Noon – 1:30 Block V1 (2 concurrent sessions)
V1.1: OCR Year in Review
*This session was not recorded at the request of the speakers, and is not included in the Virtual Mini-Conference recording package.
Amy Kim, Department of Education, Office for Civil Rights (OCR)
Charlotte Cunningham, Department of Education, Office for Civil Rights (OCR)
The U.S. Department of Education's Office for Civil Rights (OCR) assists individuals 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.
V1.2: Disability Culture, Campus Alliances, and the Role of Disability Services: Insights from the Creation of Three Disability Affinity Groups
Jeffrey Alex ("Jae") Edelstein M.A., University of Massachusetts Amherst, University of Massachusetts Boston
Elizabeth McLain Ph.D., Virginia Tech
Luke Kudryashov M.S.I., M.A., University of Minnesota
Rachel Adams M.Ed., University of Massachusetts Amherst
Joshua ("Josh") Pearson B.A., Polus Center for Social and Economic Development, Inc.
Oluwaferanmi Okanlami M.D., M.S., University of Michigan, University of California Los Angeles
What is disability community, and how can disability services professionals support it on their campus? In this session, six presenters will share the stories of how disability affinity groups were started at three different institutions, the impact these groups have had on disabled students, faculty, staff, alumnx, community members, and allies, and how these communities have been sustained within and across said institutions. Within these narratives, specific attention will be drawn to the sometimes fraught relationship between each university’s office of disability services and the members of these communities, as well as the ways these relationships have evolved over time with institutional changes. Attendees will have the opportunity to engage in critical discussions in small groups with presenters and one another about how they might support the creation, work, and longevity of similar groups on their own campuses.
1:30 – 2:00 Break
2:00 – 3:00 Block V2 (3 concurrent sessions)
V2.1: Onboarding for Excellence: Creatively Recruiting and Training New Disability Office Staff
Amanda Feaster, M.Ed., Kent State University
Julie Di Biasio, M.Ed., Kent State University
Courtney Jarrett, Ed.D., Ball State University
As higher education deals with the effects of “The Great Resignation,” so does our field of disability services. With this comes a wave of new professionals who are learning to do the work, often well after they are hired, which can lead to frustration and attrition. In this session, two schools will showcase their initiatives to recruit and retain new staff. Ball State University offered in-office professional development training to two newly hired professionals and multiple graduate students from three master’s level programs. They will share specific examples that can be adapted by other campuses, as well as discuss their challenges and future training plans. Kent State University launched a data-informed office reorganization to hire, train, and supervise new team members. Using an AHEAD external review and four years of data, they restructured the office and embraced systemic and personal vulnerabilities (inspired by Brene Brown’s Dare to Lead) to prepare for new staff members, all of whom were new to professional roles within disability resource offices. This session is open to those who train new disability services staff or new practitioners looking for ideas.
V2.2: Determining Clinical Accommodations, Advocating for Inclusive Technical Standards, and Managing Third Party Relationships: The Health Science Disability Provider's Survival Guide
Grace Clifford, M.A.Ed., David Geffen School of Medicine at UCLA
Christine Low, M.S.W., Icahn School of Medicine at Mount Sinai
Jennifer Gossett, M.S., Portland Community College
Three board members from the Coalition for Disability Access in Health Science Education, with extensive experience in determining and implementing health science program based accommodations, will review three key areas of creating disability access in the health sciences: determining clinical accommodations, advocating for inclusive technical standards, and managing third party relationships (i.e. clinical sites).
Case scenarios will be used to "bring it all together" via small groups at the conclusion of the presentation. Plenty of time will be left at the end for attendee sharing of promising practices and Q and A.
V2.3: Disability IS Diversity, Equity, and Inclusion: Repositioning and Strengthening the Work
Chianti Blackmon , M.S., AMDA College of the Performing Arts
Hannah Enenbach, M.A., AMDA College of the Performing Arts
Disability is an integral part of diversity. Despite this, campus disability services offices and Diversity, Equity, and Inclusion offices at most postsecondary institutions are not housed within the same structural division, separating their work. Drawing from their experience incorporating an existing Accessibility Services office into a new office of Equity, Diversity, and Inclusion, the presenters will offer insights on how joining the two offices can positively affect the framing of disability as a valued identity, elevate disability justice, and disrupt the racialization of DEI work.
3:00 – 3:30 Break
3:30 – 5:00 Block V3 (3 concurrent sessions)
V3.1: Disrupting Ableism by Engaging Student Affairs Staff in Division- Wide Disability Justice & Access Education
Danielle Susi-Dittmore, University of Utah
Frequently, we see the work of access and disability inclusion falling solely on an institution’s department of disability services. This session focuses on practical tools and long-term implications for engaging student affairs staff in education and training around disability justice and access. In this particular session, the facilitator will highlight a five-week email-based education series, which includes multimodal learning materials as well as guided discussion prompts. This session will also give participants the time and space to engage in conversation around barriers for full staff engagement in disability justice education and training, and begin to brainstorm what it might look like to be able to implement something like this at their own institutions.
V3.2: The Disabled Perspective: Through The Eyes Of Disabled Disability Services Practitioners
Ryan McCombs, M.A., Purdue University Fort Wayne
Antonia DeMichiel,M.A., University of San Francisco
Dr. Courtney Jarrett, Ed.D., Ball State University
Dr. Allison Brewer, M.A.T., Saint Louis University
Dr. David J. Thomas, Ph.D., West Chester University of Pennsylvania
Maria Schiano, M.S.W., County College of Morris
The ability to understand someone’s disabled experience is a fundamental part of working in disability services. While many practitioners have the experience of observing and learning about disability, fewer know how it feels to be disabled. Currently, research focused on the disabled perspective as it relates to disability services (Barnard-Brak, Lan, & Sulak, 2010), focus on the student experience, not the experiences of disabled practitioners working in disability services. This panel will profile the experiences of disabled disability services practitioners and how their lived experiences inform their practice.
V3.3: Navigating the Grievance and Complaint Process
Emily Singer Lucio, M.A., University of Maryland
Lorre Wolf, Boston University
Public institutions with 50 or more employees are required to adopt and publish procedures for resolving grievances arising under Title II of the ADA. But it is also good practice for private or very small institutions to implement a robust written grievance procedure. Grievance procedures set out a system for resolving complaints of disability discrimination in a prompt and fair manner. This session will share information on different formats for a resolution process and what is and what is not required by the Title II regulations. Participants will be invited to share issues and provide feedback on what they have encountered when helping students navigate the complaint process at their schools.
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