Monday & Tuesday
Forum 1: AHEAD Start: An Introduction to Access for Newer Disability Resource Professionals
Jennifer Murchison M.A., California State University, Sacramento
Katherine MacDonald Ed.D., Randolph-Macon College
Career Stage: New/Newer Professionals or more experienced professionals who want a succinct overview or refresher on the law
Length: 12 hours
Are you new to disability services as a profession or been in the field 3 years or less? Do you need to build your skills to be a professional in this field? Build a network? Build your confidence? This two-day workshop will help you with all those questions and more.
Through instruction, discussion, and active engagement, this workshop will address key points to consider as you grow in the field and profession. We will review best practices, philosophies of disability and access services. We will discuss legal requirements and protections, as well as cases you’re dealing with first-hand in your offices. We will help you navigate the interactive process for determining accommodations and addressing inaccessibility on your campuses. We will talk about the different needs of institutions from community colleges to law schools, tech centers and specialty schools.
Guided by participant questions and interests, we will discuss:
- Erasure laws of the disabled, eugenics, and early advocacy for disability rights
- Explanations of Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (and as amended in 2008) and practical applications of these laws and regulations
- Philosophical models of disability and access services
- Disability types
- Academic accommodations, including course substitution requests
- Housing and dietary accommodations
- Testing accommodations
- Classes held in laboratories and studios (art, dance, photography)
- Athletics, military personnel, and international students
- Temporary accommodations
- Requests for accommodations in study abroad programs
- Service and emotional support animals
- Roles and responsibilities (including as your campus’s de facto ADA Coordinator)
- How to run an initial appointment, learn the importance of the interactive process
- How to make decisions about accommodations and referrals to other partners
Attendees will come away with concrete tools and key takeaways about job functions, responsibilities, and more.
Monday Full Day
Forum 2: (Almost) Everything We Know About Postsecondary Student Disability Law in One Day
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
Career Stage: New/Newer Professionals
Track: Accommodation Determination and Implementation
Length: 6 hours
You cannot do your job as a disability resource professional without mastery of the applicable laws, compliance standards, and analytical tools. As an overview or introduction to postsecondary student disability law, this class hits the most essential information needed for new professionals, including:
- How disability rights fit into the greater American Civil Rights social and legal continuum.
- The primary federal legal authorities that pertain to the disability rights of students and others, such as parents, participating in the programs and activities of your college or university.
- The most important responsibilities under the two primary federal legal authorities, Section 504 and the ADA, including the duty to provide effective “meaningful access” and accommodations to postsecondary students with disabilities.
- Analytical tools (“paradigms”) that should enable colleges and universities to determine the lawful response to most questions or challenges that a student with a disability may present on campus, in the classroom, or in housing. This includes tools that clarify the relationship between “qualification” and “accommodation.”
- The court approved and agency approved proper processes for determining whether a proposed accommodation is necessary and lawful, or if it is unnecessary, a fundamental alteration, an undue burden, or a direct threat to health and safety.
The schedule for this class will include time for class exercises and hypothetical inquiries from the attendees.
NOTE: The information covered here is also covered by the presenters in their 2-day AHEAD Preconferences and Management Institutes, so if you have taken one of those in the past, you may wish to select a different session during this time block.
Forum 3: An Introduction to Managing Accommodations for Students in Health Science Programs
Jon McGough, M.Ed., University of California, San Francisco
Maria Schiano, MSW, County College of Morris
Career Stage: New/Newer Professionals or those just new to health science accommodations
Tracks: Health Science Accommodations, Accommodation Determination and Implementation
Length: 6 hours
Schools that offer health science programs whether 1-year, 2-year, 4-year- or graduate level, including Nursing, Dental, Pharmacy, Speech/Language, Physical Therapy, Occupational Therapy, Physician Assistant, Veterinary, Medical, Podiatry, or other programs, face unique challenges in creating accessible programs and developing effective accommodations for disabled students. This introduction to disability accommodations in health science education is intended for clinical program administrators and disability resource professionals at community college, four-year, and graduate institutions, to provide an overview of how to address complex accommodation requests in classroom, lab, and clinical environments. Common challenges in health science education—whether a certificate program, associate degree, or professional school— include the lock-step nature of most programs, determining appropriate accommodations in patient care settings, meeting technical standards, planning proactively to anticipate accommodation needs in clinical environments, and guiding students applying for testing accommodations in licensing exams.
The presenters have varied experience from both the community college perspective and four-year university/graduate school/medical school perspectives, and will cover the basic tenets of practicing in this specialization, including the most relevant OCR decisions and court cases. Participants will have opportunities to work through basic scenarios. Throughout the Institute, participants will gain:
- a practical overview of disability laws and how they apply to the health sciences, with attention to how disability laws relate to health science clinical settings;
- an understanding of the interactive process that occurs between disability professionals, faculty, staff, and the student when determining reasonable accommodations in clinical and lab environments (such as fieldwork, internships, clerkships);
- preceptorships, etc., as well as OSCEs, sim labs, cadaver labs, etc.;
- information on how to identify when a potential accommodation may affect the integrity of the learning outcomes, compromise patient safety, or challenge technical standards;
- an appreciation of the importance of giving prospective, recently admitted, and enrolled students clear, written policies and procedures;
- tips for developing clear processes for faculty and staff;
- ideas for working with students and faculty to improve communication around disability-related needs and implementing accommodations.
Forum 4: Coaching Support for Executive Functioning Challenges in Neurodivergent Students
Christina Fabrey, M.Ed., Virginia Tech
Jodi Sleeper-Triplett, BA, MCC, BCC, JST Coaching & Training
Career Stage: All levels
Track: Coaching
Length: 6 hours
Active listening, powerful questioning and direct communication are essential core competencies for coaching and have been shown to be effective for neurodivergent students with executive functioning challenges (Field, S., Parker, D.R., Sawilowsky, S., & Rolands, L., 2013). This one-day workshop will cover these core coaching skills to help DR providers to communicate in a way that elicits answers and offers the student opportunities to design their own goals and outcomes. When coaching students with executive functioning difficulties, coaching shifts to a more directive style of communication which includes confirming the feasibility of student goals and co-creating a realistic accountability plan. To progress in the coaching process and develop the coach/student partnership, the coach asks questions and helps the student process the questions using specific tools and strategies. Participants will gain insight on executive functioning and learn how to use core coaching skills to foster student success.
Back to Top
Half-Day Sessions - Monday AM
Forum 5: The Title Doesn’t Make You a Leader: Fostering an Environment of Shared Governance, Mentors & Mentoring, and Enhancing Well-being and Sense of Purpose
Chris Stone Ed.D., Washington University in St. Louis
RJ Kilgore, MS, CRC, LCHMC, Johnson & Wales University
Career Stage: Office Leaders, regardless of time in the field
Track: Leadership
Length: 3 hours
At the same time a number of well-established professionals are ascending into leadership roles, the DRP pipeline is experiencing challenges as a generation retires, and another has made a strong turn toward fields other than higher education. How do our current practices support department directors in being leaders and not simply bosses, and what resources exist for their (and their staff) to chart a course of ongoing development and support?
This session will cover the following points from a perspective that can be useful for staff at any stage in their professional journey:
- Examine the concept of burnout, highlighting three main types often found in the workplace.
- Explore the negative impact of burnout on a department and within an institution.
- Discuss what the literatures indicates are reasons for why teams fail and offer the contrasting keys that distinguish successful organizations.
- Develop practices that foster job satisfaction for leaders and staff.
- Identify strategies and practices to help manage stressful situations in the workplace, specifically noting approaches for department leadership as well as staff.
- Creating mentoring opportunities (as leaders) and seeking opportunities (as rising professionals)
Forum 6: How Are You Navigating the Title II Regulations? Let's Talk Digital Accessibility Roadmaps
Ann Knettler, Ed.D., GrackleDocs
Bree Callahan, University of Washington
Jill Sieben-Schneider, Ed.D., Northwestern University
Career Stage: All Levels
Tracks: ADA/504 Coordinators, Technology
Length: 3 hours
In April 2024 the Department of Justice released updates to Title II of the ADA, establishing technical standards for web and mobile app content that ensures equal access to programs, services and activities for people with disabilities. Most institutions of higher education only have two years to meet the stated deadline of April 24, 2026. How are institutions planning their approach to this work, what are key essentials for success, or pitfalls to avoid?
This session will outline the essential components of the regulations and cover strategies for developing and implementing a roadmap to meet the needs of your institution. No matter where you are in the planning process this session will have something for you, for those who have a plan already come bounce ideas off peers, for those who are still starting out come learn a framework and gather insights from peers. Participants will gain experience and ideas to take back to campus through guided questions and small group discussion.
Forum 7: Understanding Our Mission within the Context of Barriers and through a Structured Process
Adam Meyer, University of Central Florida
Career Stage: All Levels
Track: Accommodation Determination and Implementation
Length: 3 hours
Just as a car driver must diligently focus on the road when driving in the rain or a snowstorm lest the car veers off the road and away from its destination, so must we in a disability office maintain focus. The various “storms” of student and parent requests, feelings of entitlement, confused expectations following K – 12 experiences, and college environments that increasingly focus on student success and strong customer service can make it difficult to know what we need to do through our work and why. This session will give disability resource professionals of any level of experience the opportunity to step back and make sure we are steering our work in the direction it should go. Through discussion, we will:
- Outline our mission: what it is and what it is not
- Explore how our core mission aligns with campus barriers that we need to address, while differentiating from the personal barriers that students present to us
- Consider a framework for addressing both the simple and the increasingly complex accommodation requests that we receive
The session will consist of a mix of presentation and large and small group discussion.
Forum 8: Mastering the Shift from Disability Compliance to Inclusive Culture
Charnessa Warren, Ed.D., University of Chicago
Career Stage: All Levels
Track: Leadership
Length: 3 hours
Disability is one of the largest minoritized groups in the United States, so why is it the least talked about group in diversity and inclusion efforts in higher education? How might we transform traditional thinking about diversity and dis/ability inclusion to become part of a vibrant, holistically inclusive movement at our institutions? This workshop, which is a mini-version of a two-day 2022 AHEAD Master Class, will introduce a condensed version of the four-step approach to systematically include dis/ability, accessibility, and diversity in higher education. This workshop will:
- Review how DEI is an intricate part of disability work
- Explore methods to include disability to create a culture of inclusion.
- Reflect on institutional inclusive capacity and resources
- Identify disability trends in higher education and the shift away from compliance.
- Develop and tailor an institutional plan for including disability in DEI for your type of institution (e.g., 2 yr., 4 yr., Public or Private).
- Learn a four-step AP approach to include disability in higher education
- Acknowledge Prevalence = Awareness Strategies
- Action Plan = Strategic Inclusion Efforts
- Accountability Promotion = Key Performance Indicators (KPI)
- Assess Performance = Evaluation of KPI
Participants will leave with key tools to customize an approach to foster a shift from a dis/ability compliance to a more inclusive culture within their institution. Please bring with you to this workshop: Computer or tablet with Excel or Google Sheets.
Note: This workshop will be repeated on Tuesday afternoon.
Forum 9: Assistive Technology - Exploration and Understanding: The “What, Who, and Why?”
Rachel Kruzel, ATP, Texthelp
Career Stage: New Professionals, or those new to Assistive Technology
Track: Technology
Length: 3 hours
Assistive technology is found throughout our world and is a central method of accommodating the students we work with. However, many professionals feel as though they lack the skill, understanding, expertise, resources, and time to make these tools a central part of their office structure and accommodations offered to students. These feelings and mindsets persist in our field, despite best practices given to our offices to use and implement these tools with students as often as possible. This is especially true given the known impacts they have on the user. In a time where higher ed continues to focus on resources and personnel scarcity, having the knowledge and understanding of this vital and central accommodation is essential for any Disability Resource professional to have. The reliance on technology as a reasonable accommodation is not going away - it’s only growing.
This session will take a deep dive into the world of assistive technology and explore the W’s of assistive technology:
- What: What is assistive technology? What is the evolutionary impact of assistive technology on our field? What does Universal Design have to do with AT? What are the different types and categories of assistive technology? What types of tools are commonly used in higher education? What tools might students be using in K12 and as they transition into our offices?
- Who: Who can benefit from these tools? Who are resources and supports to help the continued learning, understanding, and adoption of the use of these tools?
- Why: Why should we incorporate and embrace assistive technology into the accommodations we provide to learners?
During our time together, we’ll answer these and other questions as we deepen our understanding of this topic. Some of our time together will be spent exploring these tools hands-on, so make sure you bring a device with you. We’ll spend time discussing your burning questions and touching on hot topics in the field of AT today. Newer professionals as well as seasoned ones less familiar with Assistive technology will leave this session with additional knowledge and expertise on assistive technology.
Session Guidance: Attendees are welcome to register for only the morning session on the exploration and understanding of assistive technology. However, consider also attending the afternoon session, where we’ll focus on technology implementation and decision making assistive. Both sessions of content are essential components to support your assistive technology provision and delivery process; ensuring students are supported holistically with these tools.
Back to Top
Half-Day Sessions - Monday PM
Forum 10: Coalition Building: Bringing Campus Offices Together to Foster Campus Leadership and Policy Making
Katy Washington, J.D., Ph.D., Virginia Commonwealth University
Charnessa Warren, Ed.D., University of Chicago
Career Stage: All Levels
Tracks: Leadership, ADA/504 Coordinators
Length: 3 hours
This workshop explores the concept of coalition building as a strategic approach to enhance campus leadership and policy-making by fostering collaborations among diverse offices within higher education institutions. Through case studies, we will highlight two initiatives that illustrate how interdepartmental partnerships can promote shared goals, enhance resource allocation, and improve communication channels. The session will underscore the importance of intentional coalition building in creating inclusive environments that not only address immediate institutional needs but also contribute to long-term policy development and innovation in higher education institutions. Participants will have an opportunity to develop an action plan to take back to their campus.
Forum 11: Building a Plan for Pursuing Disability Office Resources and Staffing
Adam Meyer, University of Central Florida
Bree Callahan, University of Washington
Career Stage: Office Leaders, regardless of time in the field
Track: Leadership
Length: 3 hours
Determining reasonable staffing for the disability resource office is not a simple or quick calculation. Rather it entails a careful review of office practices and essential functions, potential office inefficiencies, current gaps in service delivery, and professional role strain on disability resource office staff. In July 2024, an AHEAD task force launched a white paper, “Understanding and Assessing Disability Resource Office Staffing Needs,” to provide guidance to AHEAD’s membership and the entire field about reasonable staffing levels in the disability resource office. The intent of the white paper is to support disability resource professionals in creating strong justification for necessary staffing resources to meet office workload demands.
This interactive session will review the findings in the paper and allow attendees to assess how it applies to their respective campuses. Participants will share initial insights with colleagues and explore next steps through guided questions, small group conversation, and individual reflection to begin to make a strategic case for necessary resources in their own offices. The goal is for attendees to create an outline of a plan that can be taken back, developed further, and eventually shared with campus administrators.
To get the most from this session, participants are strongly encouraged to review the white paper and complete the DRO Workload and Operations Self-Assessment Rubric PRIOR to the session.
Forum 12: Engaging in Collaborative Relationships to Support Student Inclusion and Equitable Access
Chris Stone Ed.D., Washington University in St. Louis
RJ Kilgore, M.S., CRC, LCHMC, Johnson & Wales University
Career Stage: All Levels
Track: Accommodation Determination and Implementation
Length: 3 hours
Disability resource professionals carry a significant amount of the work in the early stages of establishing campus resources for disabled students, but we do not operate in isolation. Many types of accommodations must be implemented by other offices on campus, acting in coordination with the disability office. In other cases, campus partners are vital to ensuring timely and holistic supports are operationalized in a manner that does not leave ‘cracks’ in the system through which students easily slip. This session will talk about processes involving campus partners focusing specifically on:
- Dining Services
- Parking & Transportation
- Residential Life
- Title IX
- Student Conduct/Community Standards
- SBIT/CARE Teams
Attendees will have the opportunity to create plans to build lasting relationships across campus.
NOTE: This session will include an overview of a number of topics, but some of these topics will be covered in much greater depth in other sessions—please check other session descriptions for more information.
Forum 13: Practices for Leveraging Research, Data, Assessment, and Other Information on Your Campus to Build Relationships and Get What You Want for Your Office
Jill Sieben-Schneider, Ed.D., Northwestern University
Ann Knettler, Ed.D., GrackleDocs
Career Stage: Seasoned Professionals
Tracks: Leadership, ADA/504 Coordinators
Length: 3 hours
In an age of accountability, we are often placed in a position of having to prove the effectiveness of the of our offices or to justify use of resources that are critical to fulfilling the mission of access on our campuses. As offices are asked to do more with less, data becomes an essential tool for understanding the impact of diminishing resources on students. But what if we could change the narrative? This half-day workshop will challenge participants to take a critical look at how we are using the resources and data at our disposal creatively to shift perspectives and create greater awareness of our respective offices. We will share and explore innovative approaches to gaining what we need and ways to expand our own professional growth through the use of data, research, assessment, and other information.
Using both participant and facilitator expertise and experience, we will explore using data in strategic ways in our work to advocate, educate, collaborate, evaluate and build meaningful relationships. This will include discussions of effective practices followed by samples, models, and resources. Participants will identify the challenges and successes on their own campuses and select elements to bring back to their own setting. From this foundation of exploring a broad repertoire of methods and applications to benefit the work of your office, how can you continue to advance your use of data and information and take your office to the next level? Are you ready to present your data at a professional conference? Have you thought about writing up your work for possible publication? Opportunities, tips, and resources will be shared for stepping up your data-based practices, joining the professional dialogue in new ways, and pushing your own growing edge of professional practices.
Forum 14: Assistive Technology - Implementation and Decision Making: The “How?”
Rachel Kruzel, ATP, Texthelp
Career Stage: New Professionals, or those new to Assistive Technology
Track: Technology
Length: 3 hours
This session is a continuation of the morning assistive technology (AT) session. Attendance of the morning session is not required to attend this afternoon session, but those new to AT should strongly consider attending both. For those attending only the afternoon session on implementation and decision making, there will be a short pre-reading asked of attendees, to ensure there is a baseline knowledge among all attending to maximize our time together.
Many professionals who work in the field of disability resources have a basic understanding of assistive technology. They understand what it is and why it can benefit students and know the common types of assistive technology and programs that are commonly used to accommodate students. However, when it comes to making decisions on tools or implementing it strategically with particular learners or more broadly as a support tool across campus, professionals often wish they had more process and strategies.
This half-day session will focus on the components of assistive technology provision, implementation, and decision making. Our time will be focused on the "how" of assistive technology:
- How do I make decisions around what assistive technology is best for learners?
- How do I effectively implement assistive technology with students on a wider scale on campus?
- How do I train students on these tools?
- How do I acquire, track, and organize these resources?
- How can I address reluctance, fear, or skepticism of use as it relates to student assistive technology implementation and use?
- How can I address my own professional reluctance, anxiety, or skepticism around embracing these tools within my office and the students I work with?
During our time together, we’ll focus on these and other “how” questions regarding assistive technology, through exploration, discussion, and collaboration among attendees. To ensure attendees have the skills and knowledge to capitalize on these supports in their offices and on campus, we’ll spend time discussing implementation science and strategies from an individual, office, and systemic perspective. Ideas around budgeting advocacy and procurement will also be touched on to support the process of obtaining these resources. Both new and seasoned professionals will leave with frameworks, strategies, and processes to support this key type of accommodation.
Back to Top
Tuesday - Full Day
Forum 15: Navigating Complex Accommodation Determinations
Chris Stone Ed.D., Washington University in St. Louis
RJ Kilgore, M.S., CRC, LCHMC, Johnson & Wales University
Career Stage: Seasoned Professionals
Track: Accommodation Determination and Implementation
Length: 6 hours
Experienced Disability Resource Professionals 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 disability resource professionals 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, disability professionals—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 workshop, facilitators will provide frameworks as attendees navigate:
- Defining reasonable and appropriate accommodation
- 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 (religious, Title-IX, financial, etc.)
- Collaborating with campus and external partners (e.g., faculty, placement sites, dining services, residence life)
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 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, etc.)
- 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
Forum 16: Comprehensive Assessment of Disability Resource Offices: Tools, Techniques, and Strategies to Evaluate Office Effectiveness
Jill Sieben-Schneider, Ed.D., Northwestern University
Ann Knettler, Ed.D., GrackleDocs
Career Stage: Seasoned Professionals
Track: Leadership
Length: 6 hours
This full-day session will do a deep dive into what can be an uncertain process: planning for and executing a comprehensive review of the disability resources office. Evaluating any service starts with an understanding of professional standards, establishing program and student outcomes, and well-articulated purposes for conducting a review of a unit. We will introduce essential elements of a successful plan for designing and implementing a comprehensive self-assessment strategy using the Disability Resources and Services Standards from the Council on the Advancement of Standards in Higher Education (CAS) and the AHEAD Program Domains, Standards, and Performance Indicators.
Through this workshop, we will:
- Introduce the CAS Disability Resources & Services Standards and AHEAD Program Domains, Standards, and Performance Indicators
- Provide examples on the use of professional standards in a disability resources office program review
- Discuss strategies to build assessment into everyday practices
- Explore disability resource office program review, providing takeaways relevant to any office’s specific needs and size
- Practice conducting a program review
- Demonstrate data presentation for leadership and discuss resulting positive outcomes
Attendees will leave with the tools and strategies necessary to conduct, document, and present the results of their office’s assessment, including its impact on student learning and programming.
Back to Top
Half-Day Sessions - Tuesday AM
Forum 17: Implementing Effective Change: Strategies, Processes & Resources to Create Successful New Campus Initiatives
Rachel Kruzel ATP, Texthelp
Career Stage: All levels
Track: Leadership
Length: 3 hours
At any given moment, college campus professionals are involved in work that intersects with some type of institutional change or initiative either within the office you work, within your division, or at an institutional level. But how do professionals and institutions effectively and efficiently implement desired change or an initiative with the goal of seeing the impact of the efforts as quickly as possible?
Implementation Science and the corresponding models which support this field of work provide best practices, guidance and approaches, helping to effectively roll out initiatives and change within an organization. Given the constant evolution of campuses today as we prepare ourselves for the future of our institutions, these principles can be applied widely to the work being done on a micro- or macro-level; within your office or across campus. Implementation Science can be applied to change and initiatives such as updated policies and procedures, digital accessibility, models of student support, elevating the profile of your office or adopting and rolling out assistive technology.
This session will discuss Implementation Science including the principles, models, and best practices as it applies to the work of Disability Resource Professionals or leaders on campus as it relates to inclusion and student support. Subjects and topics discussed during the session will include:
- The Diffusion of Innovation Model which focuses on how organizations and cultures adopt innovation or embrace change.
- The Model for Managing Complex Change which illustrates the key components for successful organizational change or adoption. A lack of any of these elements can cause specific and predictable friction during rollout.
- Research from the University of North Carolina Chapel Hill will provide statistics, steps, best practices around implementation along with strategies focused on goal setting, advocacy, and team building.
Whether you’re just starting to consider a change or initiative, have started to implement your initiative, or are needing strategies to kickstart plans and efforts already underway, attendees will leave with countless resources and strategies to support them moving forward. Professionals of all levels, experiences and positions are welcome and encouraged to attend this session whether you have initiatives in place, on the horizon, or have yet to be determined.
Forum 18: Technical Standards: A Review and Workshop
Jon McGough, M.Ed., University of California, San Francisco
Maria Schiano, MSW, County College of Morris
Career Stage: All Levels
Track: Health Science Accommodations, Accommodation Determination and Implementation
Length: 3 hours
From welding to cooking to nursing to medical school programs, technical standards documents provide essential information about what students should expect from their coursework and help students know before enrolling if they will be able to complete a program. BUT ALL TECH STANDARDS ARE NOT CREATED EQUAL!
This half-day session will begin with a presentation that will cover:
What technical standards are and what they should include
How they should be used by students, faculty, and disability professionals
How to work with faculty to develop appropriate and compliant technical standards
It will then will transition to a collaborative workshop where participants will review their own school’s current technical standards to determine the good and the bad of your school’s various technical standards and provide an opportunity to begin to draft new ones to take back to your school to start the process of adopting new, more inclusive technical standards. PLEASE BRING TECHNICAL STANDARDS FROM ONE OR MORE PROGRAMS AT YOUR INSTITUTION!
Forum 19: Embracing Coordination: Leading University work as an ADA Coordinator
Bree Callahan, University of Washington
Katy Washington, J.D., Ph.D., Virginia Commonwealth University
Career Stage: All levels
Tracks: Leadership, ADA/504 Coordinators
Length: 3 hours
The role of an ADA Coordinator is evolving across institutions of higher education. From the historical origins of a more rigidly scoped “compliance officer” to a more modern approach with duties that include leading broad institutional work and initiatives that foster inclusion, our scope is expanding. How do we balance the expanding needs of expertise on disability access and accessibility work while also ensuring regulatory obligations? How can we build strong relationships with university leaders to embed the work into operational systems? The facilitators will draw on their own and participants’ experiences to explore the expanding role of ADA Coordinators within higher education and highlight best practices. Interactive scenarios will highlight principles in action and illustrate best practices, allowing participants to workshop situations and process elements to bring back to their campuses.
Forum 20: Fostering Student Self-Reliance – Helping Students to Manage Parental Expectations
Christina Fabrey, M.Ed., Virginia Tech
Jodi Sleeper-Triplett, BA, MCC, BCC, JST Coaching & Training
Career Stage: All levels
Track: Coaching
Length: 3 hours
Parents send their students to college with expectations of success and concerns of failure. Now that their student is an adult, how can students manage their parents’ concerns and expectations? For parents of students with disabilities, the concerns around failure far outweigh the expectations of success. This has led to, among others, the term “helicopter parent.” Child development researchers Foster Cline and Jim Fay coined this to refer to a parent who hovers over a child in a way that runs counter to the parent's responsibility to raise a child to independence. Letting go can be a frightening prospect for both parents and students, leaving students struggling with being independent and making their own choices versus following their parents’ lead. In this workshop, participants will learn to employ coaching strategies to improve student/parent communication and foster student self-reliance which is integral in the development of independence and self-determination.
Forum 21: Using the Student Accommodation Letter as an Effective Interactive Process Tool
Adam Meyer, University of Central Florida
Career Stage: All Levels
Track: Accommodation Determination and Implementation
Length: 3 hours
Determining reasonable course access requires consideration of the student (and disability), barriers within the environment, essential course elements, and reasonable accommodations that logically recognize each of these. However, the disability office’s initial assessment processes and subsequent accommodation letter communication often do not acknowledge all of these variables, potentially creating additional barriers and challenges. The accommodation letter is a critical disability office communication tool but is inherently limited. It also may not get the attention it deserves. This session will offer thoughts on designing an effective accommodation letter that allows for the continuance of the interactive process. Attendees should bring a copy of their current accommodation letter, as well as a copy of the wording of the office’s top 5 to 7 most commonly used accommodations as they are typically included in that letter.
Forum 22: Expert Panel: Your Questions Answered!
Paul Grossman, J.D., Executive Counsel of AHEAD, and OCR and Hastings College of Law, retired
Jamie Axelrod, M.S., Northern Arizona University
Charnessa Warren, Ed.D., University of Chicago
Mary Lee Vance, Ph.D., California State University, Sacramento
Career Stage: All levels
Length: 3 hours
Have you ever wanted to be able to pick the brains of some of AHEAD’s top authorities or “crowd-source” some of your most challenging questions? This panel of respected talent, coming from public and private institutions, will make themselves available to talk through your questions, as well as offer an opportunity for fellow attendees to provide your feedback to one another on what has worked on their campuses. Come prepared to engage with your fellow professionals, get answers to your toughest questions, and leave with new connections in the field!
Please be prepared to ask raise your questions on a hypothetical basis, because the panel cannot give legal advice.
Back to Top
Half-Day Sessions - Tuesday PM
Forum 23: Accommodations in Off-Site Placements
Paul Grossman, J.D., Executive Counsel of AHEAD, and OCR and Hastings College of Law, retired
Jamie Axelrod, M.S., Northern Arizona University
Career Stage: Any Level
Track: Accommodation Determination and Implementation, Health Science Accommodations
Length: 3 hours
Navigating the world of disability accommodations for experiences such as clinical placements, practicums, student teaching, and internships can be like traversing a mine field. The applicable regulations are difficult to understand and can make your institution responsible for addressing the actions of others. Additionally, the site providing the experience for your institution’s students may be accountable to other enforcement agencies, creating “dual jurisdiction” under the law. If that were not enough, accommodations during these experiences may be much more like ADA Title I employment accommodations than the typical classroom accommodations most of us are used to analyzing under Title II or Title III. This class is designed is to equip you with the knowledge and analytical tools necessary to find your way through this legal landscape and ensure an equitable opportunity for qualified students with disabilities.
This half-day presentation will cover:
- The applicable regulations and their practical implications
- A checklist of questions to cover with disabled students before they begin their field placement/internship
- Other agencies that might have jurisdiction over a placement site
- What to do when a student claims discrimination at a placement
- Your institutions duties should there be a finding of discrimination
- How to apply the Qualified Student with a Disability paradigm in relation to these experiences
- How to analyze the essential requirements of the off-site placement and identify potential accommodations
- Best practices for collaborating and communicating with students, faculty, placement coordinators and placement sites
The schedule for this class will include time for class exercises and hypothetical inquiries from the attendees.
Forum 24: The Non-Techy’s Introduction to Assistive Technology
Rachel Kruzel ATP, Texthelp
Jon McGough, M.Ed., University of California, San Francisco
Maria Schiano, MSW, County College of Morris
Career Stage: New/Newer Professionals or those not familiar with basic assistive technology
Track: Technology, Accommodation Determination and Implementation
Length: 3 hours
Technology can be both amazing and intimidating! With the pace that this asset evolves, the powerful implications it has to shape our day-to-day lives, and applications to higher education and the work we do, incorporating technology into the work your office does with students and across campus is essential. Come explore the world of assistive technology with fellow non-techies during this session. Topics for our time together will include:
Understanding what assistive technology is and the evolutionary impact on our field
- Understanding at a high level what assistive technology is, who can benefit from its use, and how we can mindfully select the tools we use with our learners
- Exploring common assistive technology tools campuses across the country are using to support learners: text-to-speech, notetaking, executive functioning, built-in accessibility and assistive listening devices
- Discussing how artificial intelligence (A.I.) plays a role in assistive technology and accessibility given the prevalence of conversations about A.I. on campus
Attendees should bring:
- your own device (phone/tablet/laptop) - a portion of the time will be spent getting hands on experience with different types of assistive technology
- a short list of assistive technology tools your office uses to support learners (software/apps/devices)
All attendees will leave with new tools to share with students, and hopefully feeling empowered to continue your exploration and excited by the possibilities of assistive technology and the impact it can have on your students.
Forum 25: Compliance Intersections and How to Manage Them: ADA, Section 504, Title IX, Title 7, and the Pregnant Workers Act
Bree Callahan, University of Washington
Katy Washington, J.D., Ph.D., Virginia Commonwealth University
Career Stage: Seasoned Professionals
Track: ADA/504 Coordinators
Length: 3 hours
Compliance coordination can be an intricate dance at times, especially when separate regulations have points of overlap or conflicts with each other. As an ADA Coordinator how do you navigate them to ensure you institution ultimately meets all their obligations? This session will explore common regulations that intersect with the ADA and Section 504, including Title IX, Title 7, and the Pregnant Workers Act. Facilitators will use scenarios to explore ways to balance competing compliance needs and establishing a strategic approach with key stakeholders to keep your institution meeting all their regulatory obligations. Participants will gain experience and ideas to take back to campus through guided questions and small group discussion.
Forum 26: Preparing Students to Embrace Change
Christina Fabrey, M.Ed., Virginia Tech
Jodi Sleeper-Triplett, BA, MCC, BCC, JST Coaching & Training
Career Stage: All levels
Tracks: Coaching
Length: 3 hours
Coaching is a tool to help students embrace the changes they face in higher education. Understanding and accepting the process of change can be a crucial factor in helping them meet their college goals. Yet, we know that students often resist change and the challenges of neurodivergence can make the process more difficult. Science has helped us to understand why people resist change both from a psychological perspective (the study of human mind and behavior) and from a neuroscience perspective (the study of anatomy and physiology of the brain). This information can enlighten us on how we approach students as they struggle with making the necessary changes to improve their lives. In this workshop, participants will better understand the change process and resistance and barriers to change. Together, we will explore how to build readiness for change by engaging in a variety of coaching activities.
Forum 27: Making an Impact Through Leadership
Adam Meyer, University of Central Florida
Career Stage: All levels
Track: Leadership
Length: 3 hours
While it is often discussed that disability resource professional need to be effective leaders, less time is devoted to analyzing what constitutes effective leadership. Through ample small group and large group discussion, participants in this session will explore:
- What is leadership?
- What is effective leadership as a disability resource professional?
- Emotional intelligence in the workplace
- Effective communication strategies
- Strategies for being an influential leader within a disability office, with campus faculty and staff, and with disabled students
Participants will leave the session with practical leadership strategies that they can use on their campuses, no matter their position or role.
Forum 28: Mastering the Shift from Disability Compliance to Inclusive Culture
Charnessa Warren, Ed.D., University of Chicago
Career Stage: All Levels
Track: Leadership
Length: 3 hours
Disability is one of the largest minoritized groups in the United States, so why is it the least talked about group in diversity and inclusion efforts in higher education? How might we transform traditional thinking about diversity and dis/ability inclusion to become part of a vibrant, holistically inclusive movement at our institutions? This workshop, which is a mini-version of a two-day 2022 AHEAD Master Class, will introduce a condensed version of the four-step approach to systematically include dis/ability, accessibility, and diversity in higher education. Participants will leave with key tools to customize an approach to foster a shift from a dis/ability compliance to a more inclusive culture within their institution. This workshop will:
- Review how DEI is an intricate part of disability work
- Explore methods to include disability to create a culture of inclusion.
- Reflect on institutional inclusive capacity and resources
- Identify disability trends in higher education and the shift away from compliance.
- Develop and tailor an institutional plan for including disability in DEI for your type of institution (e.g., 2 yr., 4 yr., Public or Private).
- Learn a four-step AP approach to include disability in higher education
- Acknowledge Prevalence = Awareness Strategies
- Action Plan = Strategic Inclusion Efforts
- Accountability Promotion = Key Performance Indicators (KPI)
- Assess Performance = Evaluation of KPI
Participants will leave with key tools to customize an approach to foster a shift from a dis/ability compliance to a more inclusive culture within their institution. Please bring with you to this workshop: Computer or tablet with Excel or Google Sheets.
Note: This workshop is also offered on Monday morning.
Back to Top
Half-Day Sessions - Wednesday
Forum 29: These are Scenarios! How Would You Respond?
Adam Meyer, University of Central Florida
RJ Kilgore, M.S., CRC, LCHMC, Johnson & Wales University
Career Stage: All Levels
Track: Accommodation Determination and Implementation
Length: 3 hours
Through an interactive Jeopardy-style game format, this session will give participants an opportunity to explore various reasonable accommodation scenarios in small groups. Teams will offer answers to the specific scenario questions with an opportunity to earn points based on the responses provided. The goal of this session is to practically apply the wealth of content learned throughout your time at the Ingenuity Forum while having fun with colleagues during our last day in New Orleans.
Forum 30: Mental Health, Conduct, and Self-Destructive Behavior
Paul Grossman, J.D., Executive Counsel of AHEAD, and OCR and Hastings College of Law, retired
Jamie Axelrod, M.S., Northern Arizona University
Career Stage: Any Level
Track: ADA/504 Coordinators, Accommodation Determination and Implementation
Length: 3 hours
Few aspects of your job will be more challenging than those pertaining to students with mental health-related disabilities, students who are involved in misconduct, and students who engage in self-injury. This session will equip you with the knowledge and analytical tools necessary to resolve these complex issues in a manner that complies with Section 504 and the ADA. This half-day presentation will cover:
- Foundational facts about the persistence of students with mental health-related disabilities.
- Accommodating such students.
- Avoiding stereotypes about such students; particularly when they are accused of misconduct.
- The degree to which disability is a defense to academic and conduct performance problems.
- The civil rights principles and analytical legal tools (paradigms) that apply in addressing alleged misconduct by students with mental health-related disabilities.
- Applying the QSD (Qualified Student with a Disability) paradigm to address questions of academic and conduct performance by such students.
- Applying the “direct threat” paradigm to address questions of misconduct or dangerous performance practices, particularly in the practicum stage of a program.
- The unique legal principles, processes, pre- and post-suspension practices that apply to students who are accused of self-injury, including insights derived from OCR and DOJ Settlements.
The schedule for this session will include time for questions and common scenarios for discussion.
Forum 31: Ask The Experts: Hot Topics In Health Science Accommodations
Jon McGough, M.Ed., University of California, San Francisco
Maria Schiano, MSW, County College of Morris
Career Stage: All Levels
Tracks: Health Science Accommodations, Accommodation Determination and Implementation
Length: 3 hours
This extremely interactive session will be split into two halves. Presenters will start with a deep dive into two of the more complex issues that arise around accommodations in clinical programs:
- Gateway exams: Few things are more frustrating than seeing a student excel in classes with accommodations, but struggle to get accommodations on the highest-stakes exams of their academic career. Presenters will share best practices on supporting students through the accommodation processes of external testing entities such as the NCLEX, STEP Exams, bar exams, PRAXIS, MCAT, LSAT, GMAT, and other high stakes exams. Although this discussion will include many health science focused exams, the strategies outlined here will apply to all types of gateway exams.
- Service Animals in Clinical and Laboratory Settings: Presenters will share challenges encountered and the successes of students who were able to complete programs with service animals by their sides. Strategies for countering common objections will be shared.
The second half of the session will consist of an open Q & A to discuss complex accommodation scenarios in health science programs. Bring your tough cases and we’ll work as a group to problem-solve together! Participants will leave with not only new ideas, but also new professional contacts to reach out to when stumped back on your home campus.
Forum 32: Essential Components to the Role of an ADA Coordinator Role
Bree Callahan, University of Washington
Career Stage: New/Newer Professionals or those just new to the ADA Coordinator role
Track: ADA/504 Coordinators
Length: 3 hours
Do you act in the capacity of the ADA Coordinator at your institution, or perhaps you are interested in transitioning into that role in the future and want to prepare? This workshop will cover a broad range of topics starting with the foundations of the ADA Coordinator role before diving into components and nuances that influence the work in higher education. The facilitator will draw on personal experiences, as well as those of the audience, to explore the role of ADA Coordinators serving within higher education and highlight best practices. Topics to be covered include:
- Legal and regulation basics
- Components of ADA coordination
- Grievance processes
- Organizational structure differences
- ADA Transition Plans
- Using data to support the work
Participants will share experiences and insights with colleagues and explore models for implementing a coordinated program that moves your institution towards seamless access and enhances the full participation of disabled individuals in all aspects of the academic enterprise.
Forum 33: Build Coaching Skills to Strengthen Cross-Campus Relationships
Christina Fabrey, M.Ed., Virginia Tech
Jodi Sleeper-Triplett, BA, MCC, BCC, JST Coaching & Training
Career Stage: All levels
Tracks: Coaching, Leadership
Length: 3 hours
Do you ever walk away from a meeting and wonder what would have made the outcome more successful? Have you felt that you “played small” when advocating for a student or expressing your opinion with colleagues and supervisors? You’re not alone! Managing difficult situations takes leadership skills to strengthen relationships while you defend your position in an appropriate and professional manner. Coaching skills are beneficial in all crucial conversations with colleagues, direct reports, campus stakeholders and management. According to the International Coaching Federation 2023 Global Coaching Study, “clients improved skills in over 15 reported areas. 72% improved communication skills, 71% interpersonal skills, 70% work performance, and 67% work/life balance.” In this session, the presenters will share coaching skills that can be harnessed by directors and providers to use when in difficult conversations in both intradepartmental and interdepartmental situations. This session will be useful for professionals at any level who are interested in gaining an introduction to coaching principles and foundations.
Forum 34: Developing and Revising Written Guidance Policies for Campus Disability Resource Offices
Katy Washington, J.D., Ph.D., Virginia Commonwealth University
Career Stage: Office Leaders, regardless of time in the field
Track: Leadership
Length: 3 hours
It is crucial for campus disability resource offices to have clear written guidance policies to ensure consistency, transparency, and legal compliance in the services provided to disabled students. These documents serve as clear references for staff, students, and faculty by outlining processes, rights, and responsibilities. Written policies also demonstrate a commitment to accessibility and inclusion. Furthermore, they provide a framework for training staff, improving service quality, and ensuring the office’s operations align with institutional policies, federal laws, and best practices. This workshop focuses on the strategic creation of essential documents that guide disability resource offices in providing consistent and effective services. Attendees will learn best practices for developing clear, accessible, and comprehensive documents that align with legal standards and institutional policies.
Attendees are encouraged to bring their office’s existing policies to review. Example policies/frameworks will be provided. The goal of the session is for attendees to leave with frameworks to create new guidance documents for your office.
Forum 35: Housing and Dining Are No Stroll in the Park!
Jennifer Murchison M.A., California State University, Sacramento
Katherine MacDonald Ed.D., Randolph-Macon College
Career Stage: New/Newer Professionals or those just new to Housing/Dining Accommodations
Track: Accommodation Determination and Implementation
Length: 3 hours
This three-hour workshop will center around Housing/Residence Life and Dining on college campuses. Facilitators will go over basic housing and dining accommodations. We will bring participants together to discuss and work through complex, real-life situations that arise in our day-to-day work and the students' lives. We will also discuss collaboration efforts with residence life and housing administrators on inclusive, accessible practices. Information in this workshop will be useful for professionals newer to housing and dining accommodations, as we work through complex issues related to dining and food-related requests. We will discuss proactive conversations to have with dining administration, campus nutritionists, and more to make dining as accessible and inclusive as possible. We will discuss questions to ask as part of the interactive process, legal requirements, accommodations and access, and - of course - animals.
Forum 36: Empowering Faculty to Put Dis/ability Inclusion into Practice
Charnessa Warren, Ed.D., University of Chicago
Career Stage: All Levels
Track: Leadership
Length: 3 hours
This train-the-trainer session is designed to equip disability service professionals with the tools to train faculty on your campus with the knowledge and practical strategies needed to foster disability inclusion within their classrooms and other educational settings. Participants will explore the importance of disability inclusion, understand the legal frameworks supporting it, and identify common barriers faced by students with disabilities. The session will show you how to introduce Universal Design for Learning (UDL) principles and provide actionable teaching strategies to create an inclusive classroom environment. Through observation, interactive discussions, and engaging activities, participants will develop a personalized training outline to take back with you to help faculty implement inclusive practices on your home campus. The training tools provided aim to empower educators to create accessible and supportive learning experiences for all students, ensuring that every learner has the opportunity to succeed.
Forum 37: Anticipate, Respond and Act: Hot Topics in the Field of Assistive Technology, Alt Media and Digital Accessibility
Ann Knettler, Ed.D., GrackleDocs
Rachel Kruzel, ATP, Texthelp
Career Stage: All Levels
Track: Technology
Length: 3 hours
We live in an age where technology is expanding and evolving faster than ever before. With technological development comes opportunity, but also the potential for challenges and issues. This highly interactive session will address some key hot topics in higher education that professionals are grappling with each day, along with topics that professionals commonly seek insights on. Led by former higher ed professionals turned technology industry experts, we’ll provide an overview of several "hot topics," along with the impact, implications, and challenges faced. Through facilitated discussion, participants will share ideas with one another while gaining tangible guidance and resources to bring back to their campuses. Don’t worry - the experts will weigh in as well!
Hot topics will be determined throughout the fall and winter. Potential topics to be covered include:
- Artificial intelligence (A.I.)
- Budgets and the process for acquiring and maintaining assistive technology
- Implementation of assistive technology
- New ADA Title II digital accessibility regulations and related legalese
- Strategic planning for digital accessibility
Newbies as well as seasoned professionals will gain insights through the sharing of ideas and resources during our time together.
NOTE: This session will include an overview of these topics, but some of these topics will be covered in much greater depth in other sessions—please check other Technology Track sessions for more information.
Back to Top