2023 Poster Sessions

This year’s conference will include two poster presentation times: Thursday, July 20th from 9:00-11:00am (breakfast provided) and Friday, July 21st from 10:30 -11:30am (coffee/tea/soda provided). Poster sessions for both days will be held in the Exhibit Hall. Posters will be open to all registrants give you the opportunity to learn more about recent research and innovative programs through informal conversation with the presenters.

POSTER BLOCK ONE: Thursday, July 20, 9:00 am – 11:00 am

Long COVID in Higher Education: Emerging Symptoms of and Institutional Support for Students with Long COVID Diagnoses

Katherine Aquino Ph.D., St. John's University
Lisa Vance, North Iowa Area Community College

Emerging research shows many individuals with previous SARS-CoV-2 infections experience persistent symptoms known as "Long COVID." Approximately one in 20 people diagnosed with COVID-19 have lingering symptoms associated with Long COVID six to 18 months following the initial infection. For those able to return to higher education following a COVID-19 diagnosis, many students may re-enter with Long COVID symptoms. With the lack of research on students with Long COVID – an emerging group of students with disabilities needing support and potential accommodations within higher education, it is essential to explore how higher education supports this group as they enter into and progress within higher education with this new condition. Using data from a national survey of disability resource professionals, this poster examines reported symptoms of students requesting Long COVID accommodations and will provide emerging trends related to Long COVID student support within the higher education environment.

How does School-to-work Transition Support Improve Employment Outcomes of Adolescents with Mild Special Educational Needs?

Delina Swee, Temasek Polytechnic

Transition support for tertiary students with mild special educational needs (SEN) in Singapore is often overlooked or assumed unnecessary. Based on my master's thesis, three core components of transition support were identified: adaptive living skills, collaborative strength-based planning, and empowerment of adolescents. This poster describes the finding, which supports a school-based driven transition given the need to facilitate skills building in self-determination and self-advocacy. In addition, specific transition support components for different categories of SEN like physical and sensory impairments, learning conditions and autism were identified. Particularly for students with autism, the training of adaptive and independent living skills was a major gap that was often overlooked in supporting their transition to employment. 

Analysis of Risky Behaviors, HIV/AIDS University/College-Wide Curriculum Implementation and Academic Retention with Gender and Race Disparities in University/College Settings

Charity Embley Ph.D., Eastern Oregon Center for Independent Living 
William Toombs D.A., Eastern Oregon Center for Independent Living
Jonathan Wilson Ph.D., Eastern Oregon Center for Independent Living (EOCIL)

In this presentation, we used the national 2019 Youth Risk Behavior Surveillance System (YRBSS) from the Centers for Disease Control and Prevention (CDC) to examine risky behaviors among adolescents across the US and the development for protection from HIV/AIDS infection. Although the data examined the experiences of adolescents, it was important that adolescent behaviors were re-scrutinized to understand aspects that contribute to HIV/AIDS occurrence among university/college students, while concurrently examining the intersection of gender and race, and the eventual disability consideration in HIV/AIDS infection. We posit that the implementation of a HIV/AIDS university/college-wide curriculum can introduce university/college students on crucial decision-making competences affecting probable HIV/AIDS transmission, thus, increasing academic retention. We invite stakeholders from the academe, social science, researcher community, advocacy groups, and other groups, for a discussion on the correlation of risky behaviors among adolescents in the US and HIV/AIDS. 

The Value of Supported Education Programs in Helping Students with Mental Illness in Universities Overcome the Challenges They Experience

Ron Shor Ph.D., , The Hebrew University of Jerusalem, ORCID iD: 0000-0003-2356-0898

Supported Education Programs were developed in universities to help students with severe mental illness with  the multiple barriers they may face in  academic settings. However, despite the important role that such programs may have for the inclusion of  this population in universities, limited knowledge exists about the difficulties that this population experiences and what the students find helpful in this service. Therefore, a study was conducted with 80 students with severe mental illness in four universities in Israel. The poster will focus on the difficulties this population experiences in their studies in universities, the areas in which they find the help received via supported education programs as helpful, as well as the areas which they find less helpful. It will also include discussion of the implications of the findings for new directions which could be developed for supporting students with severe mental illness.   

Universally Designed Synergistic Supervision: A New Framework for Accessible and Effective Supervision

Adam Lalor Ph.D., Landmark College
Kelly O'Ryan M.A., Windham Northeast Supervisory Union

High-quality supervision promotes professional development for all higher education professionals including those who identify as disabled. Unfortunately, prevailing models of professional supervision fail to account for cognitive and physical access needs. This poster will introduce a new framework for accessible professional supervision that merges Universal Design and Synergistic Supervision. Join us for a discussion of the Universally Designed Synergistic Supervision (UDSS) framework. Strategies for implementing the framework will be addressed.

Use of Universal Design for Learning (UDL) to Enhance Opportunities for College Students with Disabilities in STEM

Cliff Oliech M.S.Ed, Duquesne University, ORCID iD: 0000-0002-6619-6849 
Bridget Green Ph.D, Duquesne University, ORCID iD: 0000-0002-0049-3576
Thomas Montgomery Ph.D, Duquesne University, ORCID iD: 0000-0002-6526-8564

University faculty applied the principles of Universal Design for Learning (UDL) to equitably and effectively enhance access to a Science, Technology, Engineering, and Math (STEM) curriculum to support students with and without disabilities. Through the UDL framework, faculty enhanced access to science curriculum and improved scientific communication skills among 10-12 students during a ten-week National Science Foundation (NSF) funded Research Experience for Undergraduates (REU) summer program. The poster will review the summer program, UDL principles, and provide recommendations for replication at other institutions. 

Accommodation Decisions of Law Students with AD/HD

Alexa Darby Ph.D., Elon University

The American Bar Association has recognized the need to increase diversity in the law profession. This study explores why law students with AD/HD do or do not disclose their disability and request accommodations in their coursework and/or residency. Eleven law students with AD/HD participated in one-hour Zoom interviews focused on their decision-making about disclosure and accommodation requests. The participants were almost evenly split between those who did and did not disclose. Students disclosed because they needed accommodations. Students did not disclose when they did not need assistance or did not want to appear different from their peers. In their residency, fewer law students disclosed their AD/HD because they did not want to be seen as different and they feared being judged for their disability. This poster will include rationales for students’ disclosure or non-disclosure.

Disabled Students’ Experiences Transitioning to Online Higher Education During COVID-19: Lessons Learned to Apply to a Post-Pandemic World

Laura Mullins Ph.D., Brock University. ORCID iD: 0000-0002-8390-2653
Amanda Bailey, Brock University
Rachel Sheppard, Brock University

Following the announcement of a global pandemic in March 2020, most universities quickly transitioned to offering courses exclusively online. Given the ongoing pandemic, most universities continued to provide online education in the fall of 2020. This session will review disabled student experiences transitioning to online education during both semesters and their recommendations for instructors, disability services and administrators on how to use resources efficiently and provide inclusive education and support. These experiences are based on an initial survey (n = 222), follow-up open-ended surveys (n = 34) and interviews (n= 11) with disabled students at a Canadian university. This poster will include strategies for addressing barriers and improving accessibility within higher education in a post-pandemic world.

Nothing About Us Without Us: Examining Sense of Belonging and College Success through the experiences of students with Autism Spectrum Disorder

Courtney Mulligan MPA, Regis College

This research brief will focus on my PhD dissertation proposal. With data collection scheduled to begin in August of 2023, this session is an opportunity for practitioners to come learn about the study and offer feedback. I plan to survey and interview current college students living with autism to assess their level of "sense of belonging" at their universities. This study aims to assess whether sense of belonging is as strong an indicator of college success for students on the spectrum as compared to their neurotypical peers. Additionally, this study will prioritize the voice of students with ASD, recognizing that their lived experience offers an expertise far greater than any research study could produce.

Confronting Ableism among Academics: Creating Affinity Space for Disabled Staff and Faculty

James Albrecht M.S. Ed., Portland Community College 
Martha Bailey, Portland Community College, Clackamas Community College 
Saara Hirsi, Portland Community College
Jessie Levine, Portland Community College

Working for a college or university has its challenges. Those of us who work with disabled students have experienced push back against accommodations for our students. But it isn't just against students: imagine being an employee with a disability, and forever being treated as if you don’t belong or cannot "really" do your job. For people with disabilities, our peers at the college can often be the most critical, particularly close co-workers. They leave us feeling as if we are getting special favors or performing inferior work. To counter those challenges, affinity space for disabled staff and faculty can be crucial for creating a sense of belonging, equity and well-being at work.

UPDATE: Students with Long COVID on Campus

Jane Jarrow Ph.D., Disability Access Information and Support (DAIS)

This poster session will provide an opportunity to view the resources created by the (ad hoc) Long COVID Task Force to support students (and staff and faculty!) in higher education who are dealing with the impact of Long COVID. Samples of all the resources will be available for review and members of the Long COVID Task Force will be prepared to discuss how best to adapt those resources for use by schools.

Designing Online Meetings That Are Accessible and Inclusive

Lyla Crawford, DO-IT, University of Washington

Due to increasing public interest, and the emergence of more robust online conferencing tools, online meetings are increasing in frequency. While most meeting organizers have the goal that all participants can fully participate, often this goal is not realized. In this poster we share tips that provide organizers a place to start as they prepare an accessible online meeting.

Study Abroad and Students with Disabilities: Opportunities for Campus Collaboration

Tara Rowe Ed.D., University of North Florida
Katrina Hall Ph.D., University of North Florida

Study abroad experiences are an important aspect for college students and in some higher education settings are a requirement for graduation (Masterson-Algar et al., 2020). This poster will discuss how faculty from engineering and education partnered with student accessibility services to develop an inclusive study abroad program of study in Italy. The study abroad focused on synergistic learning and inclusivity in a global community and incorporated several components of expanding on the “whole child” concept. Students had the opportunity to travel throughout Italy and consider barriers to accessibility as well as discuss practices of inclusion within a global context. The poster will include how accommodations were considered and provided while abroad as well as experiences implementing accommodations while overseas. 

The Importance of Collaboration and Working Relationships Between Campuses and their Respective Disability Access Offices During Institutional Merges

Courtney Gutierrez M.A., Mills College at Northeastern University 
Kyle Droz M.Ed., Northeastern University

This poster is created by the two access support staff who worked closest together throughout the merging of their two institutions, and will discuss their experiences in building a working relationship and collaboration between their departments. Information will also be provided on the experiences of the students gathered through anonymous surveys and focus groups. This poster would be most helpful for access support staff at institutions that may be merging or that need to build working relationships with other departments on campus.

Experience of Typical Developing Siblings' of Latin decent as They Navigate Their Role in the Education of Their Siblings with Autism Spectrum Disorder

Elena Marte Ed.S., Florida International University, Miami-Dade County Public Schools

The CDC reports 1 out of 44 children have autism spectrum disorder (ASD) in the United States in 2021. As knowledge of identifying children at an early age to begin interventions has improved, there is more to discuss regarding adults who are on the spectrum as they transition out of high school. Bandura (2015) stated that having a sibling is an important component of ones' development as siblings share life experiences and offer a lifetime of friendship. This research discusses the typical developing (TD) sibling role in the educational experience of an individual with ASD. Research will show that siblings of individuals with ASD can be an effective resource to sustain daily living, language, and socialization skills within and outside of a school setting. By understanding the sibling role, we can also better interpret the needs of their loved ones with ASD in a school setting.

Universal Design: Engaging Faculty to be Equitable and Inclusive

Ana Fierro Ph.D., University of Arizona

This poster focuses on a project for change (PFC) meant to engage faculty in inclusive excellence and equity practices. The PFC takes place at a large public research university, a Hispanic-serving institution with more than 46,000 undergraduate and graduate students combined. The proposed project for change emphasizes students with disabilities by focusing on Universal Design as it applies to course design, which is about designing courses usable to the greatest extent possible by all students. As a framework, Universal Design can help guide faculty to be equitable and inclusive of students with disabilities. This way, disability is not only acknowledged but included to provide equitable learning experiences. 

Research-Based Interventions that Work: Improving Retention and Graduation Rates for College Students with Disabilities

Emily Unholz-Bowden, University of Minnesota 
Brian Abery Ph.D., University of Minnesota
Renáta Tichá Ph.D., University of Minnesota

In its second cycle of funding from the U.S. Department of Education, the NCCSD is a collaborative effort between the University of Minnesota’s Institute on Community Integration, AHEAD and several additional disability-focused organizations. The Center recently completed a scoping review of the US-based literature related to programs and interventions focused on supporting the academic success, social inclusion, retention, and graduation rates of students with disabilities who attend institutions of higher education (IHEs). This review focused on an examination of the research-based evidence that supports the use of programs/interventions designed to facilitate the above outcomes. This poster will provide an overview of available evidence-based and promising practices, with suggestions for possible application at IHEs. 

Creative Collaboration for Compliance and Success: L/AC and Pratt Institute's Foundation Department

Beth Ann Bryant-Richards M.A.,M.Ed., Pratt Institute
Elisabeth Sullivan E.Ed. (ABD), Pratt Institute
Yasi Ghanbari MFA, Pratt Institute
Anna Riquier M.S., Pratt Institute

Too often students who struggle go unnoticed until it’s too late to assist. An action-based collaboration team comprised of a core first-year academic department, the dean of students office, academic advising, and disability services at Pratt Institute addresses this common occurrence. The collaboration, which consists of regularly scheduled meetings between these stakeholders, is intended to remove silos and provide opportunities for clear communication. Using a case management approach to support and intervene with struggling first-year students identifies and implements outreach to those students whose difficulties have gone unaddressed. This poster is geared toward seasoned professionals interested in collaborative teams and professionals from art and design schools. 

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POSTER BLOCK TWO: Friday, July 21, 10:30 am – 11:30 am

A Collective Case Study of Land-Grant Universities and Retention of Students with Learning Disabilities

LaRachelle Samuel-Smith Ph.D., Table SALT Group

This collective case study focused on leadership strategies and self-determination in college students with learning disabilities by examining the Southern region of the land-grant system. An HBCU and PWI were central to this study to fully understand the historical impact of leadership and policy. Individually and collectively, leadership strategies and unique perspectives on self-determination emerged from the collection of interviews, documents, and artifacts. The research findings in this case study fortify leadership strategies for higher education, affirm self-determination theory, and inform advocacy groups.

What We Know and How We Grow: Backgrounds of DSS Staff Members and Perspectives on Collaborative Engagement in Disability Offices

Sarah Young,  Ed.D., Trinity Washington University

The make-up of postsecondary offices, specifically regarding the size, staff backgrounds, and institutional organization, contributes to the success of these offices and to the success of faculty, staff, and most importantly students. This poster investigates these aspects of disability offices in order to better understand how these professional offices and staff prepare themselves to support students with disabilities in postsecondary settings. It will also address how different backgrounds of disability office staff might sometimes create barriers in engagement and collaboration for the team, as well as ways to overcome these barriers. Building on these differences, we'll showcase how to position unique staff strengths and experiences to best support each other, as well as students. Recommendations for training and professional development will be included as well.

A Learning Garden For All

Patricia Kepler, M.A. Portland Community College
Miriam Latzer, M.A.,  Portland Community College
Jennifer Lucas B.S., Portland Community College

In this poster we will share the history of how two departments came together with the shared focus of creating a welcoming learning garden for people of all abilities. This poster will include a focus on improving or adding garden programs to your school with the help of community partners.

What's in a name? Exploring the Landscape and Impact of Naming Conventions for Disability Offices, Officers, and Roles

David Thomas Ph.D., M.A., West Chester University of Pennsylvania

Some of the most frequently asked questions on the AHEAD listserv are “What do you call your office?” and “What are the titles of your staff?” So, what is in a name? Following a comprehensive review and coding of the data available on all schools, colleges, and universities recognized through the U.S. Department of Education, trends emerged showing distinct patterns and common themes with regard to both the name of the office itself as well as its independence and the title of its Director-level role. This poster will explore the data, the trends which emerge upon closer analysis, and the information this provides us, which will be useful for consideration in decision-making around the impact of naming in disability offices, officers, and roles. The poster will include also include a case study implementing this data at the researcher's institution.

Directing the Impact of COVID: Strategies to Support Service Providers Supporting Students Receiving Accommodations

Terri Massie-Burrell Ph.D., Johns Hopkins University

A university disability services office shares how they worked together to create an effective workflow to appropriately serve students remotely by pivoting during the COVID-19 Pandemic and going forward. The value standard was managing self and others during an unprecedented stressful time. Sharing how lessons learned through this experience prepared to deal with urgent, unexpected circumstances while serving a diverse population of students with disabilities. We will share best practices for service delivery during an unexpected shift to online/ remote services and in-person classes. Strategies implemented on our initial day of teleworking with intentionality. SDS staff band together and strengthened relationships with campus partners that will forever add to our approach as student affairs professionals.

Cultivating an Inclusive Learning Environment: Assessment of Concussion Knowledge and Awareness among University Faculty and Staff

Rebekkah McLellan Ed.D., MPH, CHES, University of Lynchburg
Emily Brown, University of Lynchburg

The purpose of our study was to determine the level of concussion and academic accommodation knowledge and awareness of university faculty and academic staff. The current body of literature is lacking, and more often than not, institutions do not have clear return-to-learn protocols for students who have sustained or been diagnosed with a mild Traumatic Brain Injury (mTBI)/concussion. In this poster, we share our survey methods, analysis, and recommendations for individuals in higher education, including but not limited to faculty, staff, and administration. The ultimate goal of this research is to create awareness surrounding the lack of understanding and accommodation for individuals with concussions on college campuses, create evidence-based programs, and advocate for policy change or implementation. 

Mentoring Matters: A Promising Fellowship Model for College Students with Disabilities

Kristin Humphrey, M.P.A.,  Partners for Youth with Disabilities

The U.S. Department of Labor has recognized mentoring as one of the most important strategies for assisting youth in making a positive transition to adulthood. For 37 years, Partners for Youth with Disabilities has empowered youth with disabilities to reach their full potential by providing transformative mentoring programs, youth development opportunities, and inclusion expertise. PYD is home to the National Disability Mentoring Coalition (NDMC) which aims to raise awareness about the importance and impact of mentoring in the lives of people with disabilities and to increase the number and quality of disability mentoring programs around the country. The poster will take a deep dive into the NDMC’s Dinah F.B. Cohen DREAM Fellowship Program as a promising model for college students with disabilities. Past projects will be featured, to highlight the fellowship structure and to gain knowledge from the contributions of past fellows. 

Faculty Perceptions and Experiences Relating to Working with Online Students with Disabilities

Zoann Murphy, MPH, National University, ORCID iD:  0000-0002-9531-0938
Tara Lehan Ph.D.,  National University , ORCID iD:  0000-0001-9041-0553
Lisa St. Louis Ph.D., MEd,  National University , ORCID iD: 0000-0003-3575-1026
Vera Dolan Ph.D.,  University of Toronto, ORCID iD:  0000-0002-3240-3598

Philips et al. (2012) found that 54% of online instructors at one brick-and-mortar university offering online courses reported that they either did not have or were not sure they had the knowledge, technology, and support to handle student requests for online accommodations. However, the extent to which their findings are institution-specific is unknown. The purpose of this research was to examine the perceptions and experiences of faculty members relating to working with students with disabilities at a completely online university. Several themes emerged, including (a) faculty member’s emotional experience, (b) requirement to comply with laws, (c) desire to promote equity, (d) more time and effort required, (e) need for more information, knowledge, and training, and (f) roles (of students, faculty, and the university). These themes will be included, as will implications for future faculty training, teaching practices, and research directions.

Motivating Expanded Learning Experiences for Inclusive Adult Learning Groups: the ARTS Instruction Model© in Action

Pamela Lindsay EdE/CI, University of Phoenix

Content for this poster will include an overview of original research including the perceptions of adult learners of intellectual disability (ID) who experienced the addition of a specific motivational model to an existing classroom instructional model targeting developmental skill-building. Attendees will learn about resultant themes involving perceived connections, support, and recognition as important factors in student motivation and sustainment of concept learning. The poster will also provide tools for providing innovative experiences for adult learners with ID who have not previously had equitable access to lifelong higher education options. Cross-over applications of learned strategies include tools for other applications such as staff training and living lab experiences. Recommendations present a guide for the addition of inclusive, collaborative instruction in existing course work and the development of collaborative programs on the college campus toward increasingly innovative, equitable, lifelong special higher education options for all members of the community.

Spectrum Living Learning Community: Addressing Barriers to Support for Students on the Spectrum

Joshua Page, Texas A&M University

The Spectrum Living Learning Community (LLC) is a non-fee-for-service program for autistic students living on campus at a large public research university. Founded in 2018, the service will be transitioning away from the LLC format in Fall 2023. The poster presentation will provide a retrospective on strengths and weaknesses of the program and how those will be addressed moving forward.  We specifically explore the paradox of exclusion and inclusion in on-campus provisions for students with disabilities. The poster provides insight for AHEAD members interested in autism and support networks.

Reflections from a DSS Newbie: Could high school SpEd services inform DSS best practices for students with ASD?

Ronen Sebag MA, Utah State University

In my seventeen years of experience teaching and guiding high school students with mild disabilities, students with ASD usually required weekly guidance and support in at least two areas: 1) coaching and monitoring executive functioning skills, and 2) training with self-advocacy skills. These supports, among others, were usually written into the students’ IEPs. However, we know legal mandates shift from IDEA to ADA/504 at the college level. Yet, one of the aspects of DSS that has inspired me the most over the last few months in my current role is the leeway for expert judgment that DSS professionals have in making decisions, with the room we have to “think outside the box (of legal mandates).” This poster focuses on how we can adjust and fit at least some of what works well for students with ASD in high school into higher education and effectively transfer that to DSS practices. 

The Dropout Cycle & Disability Support: The Impact of Refocusing on Learning Outcomes 

Katherine Threadgold (nee Hamilton), Glean

More than 55% of students with disabilities will never finish their degree in the US. Studies show that the most common trigger for dropout in the first 2 years of college is what students learn about their academic performance. We call this the ‘dropout cycle’: as academic obstacles persist, performance declines, leading to lower self-confidence, poorer engagement, and soaring stress. For students with disabilities academic obstacles can be more acute, setting the cycle in motion at a faster pace. What if we could help break the dropout cycle? Working with 1200 students, we explored how refocusing on learning outcomes ahead of using a notetaking accommodation can help learners to identify common obstacles and strategies for effective learning. 

Making Computer Labs Accessible to Students with Disabilities: An Accessibility Checklist 

Lyla Crawford, DO-IT, University of Washington

When it comes to a department of computer science, computer engineering, or information technology, the vision is simply equal access. Everyone who qualifies to take courses within your department and anyone who is qualified to teach them should be able to do so. AccessComputing’s Accessibility Checklist can help guide faculty and administrators in making their computing department more accessible.

Building Community: Collaborating with Students to (Re)Create a Disability Support Group

Matthew Hoekstra, University of Minnesota, Morris
Elissa Harris, University of Minnesota, Morris

This poster will provide an example of our experience with the (re)creation of a student club/organization that began to support and normalize the experience of students with disabilities. We will identify the challenges we faced, the steps we took, the lessons we learned, and the perspectives of the students involved.

Understanding Transitions for Disabled Students from Secondary to Post-Secondary Education Using Ecological Systems Theory

Rachel Sheppard, MA, Brock University

This poster will examine the barriers disabled students face when accessing higher education from secondary to post-secondary and discuss recommendations to combat barriers in transition planning. Transition planning is essential for disabled students to access accommodations in higher education. Recent changes have been proposed by the Government of Ontario in Canada to improve transitions for disabled students by working to remove barriers (Government of Ontario, 2021). This poster will examine the recommendations from the Government of Ontario’s proposal, along with literature on a systems approach to transition planning, this mixed-methods explanatory sequential design research aims to understand disabled students' experiences of transition planning from secondary to post-secondary education and if disabled students believe the recommendations proposed will sufficiently reduce barriers in students’ transitions. This poster will outline themes from the results of the research and recommendations students believe would assist them in transition planning. 

Perception of Universal Design of Learning in Online Higher Education

Amanda Bailey BEd, M.ADS, Brock University

The application and analysis of online education has been growing in higher education (Gasevic et al., 2015). The students with disabilities (SWD) population face unique challenges in online education and transiting to online education has changed these challenges (Mullins & Mitchell, 2022). One inclusive education paradigm, Universal Design for Learning (UDL) has been found to be the best practice for inclusive learning in contemporary education (CAST, 2018). Further research is necessary to address the use and barriers of UDL in online higher education (Fleet & Kondrashov, 2019). Through the analysis of virtual focus groups, this poster aims to explore faculty members' and SWD perspectives and previous experience with UDL in online higher education. Additionally, the barriers SWD and faculty members face when using and implementing the UDL guidelines will be discussed. Concrete recommendations for creating an inclusive online learning environment will be shared. 

College to Career: Preparing Students to go from the Classroom to the Workplace

Allison Frees-Williams, M.S., University of Illinois

The University of Illinois is one of the few Disability Resources with its own Career Services offices.  We have developed a 4-year plan to prepare students to enter the workforce and be confident in knowing what they need and how to ask for it.  This poster will highlight some of the topics we cover each year when working with students that are registered for our services.

STEM Tactile Support for Students who are Blind/Visually Impaired

Kevin Beato Ed.M., Niagara County Community College
Mark Voisinet M.S., Niagara County Community College

This poster will describe how the disability office at a community college worked alongside campus faculty and staff to provide a comprehensive and supportive learning environment for students who are blind or have low vision to complete their Human Biology requirement. Presenters will showcase the multi-faceted learning environment of tools and resources utilized initially in Spring 2022 to provide students with equal access. 

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