2024 AHEAD Master Classes for Seasoned Professionals

April 8 - 10, 2024

The Next Chapter is AHEAD’s advanced professional development event for highly experienced higher education personnel who work to ensure accessible campus environments. Each three-day master class is designed to expand the knowledge of seasoned professionals, supporting them in making nuanced decisions, staying current in this fast-paced profession, engaging campus stakeholders, and exploring foundational concepts that underpin the work. To encourage an expansive exploration of concepts, apply academic thought and legal principles to daily work, and expand strategies for collaborating with campus colleagues, all master classes include significant opportunity for networking and engagement. 

2024 Master Classes

The 2024 program held in Chicago includes the following master classes (Choose ONE): 

  • MC#1-  Neurodiversity Coaching: Coaching Skills and Strategies to Building Student Self-Determination 
  • MC#2- Strategies and Tools to Elevate Disability and Create Campuswide Change
  • MC#3- Navigating an Intricate Maze: Evaluating Complex Accommodation Requests
  • MC#4- Embracing Intersectionality: Supporting and Welcoming Multiply Marginalized Students
  • MC#5- Disability Law: Lessons in Application for the Advanced Disability Professional 


Monday, April 8, 2024 (3.5 Hours of Instruction) 

  • Session - 1 pm - 1:45 pm 
  • Solar Eclipse Viewing Break - 1:45 pm - 2:15 pm** 
  • Session -  2:15 pm - 3:30 pm
  • Refreshment Break – 3:30 pm - 4 pm 
  • Session - 4 pm - 5:30 pm

    Tuesday, April 9, 2024 (6 Hours of Instruction) 

    • Breakfast buffet (included) - 7:30 am - 8:30 am
    • Session - 8:30 am - 10:00 am
    • Refreshment Break - 10:00 am - 10:30 am 
    • Session - 10:30 am -12:00 pm
    •  Lunch (on your own) - 12:00 pm - 1:30 pm
    • Session 1:30 pm - 3 pm
    • Refreshment Break – 3 pm - 3:30 pm
    • Session - 3:30 pm - 5 pm

    Wednesday, April 10, 2024 (3 Hours of Instruction) 

    • Breakfast buffet (included) - 7:30 am - 8:30 am
    • Session - 8:30 am - 10:00 am
    • Refreshment Break - 10:00 am - 10:30 am 
    • Session - 10:30 am -12:00 pm

    **We’ll pause the sessions to allow those interested to go outside and observe the solar eclipse, which will be highly viewable from Chicago. If you plan to view the eclipse, please use eye protection, and don’t look directly at the sun.

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    Class Descriptions

    MC1: Neurodiversity Coaching: Coaching Skills and Strategies to Building Student Self-Determination   

    Christina Fabrey, Virginia Tech
    Marianna Henry, JST Coaching and Training

    With an increasing focus on student success in addition to access, disability resource professionals are embracing student success coaching as a technique useful to improve students’ academic success, personal health and wellbeing, and a sense of belonging. Professionals can integrate coaching skills to build a deeper connection to students while also integrating knowledge of neurodiversity, exploring how the disabilities affect individuals, and delving into how the barriers in higher education can be mitigated through systems, structures, and support. As a holistic intervention, neurodiversity coaching skills allow professionals to create an atmosphere of trust and safety for students to share their concerns, identify roadblocks to change, and brainstorm ideas that are both comfortable and attainable. Participants will explore how the traditional services model can be enhanced by using an innovative and inclusive coaching approach.
    This class will provide new and seasoned disability resource professionals with practical strategies, tools, and resources to apply coaching in their everyday interactions with students. Participants will learn core coaching skills and then how to adjust the coaching process to support neurodivergent individuals, including those with learning disabilities, ADHD, autism, and other disabilities. The session will provide techniques to use in the initial student meeting as well as in on-going meetings with students or within brief interactions. The workshop will include information, best practices, and resources, and interactive engagement through small group discussion and practice.
    This session will include:
    • The foundations of student success coaching
    • How student success coaching intersects with neurodiversity coaching
    • The integration of coaching into the accommodations process
    • Coaching strategies for neurodivergent learners
    • Application of coaching through practice

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      MC2: Strategies and Tools to Elevate Disability and Create Campuswide Change 

      Bea Awoniyi, Santa Fe College 
      Craig Levins, Broward College  

      Many disability professionals, whether you work in the campus office working to enact student accommodations or in the ADA coordinator/compliance office, wish that others on campus had a better understanding of the barriers that exist for students with disabilities throughout their educational experiences. Some of the largest impediments to disabled student success are existing policies that are applied to all members of the institution, but which often unintentionally negatively affect disabled students. So how can those in the disability office elevate the conversation about disability to the upper level administrators and create meaningful change across the entire campus?
      This session will provide specific strategies and tools to enable disability professionals to:
      • Gather and leverage the most relevant data from the disability office to make a case with the administration and equip administrators to support the need for change
      • Identify and nurture allies throughout the institution, who can help champion the need for reforms of schoolwide policies that negatively impact students with disabilities
      • Understand the importance of disability service professionals sitting on college-wide committees and participating in academic forums, to ensure accessibility is considered in institution-wide decision making.
      • Successfully engage with faculty, instructional designers, and administrators to get greater campus-wide buy-in about creating and maintaining accessible courses and materials
      • Connect with student advocates to solicit their input and support them to advocate for a more equitable campus
      • Educate the campus community about the importance of including disability into the institution’s Strategic Plan, Diversity Statements, Mission, Vision, and Values
      The instructors, who come from both two-year and four-year institutional backgrounds, will incorporate plenty of non-lecture style instruction, such as group discussion, scenario-based learning, and personal reflection. At the end of the workshop, participants will have created a series of steps in a personal plan to take home to implement in their own institution to make thoughtful, well-planned change.

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      MC3: Navigating an Intricate Maze: Evaluating Complex Accommodation Requests

      RJ Kilgore, Johnson and Wales University
      Chris Stone, Washington University at St. Louis

      Experienced Disability Resource Professionals (DRPs) acknowledge a fair degree of confidence addressing the majority of student requests that have come to be viewed as commonplace or relatively straightforward. This is a testament to the preparation DRPs and their departments have undertaken to stay abreast of emerging best practices based upon guidance from peers as well as scholars and legal findings. At the same time, now more than ever, DRPs—even the most experienced and knowledgeable—recognize the challenges confronting our institutions as they navigate increasingly nuanced and complicated accommodation requests and situations while remaining focused on supporting students’ learning, development, and most importantly, accessible opportunity. Questions persist as to how to effectively, equitably, and empathetically engage in this critical work with consistency, despite the subtly of each student’s needs. Through this Master Class, course facilitators will provide frameworks as attendees navigate:
      • Defining Reasonable and Appropriate Accommodations.
      • Assessing Fundamental Alteration.
      • Engaging in individual assessment of disability-related barriers and evaluating avenues to address identified needs.
      • Distinguishing disability-related barriers from other potential concerns (e.g., religious, Title IX, financial, English language learners).
      • Collaborating with campus and external partners (e.g., faculty, placement sites, Dining Services, Residence Life, academic supports).
      Presenters will address approaches in evaluating a variety of challenging situations, including:
      • Students presenting with multiple or complex disabilities.
      • Appropriate and reasonable accommodations necessary across various academic and learning, social, and housing environments.
      • Accommodations within performance-based programs which include hands-on practical learning components and technical standards (e.g. studio and culinary arts, health care, laboratory work).
      • Requests for course substitutions or exemptions.
      • Modifications to attendance and deadline policies, including within performance-based or participatory learning objectives.
      • Offsite accommodations, (e.g., student teaching, clinicals, practicums, internships).
      • Graduate program accommodations, including professional programs.
      • Remote attendance requests.
      Course facilitators will bring their experience in 2- and 4-year undergraduate and graduate programs, including non-degree curriculums, at both public and private institutions. Attendees are encouraged to come prepared to engage in an immersive and collaborative learning experience designed to include individual and group activities that will explore various situations and case studies involving complex issues. Gather your questions, and join us as we navigate the intricate maze of complex determinations, modeling approaches to help you tackle the thorniest situations with confidence.

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      MC4: Embracing Intersectionality: Supporting and Welcoming Multiply Marginalized Students

      Vivian Hardison, University of California, Santa Barbara
      Maria Schiano, County College of Morris 

      Every student comes to college with a variety of identities, including race, gender identity, national origin, immigration status, income level, and disability, among others. As disability professionals, we want all students to feel welcome in our offices and receive culturally appropriate services, even if we as practitioners don't share all of their identities. How can we work to ensure that our office--and the campus as a whole--provide an environment where all students feel comfortable and included? This session will discuss some of the theoretical frameworks of higher education regarding approaches to marginalized groups and explore how we can use those frameworks to create a more open and accessible space for students, faculty, staff, and the community.  
      Over the three days, we will reflect on the various identities we hold, and how the various privileges we hold show up in the work we do. We will cover topics including:  
      • How we as individuals can improve our interpersonal communication with students with intersecting identities. 
      • Ways the disability office can make sure historically marginalized students are aware of its services and be clear that all students are welcome there. 
      • How the disability office can partner with other campus entities, such as academic support, residence life, and diversity and Title IX staff, to provide broader institutional support for students with intersecting identities. 
      • Planning campus outreach and events that are inclusive of all student identities. 
      Though some of the work we do throughout the three-day workshop may at times feel uncomfortable as we confront how higher education institutions have largely been framed to serve the "haves" and create barriers for the "have-nots," attendees will leave this workshop with concrete steps they can take to fundamentally change the systems and lead their institutions to own up to their history and commit to systematic change. 

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      MC5: Disability Law: Lessons in Application for the Advanced Disability Professional

      Paul Grossman, J.D., Executive Counsel of AHEAD, and OCR and Hastings College of Law, retired 
      Jamie Axelrod, M.S., Northern Arizona University 
      Mary Lee Vance, Ph.D., California State University Sacramento 

      This advanced training will highlight the application of long-standing and widely-accepted judicial precedents and principles, as well as recent court decisions, to the analysis and resolution of the latest and most challenging issues in postsecondary student disability law. At the outset, we will succinctly review the analytical tools and processes provided in our introductory course. The bulk of the course will consist of modules covering critical topic areas, facilitating best practice discussions through multiple case scenarios. Together with your colleagues and the presenters, you will explore these difficult issues and assess practical policies, processes, and procedures that provide effective access in accordance with legal obligations. Many of our hypotheticals will be based on findings, letters, and court decisions from the U.S. Department of Education Office for Civil Rights (OCR) or the U.S. Department of Justice that reflect common and recurring situations; participant scenarios are also welcome. 
      This master class will include 12.5 hours of face-to-face discussion and instruction.  The training is fast-paced and assumes competence in the basics of the ADA and disability resources. Therefore, participants will be better prepared to participate in this course if they have previously taken the 2-day AHEAD introductory course in postsecondary disability law offered at the AHEAD Management Institute or as a summer pre-conference.  
      The topical modules will focus on the following areas:  
      • A refresher: an overview of postsecondary student disability law including analytical paradigms, processes, and defenses such as fundamental alteration and undue burden.
      • Accommodations that are complex to administer, including flexibility with attendance and extensions of time to complete assignments. 
      • Responding to accommodation requests for some form of remote/on-line learning. 
      • Housing accommodations, such as a single room.
      • Service animals and ESAs.
      • Nondiscrimination and accommodation within the setting of internships and field work.
      • Students with mental health-related disabilities: accommodation, conduct/misconduct including “direct threat analyses,” and how to lawfully respond to self-injurious behavior.
      • Accommodations that pertain to the intersection of Title IX and Section 504, such as addressing pregnancy and allegations of sexual harassment and violence.
      • Digital equality, including website access and AI. 
      Come join the conversation, where we’ll discuss the most recent legal guidance and then apply what we learn to real world examples, so that you leave prepared to address even the most complex accommodation requests.

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      Costs & Registration Information

      On or before March 8, 2024: 

      • Master Classes 1, 2, 3, and 4: $595 AHEAD Members; $725 Non-Members 
      • Master Class 5: $645 AHEAD Members; $775 Non-Members (includes a copy of Laws, Policies, and Processes: Tools for Postsecondary Student Accommodation, edited by Vance and Thompson) 

      After March 8, 2024: 

      • Master Classes 1, 2, 3, and 4: $645 AHEAD Members; $775 Non-Members 
      • Master Class 5: $745 AHEAD Members; $875 Non-Members (includes a copy of Laws, Policies, and Processes: Tools for Postsecondary Student Accommodation, edited by Vance and Thompson) 

      Refunds can only be provided for cancellations received in writing on or before March 18, 2024. A $75.00 administrative fee will be charged for all cancellations. We regret that no refunds can be issued after March 18, 2024 for any reason, but can be transferred to another attendee from the same institution. 

      Accommodation requests, including CART and interpreting should be made during the registration process online by March 8, 2024. For requests submitted after March 8, please email Stephan@ahead.org.

      Register Online

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      Presenter Bios

      Bea Awoniyi: A person with dark brown skin, short black hair, wearing glasses and smiling
      Bea Awoniyi, Ph.D. is the Assistant Vice President of Student Affairs at Santa Fe College, overseeing the disability resource center, serves as Ombudsperson, and helps to oversee grant awards among many other different aspects of her role. Dr. Awoniyi has a long career in higher education, previously having worked in other universities at their disability resource centers and serving in vast leadership roles. She is a Past President and Board member of AHEAD.

      Jamie Axelrod: A person with light skin, short brown hair, wearing a blue collared shirt and smiling
      Jamie Axelrod, M.S. is the Director of Disability Resources at Northern Arizona University and Past-President of AHEAD. Jamie presents regularly on topics related to disability access and higher education, having expertise in disability law and policy, communication and information technology (ICT) access, and the reasonable accommodation process. Jamie is a regular and well-respected contributor to professional listservs, including AHEAD’s discussion boards, and is a go-to consultant for complex issues. He has worked for the University of Wisconsin-Madison’s athletic department, as a mental health therapist, and for Protection and Advocacy Systems, Inc., a disability rights advocacy law firm where he served as an advocate for individuals with disabilities who were claiming that their civil rights had been violated. Jamie has served as co-chair of Northern Arizona University’s Commission on Disability Access and Design and on AHEAD’s Board of Directors.

      Christina Fabrey: A person with light skin, bright blue eyes and long straight light brown hair, smiling
      Christina Fabrey, MEd, PCC, BCC is the Director of the Student Success Center at Virginia Tech, having previously served as the Associate Dean for Advising and Academic Achievement at Prescott College. With a passion for promoting college student success and organizational excellence, Christina has been a higher education administrator and disability resource provider for over 15 years.  Christina earned a Master’s in Education from the University of Vermont, Professional Credentialed Coach (PCC) certification from the International Coach Federation, Board Coach Certification (BCC) through the Center for Credentialing Education Global, and Appreciative Inquiry Facilitator Certification through Champlain College.  As a Coach Trainer and Mentor, Christina has trained hundreds of higher educational professionals in coaching skills over the last two decades.  Having developed coaching programs at several institutions, she is grounded in coaching all students, including students with disabilities and students working towards academic recovery. Christina is active in the Association for Higher Education and Disability (AHEAD) by co-chairing their Coaching Knowledge and Practice Community and their Coaching Evaluation Community of Practice. Christina is a contributing author of Becoming Self-Determined: Creating Thoughtful Learners in a Standards-Driven, Admissions-Frenzied Culture and Becoming Self-Determined:  Practical Strategies for a Changing World, Field & Parker (editors). Her recent works focus on embedding holistic student care into faculty development and include “Careers, Advising, Teaching: A Holistic Approach to Student and Faculty Development.” in Re-imagining Teaching to Maximize Student Learning: Case Studies of Faculty Development Centers (Neisler, Looker, and Newman eds.) and “Resilient and Flexible Teaching (RAFT): Integrating a Whole Person Experience into Online Teaching” in Resilient Pedagogy (Thurston, Lundstrom, and Gonzalez, eds.). Her edited anthology, Coaching in Disability Resources: From Transactional to Transformational, was published in the spring of 2023 and co-edited with Master Certified Coach, Jodi Sleeper-Triplett.

      Paul Grossman: A smiling, Jewish man in his 70’s, with mostly white hair and beard, wearing a blue shirt and a tie.
      Paul Grossman, J.D. is the Executive Counsel of AHEAD with over 40 years of service at OCR in Washington and San Francisco, most of them as a Chief Regional Attorney. Paul also taught disability law for over 20 years at University of California, College of Law. Paul remains a frequent guest lecturer for AHEAD, CAPED, UC College of Law, UC Berkeley, the California Community College System and the National Association of ADA Coordinators. Paul served multiple terms on AHEAD’s Board of Directors and remains a member of the AHEAD Public Policy Committee as well as the Disability Rights Advocates (DRA) Expert Advisory Board. Through investigation, decision writing, and negotiations, Paul has addressed every form of discrimination in education including race, national origin, sex and disability, often developing new approaches for protecting the civil rights of students. Paul is the author of AHEAD’s publication, The Law of Disability Discrimination for Higher Education Professionals. Paul joins Jamie Axelrod, M.S. and Mary Lee Vance, Ph.D. in two book chapters on analytical tools and procedures for DSS officers when they face their most complex and challenging questions, recently published by AHEAD. 

      Vivian Hardison: A person with light skin and long curly black hair, wearing a pearl necklace and pink lipstick, smiling
      Vivian Hardison, Ed.D. is a disability specialist and has been in the disability field for over 10 years. Her career started as a testing coordinator and quickly grew to her seeking advanced degrees to better serve students. She holds an Ed.D in Educational Leadership, as well as an M.S. in Rehabilitation Counseling and an M.S. in Rehabilitation Administration from Southern Illinois University at Carbondale. She also holds her CRC. Areas of expertise include chronic health conditions, mental health conditions, and application of accommodations in professional schools. Her current research areas include DisCrit, Latinx disabled populations, and familial bonds. In her spare time, she can be found at her daughter’s dance studio and following her around dance competitions. She also enjoys reading, yoga, and lifting heavy weights. 

      Marianna Henry: A person with light skin and short brown hair, grinning
      Marianna Henry, MProf, ACC is a first-generation, bilingual, Polish-American originally from Grand Rapids, Michigan. She moved to Utah in 2008 for her partner’s career opportunity and worked in student-facing staff and faculty positions at Utah Valley University for 14 years. Her work in higher ed introduced her to the world of coaching, which also prompted her to found MH Success Coaching in 2020. She has a particular interest in partnering with ADHD clients, as well as researching, educating, and training around neurodiversity and neuroequality. Marianna is an ICF Associate Certified Coach, Gallup-Certified Strengths Coach, and JST Coaching & Training Higher Education Trainer. As a volunteer, she serves as President-Elect of the ICF High Country Chapter and co-lead for the NeuroEquality Impact Team within the statewide Bolder Way Forward initiative. Marianna holds a Master of Professional Studies in Social Entrepreneurship, having studied sociology and nonprofit leadership.

      RJ Kilgore: Black man with brown skin, short curly hair, wearing a tan sports coat over a black shirt.
      Richard "RJ" Kilgore presently holds the position of Director of Academic Success and Accessibility Services at Johnson & Wales University in Charlotte, NC. Credentialed as a Licensed Clinical Mental Health Counselor and Certified Rehabilitation Counselor, RJ has a wealth of experience that has been instrumental in his dedicated advocacy for inclusion across diverse domains. RJ’s comprehensive background includes serving as a Counselor in community agencies, private sector, and secondary education settings. This ultimately led to his professional journey as a practitioner in higher education disability services at three institutions, including the Universities of North Carolina Wilmington and Charlotte. RJ's commitment to advancing inclusive practices is underscored by his active participation as a presenter at numerous conferences on local, state, and national platforms. RJ’s session topics include promoting inclusion through cross-campus outreach and collaboration, transition strategies for students with disabilities entering higher education, implementing provisions from the workforce innovations and opportunity act to create employment access for individuals with disabilities, and men of color in rehabilitation. RJ has also contributed as faculty for the AHEAD Start Academy and sits on the Board of Directors for North Carolina AHEAD.

      Craig Levins: A white man with a shaved head and dark rimmed glasses dressed in professional attire.
      Craig Levins joined Broward College in 2017 where he currently holds the role of Associate Vice President for Institutional Accessibility & ADA Coordinator. In this role he serves as the college’s ADA Coordinator and oversees the Accessibility Resources, Electronic Information Technology and Assistive Technology Departments, as well as the college’s neurodiverse initiatives and programs, including its Comprehensive Transition Program, Seahawk NEST Academy. Craig is a past president for the Florida Association on Higher Education and Disability (AHEAD) and co-founding member of the Florida State EIT Consortium. Prior to his arrival in Florida, Craig worked within the State University of New York System where he served on the executive board of the NY AHEAD affiliate and served on multiple committees and consortiums throughout the state. Craig holds a Master of Arts in Counseling Psychology from Antioch University, a Bachelor of Arts from Elmira College, and a Certificate of Advanced Assistive Technology Applications from California State University at Northridge. Craig has 25 years of higher education experience within the accessibility field and as an adjunct professor of Psychology.

      Maria Schiano: White woman with long brown hair, wearing glasses and a black shirt, with tattoos  and a rainbow bracelet on her wrists.
      Maria Schiano is the Director of Accessibility Services at County College of Morris (CCM) in New Jersey. She was appointed to AHEAD’s Board of Directors to serve as a Director-At-Large as the Community College representative. She also holds the role of the AHEAD Affiliates liaison, which helps connect affiliate groups across the country. Maria is also the immediate past-president of New Jersey AHEAD.  She has over 20 years of higher education experience, specializing in disability services and access, LGBTQ + services and promoting equity and inclusion through a social justice lens.

      Chris Stone: A person who is bald with light skin and a short beard, smiling, dressed in a blue collared shirt and tie
      Chris Stone, Ed.D. is Director of Disability Resources at Washington University in St. Louis. Dr. Stone leads Disability Resources in its efforts to assist disabled students in meeting their academic and personal development goals and supports the University in the broader mission of inclusivity and opportunity for disabled students. Following graduation from Central College (Pella, IA), Chris taught 7-12 Literature and Language Arts and coached track and cross-country before attending St. Ambrose University (Davenport, IA) and earning his M Ed: Post-Secondary Disabilities Services. Chris completed his Ed D from George Washington University, in Washington, DC. Chris previously served on the board of the Association on Higher Education and Disability (AHEAD) and the North Carolina affiliate of AHEAD (NCAHEAD), and currently is the President of Missouri AHEAD. He has presented at a number of national and international conferences, co-chaired AHEAD’s annual conference (2016), and acted as the Accessibility Advisor for the ACPA Convention (2022).

      Mary Lee Vance: Asian woman in her 60's with long black and white hair, staring directly at the camera with a serious expression.
      Mary Lee Vance, Ph.D. is the Director of Services for Students with Disabilities at California State University Sacramento. During her postsecondary career, she has directed multiple student services including academic advising, career services, TRIO (McNair and Student Services), minority recruitment and retention, enrollment management, student teaching and certification, and minority affairs. In addition, she has served as the interim Director for the Office of Equal Opportunity, Title IX and DHR. Mary Lee has directed disability services at the University of California Berkeley, University of Montana, George Mason University, University of Wisconsin Superior and Orange Coast College. She has taught undergraduate and graduate courses, including disability studies, and has successfully written federal grants, as well as published in referred journals, books and periodicals. She is the editor of DISABLED Faculty and Staff in a Disabling Society: Multiple Perspectives in Higher Education, co-editor of Beyond the Americans with Disabilities Act: Proactively Planning for Accessible Post-Secondary Educational Offerings Now and into the Future, and Advising Students with Disabilities: Developing Universal Success. She served two consecutive terms on the AHEAD Board of Directors, and has through the years been active with the REDD SIG. Among other honors, Mary Lee was presented AHEAD’s Professional Recognition Award in 2012 and the Duraese Hall Excellence in Diversity and Inclusion Award in 2020.

      Hotel Info

      All events and housing for the 2024 AHEAD Master Classes will be held at the:

      Westin O’Hare

      6100 North River Road

      Rosemont, Illinois 60018

      AHEAD has negotiated a discounted block of rooms for attendees.  The AHEAD room rate is $189.00 + tax for single or double occupancy per night. 

      Hotel reservations must be made no later than Monday, March 18, 2024 to be eligible for the AHEAD room block and discounted rate. 

      Book your group rate sleeping room for AHEAD's Master Classes

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      Obtaining CEUs 

      To support your professional development goals, AHEAD has arranged Continuing Education Units (CEUs) from the Commission on Rehabilitation Counselor Certification (CRCC). Additionally, if you maintain certification or licensure from another agency that requires continuing education, AHEAD can document your attendance at the conference to support your application for independent CEUs from your organization. Instructions for each are below. 

      CRCC CEUs 

      To obtain CEU's CRC license holders must: 

      1. Print and bring the CRCC Certificate Request form (PDF), or pick one up on site. 
      2. Check-off which workshop you attended, total up the hours you attended (maximum 12.5) and have the instructor or AHEAD staff sign and date it. 
      3. Complete the form and bring to the CEU Table at Registration. 
      4. AHEAD table staff will complete and give you a CRCC Verification form for you to upload to your account in CRCC-Connect online. We recommend that you use your phone to scan or take a photo of the form as a backup. AHEAD does not keep a copy of your Verification form. 

      If you forget, or if AHEAD staff are not available, you may scan and email your completed Certificate Request form to profdev@ahead.org and we will send you a Verification Form. 

      Other CEU's or Certificates of Attendance 

      If you maintain certification or licensure from an employer or agency that requires continuing education, AHEAD can document your attendance at the conference to support your own application for CEU's from your organization. 

      1. Print and bring the Certificate Request form, or pick one up on site. 
      2. Check which workshop you attended, total the hours attended (maximum 12.5) and have the instructor or AHEAD staff sign and date it. 
      3. Keep the form for your records or for submitting to your licensing agency.  
      4. In the rare event that you are asked for a more formal verification, you can scan and email your signed form to AHEAD, who can create a certificate to verify your attendance which you can use with your professional agency. 

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