2021 Poster Session Descriptions

POSTER SESSIONS: Wednesday, July 21

Shifting Practices, Shifting Perspectives: UDL and Beliefs about Disability
Christopher Lanterman, Northern Arizona University
Lauren Copeland-Glenn, Northern Arizona University

Seventy-seven pre-service teachers participated in a research study to determine the degree to which training in universal design for learning (UDL) might impact their beliefs about disability. Findings suggest that training in UDL resulted in a small, but statistically significant, shift in pre-service teachers’ beliefs about disability from a medical model view of disability to a social model view of disability.


The Adult Learner: Misconceptions of Available Support and Uncertainties of Accommodation Use

Katherine C. Aquino, St. John's University

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


Remote, In-person, and Hybrid Exam Proctoring, Oh My!

Kegan Clark, Texas A&M

Learn how we used Zoom during the 2020-21 Academic Year to create a virtual testing center capable of simultaneously proctoring students from multiple courses with different start times while providing a variety of exam accommodations in an equitable manner. We’ll share our journey from 100% in-person proctoring to almost exclusively remote Zoom proctoring to a hybrid approach.

Accessible Online Engagement for Deaf Audiences
Lauren Kinast, National Deaf Center
Sarah Brown, National Deaf Center
Tia Ivanko, National Deaf Center

The pandemic brought about a mandatory shift to online and virtual activities. Many entities were not prepared nor did they have experience in providing quality and equitable access services; the learning curve was steep for many. There are a number of factors that should be taken into consideration to ensure that deaf participants have an equitable experience to other participants. With the range of accessibility services and technologies available, it may seem simple to select, schedule, and implement accommodations. This poster session will provide strategies, tips, and considerations for inclusive practices for online engagements (meetings, lectures, or events) that take into account deaf participants with diverse communication preferences.

Autism Programs at US Colleges and Universities

Jane Thierfeld Brown, Yale Child Study, Yale Medical School
Michelle Rigler, University of Tennessee at Chattanooga Mosaic Program
Margaret Camp, Clemson University

There are about 70 specialized autism programs at colleges and universities around the country. This poster session will articulate the different programs and their emphasizes. Directors from some of the programs and the Chairs of the Autism KPC will be available to answer questions.

POSTER SESSIONS: Thursday, July 22

The UA Disability Cultural Center: Our Initial Three Years at a Glance
Naty Rico, University of Arizona

The DCC first opened in the Fall of 2018 and has become a notable space for disability at the University of Arizona. Come learn about how we started, how we’ve grown, and where we’re headed the next three years.  


Balancing L.I.F.E (Learning, Independence, Friendship, Empowerment)- A Peer Mentor Program Model
Tracy Jalaba, University of Southern California
Bethrese Elane Padini, University of Southern California
Nora Dixon, University of Southern California

Transitioning into postsecondary education can be overwhelming. To support students with disabilities., we are implementing an evidence-based peer mentor program during the 2021-22 academic year. This poster will share the evidence collected, steps taken toward implementation, and the comprehensive program curriculum.  We’ll discuss our proposal for future directions and sustainability.


Eliciting Quality Documentation to Create Equitable Access to Professional and Graduate Programs
Rachel Anderson, University of Minnesota
Brittni Kuduk, University of Minnesota

Documentation that is sufficient for accommodations in college may not meet the standards for entrance and licensing exams. To support students in obtaining adequate documentation for high stakes exams, we developed a taskforce to review common documentation standards. created materials for evaluators and interviewed potential providers to confirm they can meet standards.


Disability Service Professional Deaf Services Toolkit:
Lauren Kinast, National Deaf Center
Tia Ivanko, National Deaf Center

NDC regularly receives inquiries for more training and resources that will enable disability service professionals to effectively support deaf students. Deaf students are a low incidence population with cultural and linguistic differences. The diverse preferences within the deaf student population require disability service professionals to have the knowledge and training to efficiently implement access services. This poster session provided professionals with key resources and information to navigate short-term solutions to address requests and concerns from students immediately and independently.

Accessibility in Aggieland
Kristie Orr, Texas A&M University
Meagan Orsag, Texas A&M University

The Accessibility in Aggieland series was developed through a collaboration between the Center for Disability and Development and Disability Resources at Texas A&M. This educational poster focuses on proactive accessibility and educating the campus community about everyone’s responsibility for accessibility.

Autism Programs and Sensory Rooms at US Colleges and Universities 
Jane Thierfeld Brown, Yale Child Study, Yale Medical School
Michelle Rigler, University of Tennessee at Chattanooga Mosaic Program
Margaret Camp, Clemson University 

Sensory Rooms are a useful and meaningful part of many specialized autism programs at colleges and universities. They offer an immersive environment where students can engage, explore, and relax their senses. Directors from some of the programs and the Chairs of the Autism KPC will be available to share ideas for setting up your own sensory room.