2025 Virtual Conference Session Descriptions

All Times Eastern

Wednesday, July 23

Thursday, July 24

Friday, July 25

2025 AHEAD Virtual Conference

 

 

Wednesday, July 23

11:00 – 12:00 Keynote

 

Fairness and Justice: A Shared Responsibility

Samyuktha Neeraja, MPH, CAE
 
AHEAD is thrilled to welcome as our 2025 Conference keynote speaker Samyuktha Neeraja, MPH, CAE to share her experiences as an Indian-Hindu American woman with dwarfism and how organizations can be more inclusive for people from minoritized backgrounds. Samyuktha is the State Association Relations Manager at the American Association of Nurse Anesthesiology; co-hosts the “A Little Perspective” podcast, a platform for lifting up voices from marginalized groups; co-authored the best-selling anthology, “A Little Perspective: Real Stories of Little Ladies; and is a member of the Association Forum Welcoming Environment Committee & the American Society of Association Executive (ASAE) Accessibility Task Force. Samyuktha is also the Immediate Past President of Benedictine University's Alumni Association Board of Directors. Outside of her leadership and advocacy efforts, Samyuktha is a recipient of the 2023 Rising Star Alumni Award from Benedictine University, the Association Forum Forty Under 40 Award in 2021, and is an ASAE Diversity Executive Leadership Program (DELP) Scholar for the Class of 2023-2025.
 

12:30 – 1:30 Block V1 (4 concurrent sessions)

 

V1.1: Empowering Students: Changing Our View on Family Involvement

Jodi Rachins M.A., LMHC, University of Massachusetts - Lowell
Lauren Tornatore M.A., M.Ed./CAGS, University of Massachusetts - Lowell
 
Overinvolved parents, though well-intentioned, can hinder students' independence and maturation. Normalizing student-only disability meetings fosters antifragility, builds self-advocacy, and promotes essential life skills, especially for marginalized students. We believe students are more capable than recognized, and college is a key time to develop independence. This session will offer strategies for redefining student and parent roles, securing administrative buy-in, and implementing change. Participants will engage in discussion, reflection, and goal setting to apply these practices on their campuses.
 

V1.2: No Disability Cultural Center? No Problem! How to Do Disability Cultural Programming on Your Campus!

Hannah Premo MPH, University at Buffalo
 
With only 19 schools having established Disability Cultural Centers (DCCs) and 12 schools with DCCs pending, many of the schools we come from do not have dedicated spaces for Disability Cultural programming. This shouldn't hinder our ability to bring Disability Cultural programming to campus. Over the past academic year, without a DCC, we have brought a myriad of Disability Cultural programming to our campus utilizing both on campus collaborations and community collaborations. Come to this session and learn about the on and off campus collaborative outreach that brought goalball, wheelchair and blind tennis, adaptive fashion design, a neurodivergent affinity group, and more on campus Disability Cultural programming to fruition. This session will include time to work together in pairs or groups to identify not only potential campus partners, but community partners to integrate Disability Cultural programming into your campus culture and into the culture of your local college town.
 

V1.3: Regulatory Crystal Ball

Judith Risch J.D., Ph.D., Grand River Solutions
 
These are unprecedented times. OCR has closed more than half of its offices. Enforcement of disability law is changing fast. This session, led by a former OCR attorney, will talk about the changes impacting higher education settings and the impact on those supporting people with disabilities. In addition to discussing potential changes from the federal side, we will review other recent decisions which may indicate further changes. No one can anticipate exactly what is to come, but we can try to read the tea leaves and discern the coming changes as best we can.
 

V1.4: Lab and Practical Exams in Health Science Programs: Identifying Barriers and Determining Accommodations

Kara James MS, CRC, Mayo Clinic College of Medicine and Science
Aggie McGrane, Northwestern University
Matthew Sullivan Ph.D., Washington University in St. Louis
 
Assessments in health science programs can be complicated. Exams may have oral, practical, and written components… or some combination of those elements. Anatomy practicals can combine the complexity of the lab with the barriers of a written exam. How does a disability professional determine reasonable accommodations for these assessments? The presenters for this session will walk participants through the different types of assessments given in health science programs, define terms such as “formative” and “summative," shed light on the many types of exams health science students may have, and give examples of how to accommodate students with disabilities in these programs.
 

1:30 – 2:00 Break

 

2:00 – 3:30 Block V2 (3 concurrent sessions)

 

V2.1: OCR Year in Review

Paul Grossman J.D., Executive Counsel of AHEAD, and OCR and Hastings College of Law, retired
Jamie Axelrod M.S., Northern Arizona University
 
The U.S. Department of Education's Office of Civil Rights assists individuals with disabilities who face discrimination and guides institutions in developing solutions to civil rights problems by investigating complaints, initiating compliance reviews, and providing technical assistance. AHEAD's legal experts will review recent, illustrative OCR decisions.
 

V2.2: Advocating for a More Accessible University Using Research and Assessment

Saumya Gupta MSE, University of Michigan, Ann Arbor
 
It is no secret that more and more often, research and assessment are becoming the favored languages of institutional leadership. It is important for disability offices to be able to use research and assessment to improve their services and garner support. In this presentation, Saumya, the Project Coordinator for the University of Michigan Student Accessibility and Accommodation Services, will cover some strategies for data collection and storytelling that they used to help secure resources that would help improve student and staff experiences. Through activities and dialogue, attendees will be able to explore how they can improve their advocacy work using meaningful data collection and analysis.
 

V2.3: Academic Re-engagement for College Students with Mental Health Conditions

Derek Malenczak Ph.D., CPRP, LCADC, Rutgers University
Chelsea Cobb LHMC, Boston University
 
Students with mental health conditions are stopping out of college at alarming rates due to barriers that challenge their academic resilience, wellness, and social engagement abilities. This session delves into results from two recent studies that involve students who participated in structured college re-entry programs after taking a leave from school due to mental health issues. We will outline how individualized academic coaching paired with structured wellness activities can lead to an inclusive return to higher education. Attendees will leave the presentation with practical tools for fostering self-determination, reducing stigma, and building resilience among students re-entering college after a stopout.
 

3:30 – 4:00 Break

 

4:00 – 5:00 Block R1 (4 Roundtable Discussions)

New this year! The Roundtable Discussions are casual, small-group Zoom environments where you can connect with others who share similar interests. Each session will focus on a specific topic and will be facilitated by experts, giving people a chance to ask questions, share ideas and resources, and learn from each other. These optional sessions are a great way to network and build connections in the virtual conference.
 

R1.1: LGBTQA Roundtable Discussion

 
 
Topic: LGBTQ+ identity, supporting LGBTQ+ students and staff, intersection of LGBTQ+ identity and disability 
 

R1.2: Community Colleges Roundtable Discussion

 
 
Topic: Working at a community college setting, supporting students with disabilities in community colleges
 

R1.3: Disability Identity, Studies, and Culture KPC-Led Roundtable Discussion

 
 
Topic: Disability services and accessibility in private colleges, challenges, successes, etc.
 

R1.4: Supporting Students Navigating Imposter Syndrome- Roundtable Discussion

 
Join Catherine Getchell from Carnegie Mellon University to share and brainstorm strategies on how to help students overcome imposter syndrome and feel confident in their abilities and rightful place at their universities.
 

Thursday, July 24

11:00 – 12:30 Block V3 (4 concurrent sessions)

 

V3.1: ADA Coordinator Duties: A Discussion of Standalone vs. Combined Roles at Public and Private Institutions

Aaron Hodukavich J.D.,  Johns Hopkins
Tina Vires M.A., University of North Carolina, Greensboro
Jennifer Murchison M.A., Murchison Consulting
 
Are you a disability office Director or someone in a disability services role who was tasked with also being the campus ADA Coordinator? Did you know there’s a difference? Are you concerned with playing this dual role and the different tasks each title is supposed to perform? Do you still wonder what you should be doing as an ADA Coordinator? Do you find you have time for one but not the other? Or do you think there needs to be an ADA Coordinator on your campus? Come learn from people who have dual roles, who have two separate positions, and who are working to separate those responsibilities at their institutions. All of these questions and more will be answered by a panel that will discuss job descriptions and essential duties as well as in an interactive process to incorporate questions submitted in advance and in person. 
 

V3.2: Transformative Tech: Navigating Emerging Technology Trends on Campus as a Disability Professional

Rachel Kruzel, Texthelp
 
Disability Resource staff do not work in a vacuum. We are part of a bigger ecosystem in our institution. As technology continues its influence as a central part of our lives, it’s essential that we know the technology topics campus leaders are focused on. Having this wider knowledge is key given the impact assistive technology can have on individuals with disabilities while coinciding with efforts around digital accessibility. This session will discuss the key topics campuses are focused on related to technology. We’ll grapple with topics such as digital transformation, online and hybrid learning, data-driven decision making, and AI, amongst other timely topics your campus is focused on. We’ll apply our learnings to the fields of assistive technology, providing tangible examples for application and understanding. Newbies and seasoned professionals curious about technology will leave with key takeaways to prepare them to be a more integrated member of the campus community.
 

V3.3: Artificial Intelligence and Disability Resource Offices: An Extra Sous Chef, or Too Many Cooks?

Chris Parthemos Ph.D., BCBA,, Virginia Commonwealth University
Lee Ann Stokes MS. Ed, Southeast Missouri State University
Nicole Subik M.S. Ed, Villanova University
 
News about Artificial Intelligence (AI) is everywhere. How does AI fit into your day-to-day work, and how can you leverage AI to help you, your staff, and students? The panelists will discuss their journeys with AI, demonstrate some uses in the field, and share practical applications. We will leave a generous amount of time to take questions from the audience, so whether you are an avid AI user or would like to know more about these emerging technologies, please join the conversation.
 

V3.4: Revitalizing Campus Teamwork: Collaboration that Inspires

 Gabe Wright M.S.Ed., Clemson University
 
Discover innovative, fun, and impactful campus collaborations and relationship building strategies to promote accessibility and inclusivity. This session explores engaging ways to partner with departments like Career Services, Residence Life, and Student Activities to enhance awareness around event and involvement accessibility for students with disabilities. Through scenario-based learning and group discussions, attendees will explore practical strategies for working with various campus units to support students with disabilities and ensure equal access to events outside of academia. This session offers actionable ideas for fostering a more accessible campus community.

12:30 – 1:00 Break

 

1:00 – 2:00 Block V4 (4 concurrent sessions)

 

V4.1: Ten Years with a Campus-wide Committee on Accessibility: Accomplishments and Lessons Learned

Jessica Sniatecki Ph.D., CRC, SUNY Brockport
Jennifer Ashton Ph.D., SUNY Brockport
Marisa Kofke Ph.D., SUNY Brockport
Nicole Mucica Ph.D., SUNY Brockport
Jay Harwood M.S., SUNY Brockport
 
This session will explore the ten-year progression and accomplishments of the campus-wide Committee on Accessibility at SUNY (State University of New York) Brockport. The committee’s mission is to: 1) promote and advocate for accessibility for all students, faculty, staff, and visitors, 2) increase awareness related to the needs of individuals with disabilities on campus, and 3) develop coursework for students to study disability. The presentation will provide an overview of committee successes and an in-depth look at the barriers faced and resulting lessons learned over the past decade. Attendees will learn about how the committee garnered administrative support, obtained financial support, and strategically recruited members from key areas across the institution. Participants will engage in small group discussion to reflect on how these areas are addressed at their own institutions and examine potential opportunities to create a similar committee at their own institutions/organizations.
 

V4.2: Supporting Students with Intersecting LGBTQ+ and Disabled Identities

Kat Nic, M.Div., Ed.S., University of Michigan
 
Students from particular disability categories, particularly LGBTQ+ students, are likely to have intersecting identities. Understanding these students' particular needs and their intersecting identities is crucial in learning how to support them, especially in states where DEI is being dismantled, but these populations are still very much in need of support. This session will begin with a strong research basis around intersectionality (Crenshaw, 1989) and minority stress theory (Meyer, 2003) and how these show up in the lives of disabled, LGBTQ+ students. This presentation will particularly look at LGBTQ+ students in educational transition - first-year college and graduate/professional students, but it is applicable to supporting students in all stages of their education. Join an LGBTQ+, disabled practitioner who has spent their nearly 6-year career dedicated to researching these topics in a highly interactive session with case studies and time for creating an action plan to bring back to your campus.
 

V4.3: Testing Accommodations: Sharing and Discussing Best Practices

Erica Hausler M.S., University of Tennessee at Chattanooga
Nicolas Maynard M.S., University of Tennessee at Chattanooga
 
Ever wonder how other schools manage their students' testing accommodations? Us too! Testing Accommodations are often the most frequently used accommodations for students throughout the semester, yet very little information exists for professionals in the field looking for best practices or guidance in unique situations. In this session, let's chat about some common and unique testing accommodations, accommodation implementation, space management, assistive technology, and other testing related items. Presenters will share their experiences and data, while opening many topics for conversation.
 

V4.4: Stop the Revolving Door: Using Competency-Based Professional Development Planning in Staff Retention

Spencer Scruggs M.S. ORCID iD, University of California Los Angeles
Enjie Hall M.S., University of Minnesota
 
In 2023, AHEAD released a new set of thresholds and baseline for professional practices and knowledge, shifting the previously developed professional standards to a competency-based model. The introduction of this model has opened the opportunity for disability professionals to utilize these “standards” as not a finish line but in an ongoing assessment of professional learning goals. As the field grows and molds to a new generation of practitioners and leaders, the AHEAD Professional Competencies are an important tool in guiding the entry and progression of all professionals through disability resource practice. In this session, the presenters will explore the applicability of competency-based professional development planning to disability professionals and their practice and make the case for it as an important retention tool for disability resource offices. Furthermore, attendees will engage in their own competency-based professional development planning and goal setting to individually explore its effectiveness to their own professional journeys.
 

2:00 – 2:30 Break

 

2:30 – 3:30 Block V5 (4 concurrent sessions)

 

V5.1: Beyond Reasonable Accommodations: Working Toward a Neuroinclusive Community College Campus

Dominique Dial CRC, CVE, Triton College
Danielle Flores, Triton College
 
In this session, disability service providers from a community college will discuss how they support neurodiverse individuals on their campus beyond providing reasonable accommodations. Providing an overview of programming and collaboration with institutional stakeholders, participants will learn how one institution is developing a neuroinclusive campus. Through small group discussion and self-reflection, participants will be able to identify tips and tricks to take to their institution to go beyond reasonable accommodations and reflect on how they support neurodiverse individuals. 
 

V5.2: Under-Resourced Disability Offices and the Misguided “Self-Care” Panacea – What to Do About It! 

Antonia DeMichiel M.A., Stanford University
Lisa Noshay Petro J.D., ACSW, University of California College of the Law, San Francisco
 
Are you sick of being prescribed self-care practices when the field of Disability Services is systemically under-resourced? Disability Services staff perform tremendous amounts of underrecognized and unpaid emotional labor in holding space for students. This session seeks to dismantle common narratives that “self-care” is the answer to our most pressing concerns and that issues of trauma and burnout are to be addressed on an individual level. As caseloads grow and student needs become more complex, many professionals are not being provided tangible knowledge and tools to address this demand for services. Presenters recognize the systemic issues underpinning the lack of resources many disability offices face, and that we must advocate in our own way within our institutions. Combining their expertise in Social Work and Student Affairs, the presenters focus on how to resource ourselves in culturally responsive ways and build up our resilience to continue our work.
 

V5.3: Navigating Time as a Barrier: Fostering Accessibility for College Students with Disabilities

Brenda Avilés, Collin College, University of North Texas
Jessica Stone M.S., CRC, LPC, University of North Texas
 
Explore crip time theory and its relevance in reshaping institutional norms around time and productivity in higher education. This session will primarily focus on modified attendance and flexible assignment deadlines as essential course policy adjustments, highlighting how time-related barriers impact students with disabilities. We will critically analyze the challenges of these accommodations within systems shaped by rigid institutional policies. Using frameworks of accessibility, disability justice, and crip care, the presenters will offer practical strategies for implementation.
 

V5.4: Accommodations Beyond the Borders: Academic and Housing Accommodations Abroad

Jenna Gonzalez Ed.S., University of Florida
Barclay Bentley M.Ed., CRC, Auburn University
 
In this presentation, two SEC disability offices will dive into the world of study abroad accommodations. As more students with disabilities embark on international experiential learning experiences, there is an increased need for academic and housing accommodations beyond the borders. But, what happens when students do not request accommodations until they are overseas? What happens when medicine is not allowed past customs? Join us as we explore these challenges and engage in a lively discussion in the growing importance of accommodations beyond the U.S. borders.
 

3:30 – 4:00 Break

 

4:00 – 5:00 Block R2 (4 Roundtable Discussions)

New this year! The Roundtable Discussions are casual, small-group Zoom environments where you can connect with others who share similar interests. Each session will focus on a specific topic and will be facilitated by experts, giving people a chance to ask questions, share ideas and resources, and learn from each other. These optional sessions are a great way to network and build connections in the virtual conference.
 

R2.1: Autism Roundtable Discussion

 
Topic: Autistic identity, supporting students with autism, neurodiversity frameworks
 

R2.2: Visual and Performing Arts Roundtable Discussion

 
Topic: Accessibility in visual and performing arts education, artistic accommodations
 

R2.3: Private Colleges KPC-led Roundtable Discussion

 
Topic: Disability services and accessibility in private colleges, challenges, successes, etc.
 

R2.4: Testing Centers: Practical Applications and Inclusive Strategies for Implementing Exam Accommodations

Facilitated by Lisa Macaruso, Ed.D Associate Director, Academic Testing Center and Inclusive Learning Strategies Office for the Advancement of Teaching & Learning at the University of Rhode Island
This round table invites participation from individuals involved at any stage of testing center development to discuss their experiences implementing exam accommodations. Whether you're just beginning as a proctor or managing a center with years of experience, the session aims to advance practical processes as well as elevate inclusive testing practices by moving beyond basic compliance to help centers serve as cornerstones of support for both students and faculty. Attendees will leave better equipped to ensure that accommodations are not only met but meaningfully integrated into their institutions’ testing protocols.

Friday, July 25

11:00 – 12:30 Block V6 (4 concurrent sessions)

 

V6.1: Empowering Accessibility in Higher Education: How ChatGPT/AI Supports Students with Disabilities

Stephen Loynaz PH.D., ADAC, Florida International University
 
ChatGPT/AI is a powerful tool for enhancing accessibility in higher education, offering more on-demand academic support for students with disabilities. This session highlights how ChatGPT’s AI-driven responses support students with disabilities such as learning disabilities, ADHD, paralysis, and sensory impairments by providing real-time, tailored assistance. Participants will explore ChatGPT’s applications, such as hands-free content creation for students with physical impairments, task organization for those with ADHD, and simplified explanations to support comprehension for students with learning disabilities. Practical strategies for integrating ChatGPT in educational settings will be covered, with attention to ethical considerations around privacy and inclusivity. This session equips educators, administrators, and accessibility advocates with knowledge to leverage ChatGPT effectively, fostering a more inclusive and supportive academic environment for diverse learners.
 

V6.2: Grievance and Appeals Procedures in Disability Services: Insights from Diverse Institutions

Clayton Littrell M.Ed., University of California, San Francisco
Christine Low LCSW-R, Icahn School of Medicine at Mount Sinai
Jill Sieben-Schneider Ed.D., Northwestern University
Adam Kasarda Ph.D., Palomar College
 
This panel discussion will examine the varied approaches to grievance and appeals processes within disability offices across different institutional settings. These procedures are essential for ensuring access and compliance with ADA standards, yet they differ greatly based on institution type and size. Our panel will feature disability professionals from a diverse range of schools—small and large, public and private, as well as single-person and multi-person offices—who will share insights on the structure of their appeals and grievance procedures. We will explore systems where these processes are handled separately versus those with integrated approaches, examining the impact of each model. Attendees will leave with practical strategies for designing clear, equitable, and legally sound policies and equipping staff to handle cases efficiently.
 

V6.3: 50 First "Intakes": Strategies and Considerations for Meeting with New Students

 Alexander Mazzeo, University of Southern California
 
First meetings with students can set the tone for the entire accommodation process—so how do we make them count? An experienced disability resource professional will share strategies for approaching these first meetings with confidence and care. We’ll talk through how factors like class standing, disability type, accommodation history, and a student’s familiarity with disability laws and regulations can shape the meeting—and what it truly means to find your personal “voice” when engaging in the interactive process. Expect collaborative pair-share activities and a chance to hear from other professionals on what works for them. The goal of this session will be to take home ideas for developing a meeting style that feels personalized, encourages student engagement, and lays a strong foundation for the interactive process.

V6.4: Centering Campus and Community Scholarship: the Impact of Disability Studies for Disability Services

Sav Schlauderaff Ph.D., ORCID iD, University of Arizona
Dani Lucchese M.A., University of Arizona
Naty Rico B.A., University of Arizona
Jade Salmon M.A., University of Arizona
 
What role does Disability Studies play in creating a more accessible and inclusive campus? How can we create scholarly and community-centered events on campus with existing resources? These are central questions we will engage with through panel discussion, individual and partner reflection, and group action planning on ways to expand Disability Studies on our campuses. The panelists will discuss Disability Studies initiatives they have co-created over the past 5+ years on their campus as graduate students, disability cultural center and disability resource center staff, and professors. They expanded this work last spring through their inaugural Disability Studies Conference, which highlighted scholarship and art created by 30 campus and local community members, plus over 100 registrants. This session is designed for the panelists to share their own experiences and pull examples from across universities to ultimately identify ways to expand Disability Studies and disability community-focused programming at our institutions. 
 

12:30 – 1:00 Break

 

1:00 – 2:30 Block V7 (3 concurrent sessions)

 

V7.1: Legal Year in Review

Paul Grossman J.D., Executive Counsel of AHEAD, and OCR and U.C. College of Law, retired
Jo Anne Simon, New York Legislature
 
AHEAD’s legal experts will analyze the legal events from the past year of great significance to AHEAD members.
 

V7.2: Students Transferring from 2-Year to 4-Year Institutions: How Three States are Smoothing the Process

Kaela Parks, Portland Community College
Edina Rutland, San Jose City College
Mary Lee Vance Ph.D., California State University, Sacramento
 
Transition from 2-year to 4-year educational institutions can be full of surprises, both for the students themselves, and for disability resource personnel and faculty. There can be jarring moments as students navigate substantial differences in institutional cultures and processes for requesting accommodations, no matter which state the institutions are in, but there can also be differences in how the transition process feels based on state-specific rules and practices. In this three-part session, participants will hear about what transition looks like in California and Oregon. The California presenters will share information related to statewide efforts, while the Oregon presenters will share observations from their vantage points at large institutions. The session will conclude by inviting contributions from attendees who have experience in other states and at smaller institutions, and the discussion will prompt reflection on practices that can best support students in thriving throughout their educational journeys. 
 

V7.3: Game On! How Academic Coaching Engages and Empowers Students with Disabilities!

Nicole Mucica Ed.D., SUNY Brockport
 
This interactive session is designed for disability support professionals eager to launch academic coaching programs for students with disabilities. Transitioning from high school to college can be challenging, as many structured supports like resource rooms and guided study halls are no longer available. Led by an experienced presenter with 15 years as a high school special education teacher and now Director of Student Accessibility Services, this session introduces a framework for a college-based academic coaching program focused on executive functioning skills like time management and organization. Participants will navigate an engaging gameboard, where they'll discuss coaching scenarios, explore real-world cases, and win prizes. Interactive questioning and polling will shape the discussion, ensuring it meets participants' interests. Grounded in universal design for learning principles, this session provides a comprehensive approach to fostering student success and creating inclusive campus environments.
 

2:30 – 2:45 Break

 

2:45 – 3:15 Sponsored Lunch-and-Learns 

L1.1- Otter.ai: The Power of AI in Education: Otter.ai for Enhanced Accessibility
Presented by John Maxwell, Otter.ai
 
Join us to see AI-powered Otter.ai revolutionize higher education accessibility. This demo showcases real-time captions, searchable transcripts, and enhanced note-taking for diverse learners. Discover how Otter.ai streamlines faculty workflows and integrates with common platforms to create truly inclusive learning environments.

L1.2- Genio: Unlock Better Learning with Genio: How disability services offices are driving institutions’ strategic goals
Presented by Conor Grego, Site Wide Partnership Specialist, Genio and Scott Lomax, Account Executive, Genio
 
Learn how disability services offices are at the forefront of broadening student support to reach non-traditional learners who would otherwise fall through the gaps. You’ll hear from offices making assistive technology available to all students, and learn how one institution is seeing an 11% increase in retention as a result.

L1.3- Jamworks: Beyond Note Taking: Leveraging Jamworks for Smarter, More Inclusive Learning
Presented by Conner Nudd, Jamworks
 
Discover how Jamworks transcends traditional notetaking to empower every learner. By capturing lectures, generating intelligent summaries, flashcards, and AI tutors—with live captions, accessibility and unique STEM features—it fosters smarter, more inclusive learning for all students to engage, retain, and thrive.

L1.4- Trula: Rapid Clarity: How Trula’s Neuropsych Evaluations Are Fast-Tracking Confident Accommodation Decisions 
Presented by Dr. Donna Turner, Chief Clinical Officer, Trula
 
Trula’s Broadband Neuropsychological Evaluations are redefining what’s possible–fast, clinical, and scalable. We’ll share real examples of how students are getting clarity in days–not months and discuss how institutions are using this to meet demand, streamline access, make confident accommodations, and provide student support—without overwhelming staff or budgets.

3:30 – 5:00 Block V8 (4 concurrent sessions)

 

V8.1: What I Know Now That I Wish I Knew Then

Adam Meyer Ph.D., University of Central Florida
Margaret Camp M.Ed., Clemson University
Karen Andrews, University of Arizona 
 
As professionals in this field evolve, we go through quite a learning curve. When new to this work, we make plenty of mistakes and gain many insights. That growth is a critical part of our evolution as disability resource professionals. During this session, we will discuss some areas where we gained knowledge along the way that we wish we had known from day one. The learning curve never stops. Whether you started one month or 1,000 months ago and had an aha moment 10 years ago or 10 days ago that informs your work today, this is an opportunity for all of us to share what we have learned on our professional journey.
 

V8.2: Breaking Barriers: Transforming Preconceived Notions to Empower Nursing Students with Disabilities

Helen Hurst DNP, RNC-OB, APRN-CNM, Creighton University
Anne Rubenstein MS, A. Rubenstein Consulting
 
This interactive presentation is designed to equip faculty, administrators, and disability professionals with knowledge and tools to support nursing students with disabilities. Strategies for addressing preconceived ideas, biases, barriers will be explored with actionable steps to create an inclusive culture that empowers students with disabilities. Successful collaborations between a college of nursing and Student Accessibility Services on multiple campuses in different states will be discussed; with the opportunity for attendees to share challenges and experiences in fostering disability inclusivity in nursing education.
 

V8.3: Supporting Faculty in Understanding and Implementing Accommodations

Katherine Morgan M.S., University of Florida
Kelley Hoover M.Ed., University of Florida
Rachel Adams M.Ed., University of Massachusetts, Amherst
Alex Deschamps M.Ed., University of Massachusetts, Amherst
 
A standardized accommodation letter can leave a faculty member confused, especially if the accommodations listed do not specifically address their own non-standard instructional or assessment strategies. In this session, two different schools will describe unique ways they approach educating faculty about what the accommodations are and how they might be implemented. The University of Florida has created accommodation guide sheets, essential tools for facilitating accommodations that need a little more detail. They will define what guide sheets are, their purpose in assisting with effective conversations between students and faculty about necessarest practices. The University of Massachusetts, Amherst will introduce a toolkit of techniques to help disability professionals better address the concerns and questions of faculty about adapting accommodations across different kinds of classrooms, and give participants time to apply these techniques to scenarios in order to discuss ways that they can adapt and apply them at their own institutions. 
 

V8.4: Bridging the Gap: Collaborative Strategies for Supporting Students from K-12 to Higher Education

Michelle Mitchell M.Ed., CRC, Lehigh Carbon Community College
Everett Deibler M.A., Lehigh Carbon Community College
Maura Roberts Ph.D., Lehigh Carbon Community College
 
Research shows that youth with disabilities are less likely to access and succeed in postsecondary education compared to their peers without disabilities. This disparity affects the individual students and has broader implications for society as a whole, underscoring the urgent need for effective intervention strategies. In this interactive session, we will present a comprehensive overview of evidence-based collaborative practices that connect K-12 education with higher education. Disability support professionals, educators (special education, counselors, higher education, and Vocational Rehabilitation), and community stakeholders (Vocational Rehab and Community Providers) can play a pivotal role in ensuring that students with disabilities receive the support they need to thrive academically and socially. Effective collaboration can also lessen the workload for disability professionals. Join us for an engaging discussion that promises to inspire innovative solutions and foster a spirit of collaboration among professionals dedicated to this important cause, with targeted Q&A throughout.