study abroad professionals from different universities, as well as the U.S. State Department, have built to support for students with disabilities from recruitment to re-entry to continue the growing trend of students with disabilities accessing study abroad programs.

 

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: Advancing the Craft of Disability Resources: A Panel Discussion

Tom Thompson, TMLS Consulting
Nicole Ofiesh, Potentia Institute 21
Paul Grossman, Hastings College of Law

Over the long run, the American civil rights continuum is ever-expanding. Common to all of the successful rights movements has been the contributions of an array of brave and persistent activists, insightful professionals, and committed legal advocates collaborating to compel change. A panel of experienced practitioners, including a disability resource administrator, a researcher/educator and a legal educator, will discuss growth and changes in the acquistion and implementation of disability rights: where we've been, where we might go, and how we might get there.

 

7.11: From Intention to Action and Beyond: A Retention Program for First-Year Students with Mental Health Conditions

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 its transferability to other campuses.

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Block 8: FRIDAY, JULY 23, 2:30 pm – 3:30 pm

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.

 

8.3: The Power of Habit: Making Accessibility a Habit Instead of an Afterthought

Lindsey Sneed, The University of Mississippi
Jennifer Bland, The University of Mississippi

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.

 

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

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

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: Looking Inwards: Self-auditing Your DS Office Towards Anti-racism and Intersectional Justice

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.

 

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

Zebediah 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.



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Block 9: FRIDAY, JULY 23, 4:00 pm - 5:00 pm

9.1: Minimizing Email to Maximize Communication with Instructors

Carsen Kipley, University of Arizona
Annissa Stout, University of Arizona

At a large university with a large population of disabled students and a busy disability resource office, communication with instructors and departments can be challenging and repetitive. Instructors may receive multiple email communication from different staff members regarding the same class or same student. In this presentation, we will describe our class instruction form and how we use it to streamline instructor outreach and give instructors an easy way to share relevant course information. The form allows us to collect the information necessary to address barriers, provide access, and promote good course design in a timely and efficient manner, especially during this time of remote work and instruction.

 

9.3: Making All Learning Environments Accessible for Deaf Students

Diana Kautzky, Deaf Services Unlimited

Don't be caught off guard. Give yourself and your service provider the time and tools necessary to prepare for Deaf individuals on both your physical and virtual campuses and you will experience an excellent and equitable solution for everyone. Due to the recent shift in education environments, communication access services are provided differently, and there are some major changes necessary to provide the best communication access to the Deaf/Hard-of-Hearing populations. Colleges and universities have adopted new accommodations and best practices to make it through this last year; however, we are learning the benefits of these accommodations will outlive 2020.

 

9.4: 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, including residence halls, classrooms, and labs.

 

9.5: Setting the Stage for Student Empowerment: Using Identity-first Language in Practice

Tammy Berberi, University of Minnesota Morris
Enjie Hall, University of Toledo
Zebadiah Hall, Cornell University
Amanda Kraus, University of Arizona
Allen Sheffield, Rutgers University-Newark
Melanie Thornton, University of Arkansas, Partners for Inclusive Communities 

As leaders on our campuses, it is incumbent upon us to set the tone for how disability is framed and conceptualized. The language we use can challenge stigma and bias and change perceptions. Join a conversation facilitated by board members who drafted the AHEAD Statement on Language as we examine identity-first language and its implications. Explore ways to model and use identity-first language in your work with students, families, and colleagues.

 

9.6: The Last Bastion of Prejudice: Students of Size

Maria Pena, Cal Southern University

Students of size are entitled to accommodation. Not because it is legally mandated (technically, the courts vacillate on this issue, and the ADA affords protection only if the obesity is the result of another illness or disability), but because it is ethical from a social justice perspective. How can we best accommodate students of size so they are not forced out of college due to a lack of access? This presentation will address the barriers these students face  and offer solutions.

9.7: Learning from Each Other: Developing an Effective Peer Mentoring Program for Students with Disabilities to Facilitate Access and Community

Jennifer Biggers, University of California, Riverside

To navigate college independently and successfully, students with disabilities need to hone their skills to navigate what can sometimes be an inaccessible or non-inclusive environment. Peer Mentor Programs at Purdue University and the University of California, Riverside are examples of programming initiatives designed to support a student’s transition to college. Participants will learn how to establish an enriching peer mentoring program for students with disabilities and have the opportunity to learn strategies for recruitment, training, leadership development, and data collection.

9.8: Academic and Social Supports in University Programs for Bachelor's Degree-Seeking College Students with Autism Spectrum Disorder

Daniel Greenberg, University of Minnesota

This presentation highlights the findings from a dissertation study completed on the experiences of bachelor’s degree-seeking undergraduate students with autism spectrum disorder (ASD) participating in targeted support and transition programs for students with ASD at American universities. The study centers on an examination of the relationship between students’ use of academic and social supports offered by their transition and support programs, students’ perceptions of the helpfulness of categories of those supports, and students' overall adaptation to college. Program structures and analyses of results from an online survey of twenty students will be considered.



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