4.1: Trending Tech Tools - 2022 Edition: What’s New, What’s Improved & What’s on the Horizon for Assistive Technology & Accessibility Tools
Rachel Kruzel, Texthelp
Location: Room 26A/B
Developments and updates to the fields of assistive technology and accessibility are constant. With continuous innovation, and proactive and reactive development as the result of user feedback and situations impacting our field, companies are moving the needle on the definition of access and inclusion. However, staying in-the-know on all that goes on in the technology field is a challenge. This session will compile some of the latest changes, updates, and developments in the assistive technology and accessibility fields. The session will begin with a recap of key changes in these fields followed by important updates and developments with software and tools. Commonly known technology tools and companies, as well as new ones entering this space, will be featured. Finally, topics on the horizon that will likely impact our field in the coming months will be discussed. This popular session is one that will give attendees the most important updates to these fields and leave them with resources, information, and new tools to support their work with students or more widely on campus.
4.2: Intersections Impacting Two-Year and Community College Students; Embracing Strengths, Combating Challenges
Michelle Mitchell, Lehigh Carbon Community College
Everett Deibler, Lehigh Carbon Community College
Come share your perspective in a facilitated discussion on intersectionality and how it impacts students at two-year and community colleges. You will be guided through an experience full of group activities, where we will examine what makes community and two-year college students different from our four-year counterparts; how does the presence of open enrollment impact the environment of a community college; are our populations really that different? As we work through these and many other topics, let’s explore together uncovering the strengths and challenges of our populations and developing personalized strategies for positive change at our institutions, while networking with like-minded individuals to build a network of support.
4.3: Leave of Absence Practices & Policies: Promoting Parity & Positive Mental Health
Courtney Joly-Lowdermilk, Boston University
Location: Room 25C
As the global pandemic surged in 2020, so did the number of college students considering and taking leaves of absence from higher education. In the last year there was a marked decline in the rate of first-year persistence, a significant indicator of completion. Boston University’s Center for Psychiatric Rehabilitation, in partnership with the Ruderman Family Foundation, responded with the release of two first-of-their-kind Leave of Absence Guides. A practical resource for students and campus leadership, these innovative guides provide helpful frameworks and invite critical conversations about supporting meaningful, health-promoting leaves of absence, successful returns to school, and equitable, student-centered practices and policies for all that uphold the values of justice, access, and parity across all types of leaves. Presenters, co-authors of the guides, will describe the guides’ content, background, and the principles underlying them and review key recommendations for campus administrators, staff, & faculty. Attendees will receive copies of both guides as well as workshop opportunities for campus or organizational implementation and utilization.
4.4: Building Capacity for Sustainability: A Centralized Operational Model for ASL/English Interpreting and CART Services
Katherine Vance, University of Cincinnati
Location: Room 23
Colleges and universities have long operated American Sign Language (ASL)/English interpreting and speech-to-text services (Communication Access Realtime Translation (CART), C-Print, etc.) in a decentralized capacity, which has generated barriers to access for deaf students, employees, and visitors; duplicated efforts and resources; created legal ramifications due to lack of expertise; and created service inefficiencies. The adoption of centralized operations builds capacity for sustainability and leads to institutional growth of the disabled population. In early 2018, our institution adopted a centralized operational model which has led to increased business efficiencies, a reduction in barriers for deaf employees, and increased campus-wide access to programming and events. This presentation will review how the institution implemented such an operational model. Participants will identify key stakeholders in establishing a centralized model, critical data points to leverage when submitting a proposal to gain buy-in from senior leadership, and identify current barriers to adopting a centralized model.
4.5: Quality Indicators for Guiding Systems Change in Higher Ed Digital Accessibility
Luis Perez, CAST, Inc., National Center on Accessible Educational Materials
Carolyn Phillips, Georgia Tech
Rob Carr, WebAIM
Joanne Benica, University of Southern Maine
Location: Room 21
Based on the volume of related civil rights complaints brought forth by disabled students and disability advocates over the past decade, inaccessible course content and instructional technologies undeniably contribute to disparities in higher ed outcomes for students with disabilities. Vetted by experts in higher ed technology accessibility, the National AEM Center’s Quality Indicators with Critical Components for Higher Ed assist institutions with planning, implementing, and evaluating systems for providing accessible materials and technologies for all students. In this session, participants will be led through activities that demonstrate how the Quality Indicators can be implemented by their institutions. Strategies will be introduced for developing cross-functional leadership; identifying roles and responsibilities of administrators, faculty, and staff; improving policies and guidelines; providing training and technical assistance; collecting and using data for continuous improvement; and allocating resources. Perspectives and recommendations will be provided on how to use the Quality Indicators to educate institutional leadership on the cross-cutting effort required to create a coordinated system for providing accessible materials and technologies.
4.6: Coaching and Supporting Students With TBI: Perspectives From a Provider, Researcher, and Survivor
Emily Tarconish, The University of Illinois, Urbana Champaign
Location: Room 22
This session will present strategies and tools to help students experiencing TBI enhance their learning while they also manage a variety of symptoms. TBI can cause vast symptoms that affect cognitive, emotional, behavioral, physical, and self-awareness abilities; this session will provide an overview of these experiences, and will present accommodations, coaching strategies, and other tools, including assistive technology, to assist students with these challenges. The presenter will discuss this content from her perspective as a researcher, former disability services provider, and survivor of a severe TBI herself.
4.7: The Equity Office as a Partner - How to Increase Student Access and Effectuate Disability Compliance
Emily Babb, University of Denver
Catherine Spear, University of Southern California
Olabisi Okubadejo, Georgetown University
Location: Room 16
Three former U.S. Department of Education, Office for Civil Rights (OCR) attorneys who have transitioned to higher education institutions, will bring together their experience investigating OCR complaints and now leading civil rights and equity offices at private and public institutions. With a focus on how civil rights compliance offices partner with disability services offices, human resources, and student affairs to provide timely and effective response, the presenters will discuss their experience drafting University policies to address disability discrimination, how they have proactively partnered with disability services offices to train faculty and students, and how to effectively collaborate and support students who may have experienced discrimination.
4.8: Disability and Critical Race Theory: How DisCrit Helps Disability Professionals Change Higher Education
Vivian Hardison, Southern Illinois University at Carbondale
Location: Room 25A/B
CRT in the K-12 setting has recently been covered extensively in the media, however CRT is mostly taught and applied in higher education due to its complexity. Disability and CRT (DisCrit) explores intersecting identities, and for disability offices it can serve as a framework in changing the dynamic of higher education and how it approaches marginalized groups. In this presentation, we will explore what barriers can be removed when applying DisCrit and how leading with this theory creates a more open and accessible space for students, faculty, staff, and the community. Though uncomfortable, it addresses how higher education institutions have largely been framed to serve the haves and create barriers for the have nots. Applying DisCrit can fundamentally change a system and allow for an institution to own its history and openly challenge and commit itself to systematic change.
4.9: Living Learning Communities and Students with ASD: Increasing Campus Engagement
Tara Rowe, University of North Florida
Location: Room 16
Living on campus can provide additional opportunities for students to engage in campus culture. However, for students with ASD, living on campus can present significant challenges which can lead to isolation, depression, anxiety, and behavior concerns. Transition to Health, Resources, Independence, Vocation, and Education (THRIVE) is a cost-free supplemental support program offered to students with ASD. With the support of peer-mentors, program structure, and overall program support, THRIVE students are able to fully engage on campus with neurotypical peers. This session will discuss program history, history of partnership between THRIVE program and housing and residence life, and development of THRIVE LLC. We will provide opportunities for audience participation with questions, feedback, and small group discussion opportunities for participants to share current institution challenges and experiences as well as opportunities to connect with other professionals regarding students with disabilities and housing and residence life.
4.10: What's Next For Me? Disability Professional Careers Beyond the Disability Office
Enjie Hall, University of Toledo
Kelly Hermann, University of Phoenix
Amanda Kraus, University of Arizona
Tom Thompson, TMLS Consulting
Jill Sieben-Schneider, Northwestern University
Location: Room 26C
The disability office has sometimes been described as a "career cul-de-sac"--it seems like the options for the next role in the career journey of an office Director can be limited. This session seeks to explore options for those interested in expanding their future employment scope beyond leading a disability office. Join a panel of professionals who have taken on new roles in this field. Learn about their journey, what they did to prepare for new opportunities, and recommendations they have for career pathing. How do they view themselves as leaders and what do they do to influence advancing accessibility on campuses and beyond?
4.11: Employment During and After College: Research Briefs
Location: Room 24
Several research briefs on the topic of Internships and employment will be presented.
a. Effects of Training Inclusive Higher Education Staff: A Study
Jaclyn Camden, Virginia Commonwealth University- RRTC on Employment of Transition-Age Youth with Disabilities
Aliza Lambert, Virginia Commonwealth University- RRTC on Employment of Transition-Age Youth with Disabilities
This research session will focus on one study currently being that examines the effects of implementing an online course, coupled with technical assistance for personnel providing employment supports in higher education for students with I/DD.
b. Career Preparation and Accommodation Experiences of Deaf and Hard-of-Hearing Postsecondary Students in a Summer Employment Internship
Pamela Luft (ORCID iD), Kent State University
This study presents data from a qualitative study of 10 deaf and hard-of-hearing (DHH) postsecondary students employed for a summer internship to identify their experience of barriers and facilitative factors and to identify themes across their internship experiences.
c. Student Ratings of Internship Program: Influence on Self-determination
Allison Fleming, Penn State University
Celine Kristoff, Penn State University
This session will describe a study undertaken to understand changes in self-determination for students with disabilities who participated in an internship program. Issues of internship quality, remote versus onsite format, and changes in self-determination will be explored. Implications for student affairs personnel, particularly those working with college students who identify with a disability, will be discussed.
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