2021 Virtual Sessions

Monday & Tuesday, July 26-27

Tuesday, July 27

Wednesday, July 28

Thursday, July 29

Friday, July 30

MONDAY and TUESDAY, JULY 26-27 2021; 11:00 am - 5:00 pm EASTERN

Join us for virtual presentations by exhibitors. A full schedule of the presentations and time is available.

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TUESDAY, JULY 27, 2021; 5:00 pm – 6:00 pm EASTERN

First Time Attendees Welcome

We are excited to invite all first-time attendees to come together for an afternoon virtual social hour. AHEAD members consistently tell us that the top benefit of Conference attendance is the opportunity to meet other AHEAD members to make those important professional connections. This year, we wanted to make sure that all first-time Conference attendees – whether in Austin or virtual – could participate together. We’ll use Zoom breakout rooms to give you the chance to chat with each other and AHEAD Board members in small groups. We can’t wait to meet all the new faces!

Join this session via Zoom (New Window)


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WEDNESDAY, JULY 28, 2021, 11:00 am – 12:00 pm EASTERN

AHEAD Business Meeting and Welcome

Join members of the Board for a recap of AHEAD’s year and recognition of AHEAD award recipients.

WEDNESDAY, JULY 28, 2021, 12:00 pm – 1:00 pm EASTERN

Keynote: The State of Disability: Disability as a Social Justice Issue

Andraéa LaVant, LaVant Consulting, Inc.

In conversations about the fight for social justice, disability is often an afterthought. Even still, when disability is included, the conversation ends at the legal rights of people with disabilities. In reality, disabled people are a part of every community and have specific histories, cultures, and experiences of resistance. Not only do we experience oppression as disabled people – recognized as ABLEISM – but, because we are a part of so many other communities, we often experience other forms of oppression, including racism, classism, heterosexism, etc. As a woman of color with disabilities, Andraéa LaVant has personally felt the impact of intersecting ableism, racism, and sexism and the power of creating spaces that center the experiences of marginalized communities. In this plenary session, Andraéa will discuss her personal experiences with intersecting forms of oppression and how those fit within the larger landscape of ableism and racism; examine the current structures and systems used to define disability; and discover what it truly means to embrace disability as an identity and social justice issue.

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WEDNESDAY, JULY 28, 2021; 1:30 pm – 3:00 pm EASTERN

V1.1: 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 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.

 

V1.2: 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.

 

V1.3: Re-framing Our Understanding of Disability: Moving Towards a Social Constructivist Framework

Kegan Clark, Texas A&M University - Disability Resources
Melissa Perez-Figueroa, 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.

 V1.4: 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.


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WEDNESDAY, JULY 28, 2021; 3:30 pm – 4:30 pm EASTERN

V2.1 : 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.

 

V2.2: 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.

 

V2.3: 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.

 

V2.4: 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.

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WEDNESDAY, JULY 28, 2021; 5:00 pm – 6:00 pm EASTERN

Discussion D1.1: 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.

Discussion D1.2: 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.

Discussion D1.3: 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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THURSDAY, JULY 29, 2021; 11:00 pm – 12:30 pm EASTERN

Thursday Plenary: OCR Year in Review

Mary Lou Mobley, U.S. Office for Civil Rights
Melissa Malonson, U.S. Office for Civil Rights
Lori Bringas, 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.

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THURSDAY, JULY 29, 2021; 1:00 pm – 1:45 pm EASTERN

V3.1: 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.

V3.2: 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.

V3.3: 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.

V3.4: 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.

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THURSDAY, JULY 29, 2021; 2:15 pm – 3:00 pm EASTERN

V4.1: 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.

V4.2: 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 presentation 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.

CANCELLED - V4.3: 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.

V4.4: 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.

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THURSDAY, JULY 29, 2021; 3:30 pm – 4:30 pm EASTERN

V5.1: 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.

V5.2: 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.

V5.3: 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.

V5.4: 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?

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THURSDAY, JULY 29, 2021; 5:00 pm – 6:00 pm EASTERN

Discussion D2.1: 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. 

Discussion D2.2: This is our Moment: Creating a Different Future for Disabled Students in Higher Ed

Jewls Griesmeyer Krentz, Portland State University
Amanda Kraus, University of Arizona
Katy Washington, University of North Texas
Maria Schiano, County College of Morris
Zebadiah Hall, Cornell University

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.

Discussion D2.3 : 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.

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FRIDAY, JULY 30, 2021; 11:00 am – 12:30 pm EASTERN

 Friday Plenary: 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?

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FRIDAY, JULY 30, 2021; 1:00 pm – 1:45 pm EASTERN

V6.1: 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. 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 will be covered.

V6.2: 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.

V6.3: 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?

V6.4: 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.

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FRIDAY, JULY 30, 2021; 2:15 pm – 3:00 pm EASTERN

V7.1: Service & Assistance Animals- Scenarios & Follow-up Questions

L. Scott Lissner

Join Scott for a follow-up discussion of scenarios that will highlight his presentation on animals on campus. Participants will explore situations that challenge decision-making and have the opportunity to ask questions about their own policies, procedures, and conflicts. 

V7.2: 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.

V7.3: 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.

 V7.4: 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.

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FRIDAY, JULY 30, 2021; 3:30 pm – 4:30 pm EASTERN

V8.1: 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.

V8.2: 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.

V8.3: Self-Advocate: Supporting College Students with Disabilities in Becoming Their Own Champions

Stacy Lee, University of North Alabama
Jeremy Martin, University of North Alabama
Adrea Hunt, University of North Alabama
Patricia Violi, University of Nevade, 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.

V8.4: 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.

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