2025 Concurrent Sessions

Wednesday, July 16

Thursday, July 17

Friday, July 18

AHEAD is committed to creating an accessible and sustainable conference experience. Part of that includes providing conference materials for participants to download, upload, or print before the conference. Handouts will not be distributed on paper during the conference. 
 
When available, a hyperlink to the session materials is below each session description. Not all sessions will have materials. Please contact the presenter(s) directly regarding session materials. Session materials are also available in the conference mobile app.

Block 1: WEDNESDAY, JULY 16, 11:00 am – 12:30 pm

1.01: Access vs. Compliance in the Physical/Built Environment

 
Gabriel Merrell, Oregon State University
Jennifer Murchison,  Murchison Consulting

Location: Windows (I.M. Pei Building, Second Level)
 
A big challenge when it comes to the work we do is explaining the differences between “compliant” versus “accessible." The presenters will define the somewhat abstract concept of "program access" and talk through the opportunities and challenges of the major aspects of your college’s physical environment, including department offices, classrooms, events, and programs, with a focus on how to create systemic opportunities to improve accessibility. Many times, particularly when it comes to facilities, we may be told something is “compliant” and doesn’t need to be adjusted, even in the design stage. By learning the differences using abstract and concrete examples, participants will discuss and come away with ideas to advocate for more flexibility and creativity in designing for access and inclusion, not just compliance. The session will define how to work with partners within the institution, to gain and use relational power to prioritize efforts to maximize institutional change.
 

1.02: Transformative Tech: Navigating Emerging Technology Trends on Campus as a Disability Professional

 
Rachel Kruzel, Texthelp

Location: Director's Row E (Plaza Building, Lobby Level)
 
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. 
 

1.03: Determining and Implementing Clinical Accommodations: Strengthening Confidence as a Health Science Disability Professional

 
Matthew Sullivan Ph.D., Washington University in St. Louis
Grace Clifford MA. Ed., David Geffen School of Medicine at UCLA
Kathleen Mullins MSW, Northwestern University

Location: Governor's Square 15 (Plaza Building, Concourse Level)
 
Health science programs present complex learning environments with distinct access challenges. This interactive session will explore effective strategies for implementing disability accommodations across didactic instruction, lab-based learning, and clinical placements. Participants will gain a foundational understanding of key legal frameworks, including the ADA and Section 504, and learn how to evaluate and revise technical standards and policy language to promote access and inclusion—without compromising program integrity. Using real-world case scenarios and group activities, attendees will develop practical strategies and communication tools to support students with disabilities from enrollment through clinical experiences. Participants will leave equipped tools to navigate institutional barriers and build collaborative partnerships among disability services, faculty, and clinical sites—advancing equal access while maintaining essential program standards.
 

1.04: Shared Responsibility: Fostering Student Accountability within Accommodations in Higher Education

 
Mandie Greiwe, Purdue University
Scott Howland, University of Notre Dame

Location: Grand Ballroom (I.M. Pei Tower, Second Floor)
 
This session explores how fostering a culture of accountability enhances disability accommodations in higher education, with an emphasis on empowering students to actively engage in their roles. Recognizing that students bring diverse backgrounds and understanding of responsibility, we’ll discuss strategies to help them navigate the accommodation process, understand their responsibilities, and communicate effectively. Participants will learn best practices for establishing clear expectations, fostering open communication, and distinguishing between student advocacy and activism. The session will also address common barriers—such as reluctance, misunderstandings, and procedural inconsistencies—and offer solutions for building a supportive, collaborative environment across campus. The presentation includes best practices for disability resource professionals across varied institutional settings—from small liberal arts colleges to large research universities - while accounting for unique aspects of campus culture that influence accessibility. 
 

1.05: The "Hot Mess of Harmfulness": How Imposter Phenomenon Thwarts High-Achieving Professionals/Teams

 
Margaret Camp MEd, Clemson University
Katie Krieger MA, CAGS, UNC Wilmington

Location: Governor's Square 16 (Plaza Building, Concourse Level)
 
Over 70% of people report experiencing ‘imposter syndrome’ at some point in their careers. Occurring when high-achieving professionals have distorted, negative self-perceptions that affect productivity and performance, it is most commonly seen in highly-intelligent, driven individuals with challenging jobs in fast-paced environments. In recent years our workplaces have become frenzied with increases in accommodation requests that are more urgent and nuanced than ever before. We have seen stress levels increase and coping skills decrease, alongside waves of angry parents, insistent administrators, faculty pushed to their limits, and high levels of staff burnout and demoralization. Amidst the swirling challenges of an increasingly difficult career, it is common for leaders to identify imposter syndrome in themselves and their staff. We will explore signs of imposter syndrome, 5 different types of imposter syndrome, proven methods to combat it, and how to use it as a competitive advantage to motivate ourselves and our teams. 
 

1.06: Dual Enrollment: Parents, Pitfalls, and Processes

 
Meri Faulkner M.A., Spartanburg Community College
Teressa Eastman M.B.A., Butler Community College
Michelle Mitchell M.Ed., CRC, Lehigh Carbon Community College 

Location: Plaza Court 4 + 5 (Plaza Building, Concourse Level)
 
As the landscape of higher education continues to evolve, dual enrollment programs have gained popularity, particularly in community colleges and two-year institutions. However, these programs come with unique challenges and concerns, particularly for parents navigating the transition. This interactive session will explore the complexities of dual enrollment, focusing on parental perspectives, confidentiality issues, and the legal frameworks governing these programs. Key topics will include understanding dual enrollment vs. concurrent enrollment, legal frameworks (IDEA, ADA), confidentiality and FERPA, courses taken in the high school vs. courses on the college campus, the process of identifying dual enrollment students, and modification vs. accommodation. Participants will engage in discussions and activities designed to enhance understanding and identify best practices for supporting students and families and dual enrollment contexts.

1.06 Resources:

 

1.07: Neurodiversity Means Belonging: Coaching, Advising, and Mentorship for Access and Equity

 
Teal Van Dyck, Hampshire College
William Syldor-Severino M.Ed, Hampshire College
Griffin Leistinger M.P.P.A., Hampshire College, University of Massachusetts Amherst
Parker Farthing M.Ed., Hampshire College

Location: Governor's Square 14 (Plaza Building, Concourse Level)
 
As accessibility services and academic support professionals, we often encounter students navigating vulnerable moments of growth and challenge. When talking with neurodivergent students, our responses can mean the difference between developing long-lasting relationships of trust or becoming another person that “just doesn’t get it”. Join us for a conversation between practitioners, researchers, and advisors about neurodiversity-affirming and trauma-responsive coaching, advising, and mentorship practices. During our time together, we will draw on critical disability studies, disability justice, and transformative justice frameworks to deepen our understanding of what it means to be a neurodivergent and/or neuroqueer student living in a world that was not built with you in mind. Together, we’ll strategize about bringing the work home through an expanded toolkit for consulting with colleagues and supporting student access beyond assimilation. 
 

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

 
Bree Callahan M.Ed., University of Washington
Kaela Parks, Portland Community College
Edina Rutland, San Jose City College
Mary Lee Vance Ph.D., California State University, Sacramento
Jennifer Billeci, University of California, Davis

Location: Director's Row J (Plaza Building, Lobby Level)
 
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, Oregon, and Washington. The California presenters will share information related to statewide efforts, while the Oregon and Washington 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.
 

1.09: Lessons From the Field - The Practitioner Year in Review

 
Ian Kunkes Ed.D, EdPros, LLC
Spencer Scruggs M.S., The University of California, Los Angeles
Charnessa Warren Ed.D., The University of Chicago
Korey Singleton Ph.D., ATP, RE, George Mason University
Charles Weiner, Esq., The Law Office of Charles Weiner

Location:  Governor's  Square. 11 (Plaza Building, Concourse Level)
 
Join us to learn from and engage with these experienced professionals addressing key developments from the 2024/25 academic year. We will touch upon the most salient and pressing trends in housing accommodations, academic adjustments, evolving student needs, digital accessibility, and campus engagement during 2024-25. This session is valuable for all professional levels seeking to understand current trends and share practical solutions. Participants will leave with concrete strategies from peers facing similar challenges, contributing their own experiences through facilitated discussions and collaborative problem-solving exercises focused on the most pressing issues facing our field today.
 

1.10: Maximizing UDL Buy-In to Jumpstart Faculty Implementation

 
Yasminda Choate M.S., M.Ed., Seminole State College
Deanna Miles M.D., Seminole State College
Emily Helft M.Ed., Ed.S., Landmark College Institute for Research and Training

Location: Director's Row H (Plaza Building, Lobby Level)
 
Engaging faculty in Universal Design for Learning (UDL) can be challenging, especially when it's misperceived as extra work for the benefit of only a few students. In this interactive session, we'll focus on a combination of UDL's 2.0 to 3.0 goal change (spoiler alert--it still benefits both faculty and students!) and share proven strategies for obtaining faculty buy-in to the UDL mindset and motivating them to implement UDL in their courses. In this session, hear from faculty about their own perspectives as well as insights from AHEAD 2024's "Making the Sale: Garnering Buy-In from Faculty for UDL." We'll explore how collaborative communication, interactive professional development, and sensitivity to faculty concerns can bridge the gap between disability professionals and faculty. Through hands-on practice with real-world scenarios, participants will leave with actionable strategies—both what has worked and what hasn’t—that they can apply within their own institutions.

1.10 Resources:

 

1.11: Accommodation Review Teams: Consistency and Equity for Students; Efficiency and Lower Risk for Staff

 
Cory Voss M.Ed., University of Idaho
Amy Taylor LMSW, North Idaho Community College
Katelyn Gash B.A, University of Idaho
Julia Gorman M.Ed., Boise State University
Natalie Reiners MC, CRC, Boise State University
Destiny Dranginis B.A., Boise State University
Jeneba Hoene, University of Idaho

Location:  Governor's Square 10 (Plaza Building, Concourse Level)
 
Have you ever been unsure if the accommodation you are considering for a student is appropriate? Accommodation review teams composed of experienced personnel within the disability office can be a tool to combat uncertainty and increase consistency in accommodation determinations. In this session, three schools will present how they approach gathering group feedback within their offices when considering more complex accommodation determinations. Attendees will gain insights into the criteria considered, the steps involved in the review, and how they ensure that every student’s needs are thoughtfully addressed. Additionally, they will discuss the appeal process for students who seek further clarification or reconsideration of their accommodation decisions, ensuring consistency for internal and external reviews and reducing risk for escalated grievances. Join these institutions to learn how they utilize in-house expertise to support their diverse student bodies! 
 

1.12: Proactive Tools and Strategies for Effective Sign Language Interpreting Services

 
Latoya Dixon M.Ed, ORCID iD, National Deaf Center
Lauren Kinast Ed.D., National Deaf Center
Kate Lewandowski MS, National Deaf Center
Vanessa Molina, National Deaf Center

Location: Governor's Square 17 (Plaza Building, Concourse Level)
 
This interactive session offers a decision-making framework for disability service professionals managing sign language interpreting services for deaf students. Drawing from technical assistance inquiries and campus interactions, presenters will guide participants through a framework to identify evidence-based outcomes and solutions. The model helps participants proactively approach interpreting situations and pivot effectively when necessary. Emphasizing each component of the framework, the session focuses on decision-making for interpreting services. Attendees will leave equipped with tools and resources to provide effective, student-centered services at their institutions.
 

1.13: 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

Location: Tower Court A (I.M. Pei Building, Second Level)
 
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. 
 

1.14: Empowering Educators with AI: Enhancing Classroom Learning and Accessibility Services

Mike Sauter, Saddleback College
Brian Trager, National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology

Location: Governor's Square 12 (Plaza Building, Concourse Level)

How are college faculty and staff leveraging AI to transform classroom learning and support? We will showcase innovative AI applications, from personalized learning experiences to improved accessibility for students with disabilities. We'll examine how AI tools are customizing educational content to meet individual student needs. Additionally, we'll highlight the role of AI-powered chatbots in addressing unique challenges in supporting and teaching students with disabilities. Through interactive discussions, participants will identify their own classroom challenges or opportunities where AI can make a meaningful impact. You'll be introduced to “prompt engineering” — the art of effectively communicating with AI to achieve optimal results. 
 

1.15: Threading the Access Needle: Supporting Disability Inclusion in Professional Graduate Programs

 
Carleigh Kude, Stanford University School of Medicine
Jessica Kench, University of San Francisco
Daniel Nuss, University of the Pacific
Jon McGough, University of California, San Francisco

Location: Director's Row I (Plaza Building, Lobby Level)
 
Facilitating access in professional schools requires intentional expertise: in-depth understanding of program competencies, professionalism norms, licensure requirements, and sensitivity to the high stakes relationships between students and their evaluators. Concerns about how accommodation frameworks change between academic and workplace can't be overlooked. This session, comprised of panel storytelling and small group discussion, will highlight novel approaches to supporting professional programs, conducting competency-specific reasonability determination processes, centering disabled student access, and promoting inclusion as a principle that straddles both education and industry. This session is highly recommended for disability professionals working with medicine, law, education, and business administration schools. 
 

1.16: Next LEVEL Accessible Adventures: Planning and Partnering for Off-Campus Leadership and Learning

 
Kayla Concannon MS, OTR/L, CBIS, Villanova University
Gregory Hannah MA, Villanova University
Connor Hayes BA, Villanova University

Location: Tower Court D (I.M. Pei Building, Second Level)
 
Accommodations are an educational right, but accessible adventures are what our disabled alums cite as some the most transformative parts of their college journeys. Over the past 15 years, our programming has evolved from exploring our neighborhood, to local daytrips, regional overnights, and weeklong service trips far away. Disability service professionals often go beyond our job descriptions, and “travel agent” might be a surprising challenge. You are the best person at your school to prioritize the health and safety of your students through the logistics of an off-campus itinerary, including transportation, lodging, meals, medication, equipment, partners... and the unexpected. Learn from our stories as we brainstorm your own accessible adventure.
 

1.17: Research Year in Review: An Overview of Recent Postsecondary Disability Research in 90 Minutes!

 
Adam Lalor Ph.D., Landmark College
Katherine Aquino Ph.D., St. John's University
Emily Tarconish Ph.D., University of Illinois
Chris Parthemos Ph.D., Virginia Commonwealth University
Rick Bryck Ph.D., Landmark College

Location: Plaza Court 2 + 3 (Plaza Building, Concourse Level)
 
“I just don’t have time!” This is a response that many members of the Research Knowledge and Practice Community (KPC) hear when we ask our colleagues if they read a recent article on postsecondary disability…and we get it! In an effort to support our AHEAD colleagues, this session will provide a review of the research on disability and postsecondary education from the last year in just 90 minutes! The Research KPC has curated an overview of research articles and will emphasize implications for practice. Attendees will have the opportunities to ask questions of the presenters related to the research.

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Block 2: WEDNESDAY, JULY 16, 2:00 pm – 3:00 pm

2.01: Serving Students with Disabilities at the University of California - A Systemwide Report

 
Cynthia Davalos Ph.D., University of California, Office of the President
Pablo Reguerin Ph.D., University of California, Davis
Stephen Sutton Ed.D., University of California, Berkeley

Location: Plaza Court 2 + 3 (Plaza Building, Concourse Level)
 
This session will describe the process for charging a systemwide workgroup of students, faculty and staff across 10 campuses to review the success and well-being of students with disabilities and the institutional response and readiness for serving students with disabilities. The session will go over how the workgroup organized itself and wrote the report. The report’s recommendations will be reviewed, as well as progress to date made by campuses and the system. Attendees to this session will receive a blue-print for doing similar work, either campus or systemwide, and will gain insight from the lessons-learned by the co-chairs as they wrote and delivered the report.
 

2.02: Introduction to Digital Accessibility

 
Jessica Stone M.S., CRC, LPC, University of North Texas
Brandi Levingston Ph.D., CRC, Virginia Commonwealth University

Location: Governor's Square 12 (Plaza Building, Concourse Level)
 
Digital Accessibility is a journey and we are all constantly learning new ways to make our websites, marketing materials, public-facing platforms, and other digital content more accessible. Many times new professionals entering this space need to learn the foundation of digital accessibility, and this is the best time to learn as this opportunity for new(er) professionals enables them to develop these practices from the start! This workshop will provide an overview about what digital accessibility is, who it benefits (everyone!), a high-level overview of digital accessibility practices, and then a step-by-step interactive tutorial on the basics of making content accessible. Participants are encouraged to bring their laptops for this interactive, hands-on session.
 

2.03: Campus Collaborations: Drafting and Implementing a "Service Animal in Research Labs" Policy

 
Jamie Bojarski Ph.D., Vanderbilt University

Location: Director's Row I (Plaza Building, Lobby Level)
 
Most US universities have language stating service animals should be permitted anywhere on campus, except where the animal would pose a direct threat to the health or safety of others. What happens when a student requests a service animal to be permitted in one of the spaces academics has deemed to be unsafe? This presentation will showcase a student request for a service animal in a research lab at an institution that (at the time) did not have a policy to assess lab spaces for service animals. The presenter will walk attendees through the steps the university took to make a determination, the information learned during a simultaneous OCR complaint, and the policy that came from the original request. Attendees will then have an opportunity to think, discuss, and note how possible changes could happen on their campus. 
 

2.04: Ableism in Higher Education

 
Marisa Kofke Ph.D., SUNY Brockport 
Jessica Sniatecki Ph.D., CRC, SUNY Brockport
Jennifer Ashton Ph.D., SUNY Brockport

Location: Governor's Square 15 (Plaza Building, Concourse Level)
 
This presentation will assist participants in understanding ableism as a form of oppression, identifying its presence at our institutions and the ways that this may impact faculty, staff, and students. Utilizing a Disability Studies lens and promoting the experiences of disabled faculty and students, the presentation will focus on definitions of ableism and observations of ableist attitudes on higher education campuses. Participants will also explore cultural understandings of disability, examine how society and institutions of higher education continue to replicate ableism, and identify ways to make our college communities more inclusive of all bodies and minds. We will explore how ableism manifests in a pervasive lack of accessibility in physical, social, and digital spaces and identify campus resources, including spaces, that may offer needed support for students and faculty navigating these challenges and help contribute to their success and persistence at our institutions. 

2.04 Resources:

 

2.05: A Beginner’s Guide: Strategies for Building a Manageable and Meaningful Assessment Plan

 
Davis Wilson M.Ed, East Carolina University
Paul Harwell Ph.D, East Carolina University

Location: Governor's  Square 10 (Plaza Building, Concourse Level)
 
This presentation will provide attendees with basic knowledge for understanding assessment and application for making informed, data-driven decisions. Assessment can be a scary thought, especially if there is little to no assessment history, or if the disability office is only one person. No matter whether you are early in your career, or a seasoned disability professional, assessment is a tool that should be used. The presenters will share their experiences of crafting a new assessment plan for the 2024-2025 academic year and discuss lessons that can help anyone get started on their own plan. Through exploring the past year’s assessment redevelopment, presenters will discuss how assessment has affected office processes, partnerships with faculty and students, and helped leverage resources at their institution. This presentation will allow attendees to identify resources and strategies to use for assessment and develop areas of focus where assessment can be applied in their own offices.
 

2.06: 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

Location: Governor's Square 16 (Plaza Building, Concourse Level)
 
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.
 

2.07: Going Upstream to Help Neurodivergent Students Make Informed College Choices: A Free Resource

 
Lee Burdette Williams Ph.D., College Autism Network
John Caldora, M.Ed., Dartmouth College
Jan Coplan M.Ed, Landmark College
Matt Gunter, Routine Success and Inclusive Academia
Karen Krainz Edison MSW, LISW, Ohio State University Nisonger Center
Alex Morris-Wood, M.S., Franklin Academy
Emily Raclaw MS, LPC, CRC, ASDCS7, 
AJ Richard MA, State of New Mexico Public Education Department
Mindy Thornton MA, MAC, AADC, Marshall University
Sara Vogt Ph.D., University of Wisconsin-Whitewater
Jastyn Wallace, MSW, LISW, Ohio State University

Location: Director's Row E (Plaza Building, Lobby Level)
 
One of the best predictors of college success is college readiness. But too often, students' families are unprepared to assess the student’s readiness for the challenges of transitioning to life and learning as a college student. This is particularly true of autistic students who comprise a wide range of skills and support needs that might or might not fit well with independent college life. To help identify which characteristics might predict a positive outcome, we worked with over 50 autism support program leaders on a survey of characteristics that may predict (or hint at) success. We turned this into the College Readiness Checklist, offering it to campus professionals to share with prospective students and their families. Using this checklist can lead families to important conclusions about the college decision process. The presenters will be a panel of autism support professionals who contributed to the survey and will share their insights. 
 

2.08: 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

Location: Plaza Court 4 + 5 (Plaza Building, Concourse Level)
 
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. 

2.08 Resources:

 

2.09: AHEAD's Governmental Advocacy Work: What's the Latest in DC?

 
Terri Lakowski Esq., Active Policy Solutions
Jason Marmon Esq., Active Policy Solutions

Location: Silver (I.M. Pei Building, Mezzanine Level). From the Plaza, take Tower elevators to floor 2. Exit elevator and head away from escalator. Past the stairs, take the ramp. At the top of the ramp, take the elevator in the left corner to the mezzanine level. Silver is around the corner to your left.
 
Join AHEAD’s government affairs team to learn about AHEAD’s policy work in Washington, DC. This session will provide details on what AHEAD has been advocating for within the current Congress and Administration and review AHEAD’s policy priorities and agenda. 
 

2.10: "Marketing" Your Office: Let's Give Them Something to Talk About

 
Kristie Orr Ph.D., Texas A&M University
Ashley Brickley, University of Missouri

Location: Windows (I.M. Pei Building, Second Level)
 
Are disability issues and accessibility being talked about on your campus? Do the challenges of being a disabled student get as much attention as those of other marginalized groups? On many campuses, the answer to these questions is “no.” The presenters will share their experiences and specific examples of promoting visibility of barriers for disabled students and the importance of accessibility on two college campuses. Participants will also be encouraged to share stories from their own campuses as we learn how we can continue to work toward a culture of accessibility on our campuses.

2.10 Resources:

 

2.11: 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

Location: Director's Row H (Plaza Building, Lobby Level)
 
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. 
 

2.12: The Disability Office's Role in Supporting Survivors of Power-Based Violence: A Collaborative Approach

 
Joe Tiner M.Ed., Colorado State University
Victoria Benjamin-Banks M.A., Colorado State University

Location: Tower Court A (I.M. Pei Building, Second Level)
 
We know that power-based violence is an unfortunately common occurrence in the college population, and the trauma stemming from it is highly impactful to student experiences. For example, 1 in 3 college women will experience sexual violence during her educational journey. This session will explore the ways in which disability services professionals can incorporate elements of trauma-informed care into their practice as a way to support survivors of power-based violence. Additionally, this session will cover how to use collaborative partnerships and accommodations can be used to better support survivors. 
 

2.13: Importance of Disabled Student Leadership Opportunities

 
Beth Roland M.A., C.A.G.S. School Psychology, Santa Fe College
Amy Rutherford LCP-MHSP, ACS, University of Tennessee at Chattanooga 

Location: Tower Court D (I.M. Pei Building, Second Level)
 
This presentation explores the transformative impact of creating leadership opportunities for disabled students through a crip theory lens, emphasizing the nuanced interplay between disability, identity, and community perceptions. Involving students in leadership roles challenges stereotypes and fosters a more inclusive environment. These roles empower students to embrace their identities and transition from self-advocacy to broader activism. By participating in leadership, students gain skills, confidence, and a platform to share their experiences, becoming agents of change. This shift enhances visibility for disability, cultivates empathy, and reshapes societal attitudes, promoting a more equitable community for all. Audience members will brainstorm how to increase student leadership opportunities through an interactive think, pair, share activity at the end of the presentation. 
 

2.14: Enhancing Campus Inclusion and Belonging for Students with Disabilities

 
Jenny Seighman LSW, University of Pittsburgh
Jen Thompson M.Ed., University of Pittsburgh

Location: Governor's Square 11 (Plaza Building, Concourse Level)
 
Join us in this session aimed at enhancing the sense of belonging and inclusion on campus. Research reveals that students often feel excluded and disconnected from the campus community, which can lead to a sense of stigma and isolation. We will explore strategies to bridge this gap, including outreach, office procedure improvements, and programming initiatives. Disability resource offices, regardless of size or budget constraints, can make a substantial difference in students' inclusive experiences. Learn how outreach efforts can connect students to valuable resources, challenge stigmas, and foster collaboration across campus departments. Discover how revised office procedures can streamline accommodation processes and communication, ensuring students can access support efficiently. Finally, explore various programming ideas designed to foster connections and support, from de-stress events to career workshops. Attend this session to empower your campus community and promote a more inclusive environment for all students. 
 

2.15: Enhancing Equity: Innovative Onboarding Practices for New Hires Focused on Disability Rights

 
Crystal Waters , Piedmont Community College

Location: Director's Row J (Plaza Building, Lobby Level)
 
This interactive workshop will explore innovative onboarding practices designed to enhance understanding and implementation of disability rights within higher education institutions. Participants will engage in collaborative discussions and hands-on activities that promote equity and inclusion for new hires, focusing on the unique needs of traditionally marginalized groups. The session will equip attendees with actionable tools and strategies to create an inclusive onboarding experience that addresses current issues in disability rights. By fostering a culture of respect and understanding from day one, institutions can better support diverse perspectives and enhance their commitment to social justice. Join us to gain inspiration and practical resources that will empower you to transform your onboarding processes and promote equity in your workplace.
 

2.16: Academic Re-engagement for College Students with Mental Health Conditions

 
Derek Malenczak Ph.D., CPRP, LCADC, Rutgers University
Chelsea Cobb LHMC, Boston University

Location: Governor's Square 14 (Plaza Building, Concourse Level)
 
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.
 

2.17: Two Staff and 1600 Students? No Problem! Leading From the Middle in a Medium Sized Private University

 
Zach McDowell Ph.D., University of Tampa
Amy Apicerno Ed.D., University of Tampa

Location: Governor's Square 17 (Plaza Building, Concourse Level)
 
How does a small disability services office ensure compliance and a positive student experience at a mid-sized southeastern private university? By being creative with staffing models and team culture, frantically building relationships with faculty and navigating a reactive institutional hierarchy. Through the perspective of middle managers and the lens of adaptive leadership, this session explores the necessity in achieving faculty buy-in, building bridges with faculty governance, and strategically working with executive leadership.

Block 3: WEDNESDAY, JULY 16, 3:30 pm – 5:00 pm

3.01: Advancing ADA Title II Compliance: Three Schools' Action Plans for Digital Content Accessibility

 
Korey Singleton Ph.D., ATP, RET, ORCID iD, George Mason University
Bree Callahan M.Ed., University of Washington
Sean Poley, Miami University
Naomi Martinez-Jones M.A., George Mason University

Location: Governor's Square 14 (Plaza Building, Concourse Level)
 
With the looming ADA Title II digital accessibility requirements taking effect next year, institutions across the country are scrambling to develop and implement sustainable strategies to meet the new requirements. In this session, leaders from Miami University (Ohio), George Mason University, and the University of Washington will each share their approaches to campus-wide planning and governance, leveraging enterprise resources (e.g., accessibility checkers, LMS tools, etc.), and building buy-in (e.g., working with leadership, campus messaging, etc.). Whether you are just getting started or well into your digital accessibility journey, you will learn practical insights and strategies to use on your own campus, to bring it into compliance with the new regulations. 
 

3.02: Anticipate, Respond, Act: Hot Topics in the Fields of Assistive Technology, Alt. Media and Digital Accessibility

 
Rachel Kruzel ATP, Texthelp
Ann Knettler Ed.D., GrackleDocs

Location: Plaza Court 2 + 3 (Plaza Building, Concourse Level)
 
Professionals who work within the Disability Resource Office, both in technical and non-technical roles, face a new reality each academic year as the result of the changes to our work, issues we have to find solutions for, and new legalese we’re responsible for supporting. This session will focus on the key hot topics within our field and our campuses as it relates to technology, accessible course content and digital accessibility. Topics such as artificial intelligence, the Title II regulations, and other timely topics will be focused on; based on the key issues of our field evident in the summer of 2025. Through facilitated discussion, along with guidance from two tech industry experts, participants will gain tangible takeaways to bring back to their campus. Professionals will leave ready to support and address these and other challenges commonly faced as they prepare and head into the next academic year. 
 

3.03: Health Science Fieldwork Accommodations, From Large Public Universities to Small Liberal Arts Schools

 
Julie Olson Rand MEd, NIC, University of Minnesota-Twin Cities
Hannah Oldenburg Ed.D., OTR/L, BCPR, University of Minnesota
Tamra Trenary OTR/L, OTD, Mayo Clinic
Ginny Green OTD, OTR/L, St. Catherine University

Location: Governor's Square 16 (Plaza Building, Concourse Level)
 
Navigating the accommodation process within healthcare fields can be tricky. Classroom accommodations do not always easily translate into the fieldwork setting. Academic fieldwork coordinators and fieldwork educators make up additional members of the educational team and can be leveraged as informed members of students’ support systems. This interactive workshop will help attendees learn how to build collaborative relationships between program faculty and disability services offices to best support students from classroom to fieldwork and beyond! Using an OT program at a large public and a small private liberal arts university as comparisons, our presenters will share how their collaborative approach has worked and what steps to implement on your campuses. Presenters will provide a recommended timeline and recommended stakeholders for partnering with healthcare programs, and allow attendees to connect with peers around solutions. A recently published article by the workshop presenters will also be made available to participants. 
 

3.04: Disabled Cleansing, Rights and Identity: Why Remembering History Matters

 
Mary Lee Vance Ph.D., California State University, Sacramento
Paul Grossman J.D., Retired, U.S. Department of Education Office of Civil Rights
Lisa Yates MS.Ed, Ph.D. , ORCID iD, Moreno Valley College

Location: Governor's Square 15 (Plaza Building, Concourse Level)
 
Beginning in 1883, the United States Eugenics movement sanctioned the forced sterilization of disabled individuals. Later, viewed as expendable under Hitler’s regime, ethnic groups and others considered to be socially undesirable, including disabled individuals, were murdered during one of the most devastating genocidal periods in history. These government policies have had an enduring effect that still negatively impacts American society and disability culture today. Join us as we explore the discriminatory practices, laws and biases that influence current disability identity, inspires the work we do, and fuels our purpose in the 21st century disability justice movement. Come participate in a robust discussion about how past discriminatory policies, philosophies and practices still pervade western views of privilege, perfection and power, impacting intersectionally marginalized students today. 
 

3.05: Accommodations and Adult Students and Online Learning? Oh My!

 
Kelly Hermann M.S.Ed., University of Phoenix

Location: Governor's Square 10 (Plaza Building, Concourse Level)
 
Just like the lions and tigers and bears that Dorothy, the Scarecrow and the Cowardly Lion thought they heard in The Wizard of Oz, these three words or phrases can evoke a fearful reaction from some in disability services. But they don't have to! Come to this session to learn how one leading institution in online learning for adult students approaches accommodations under both Title IX and ADA/504 for a student population that can be a little tricky to serve. We'll pull back the curtain to share the tips and tricks that help us meet our students along the yellow brick road.
 

3.06: Getting in the Door: Barriers and Facilitators of Access to the Disability Resource Office

 
Aaron Spector, West Chester University

Location: Governor's Square 17 (Plaza Building, Concourse Level)
 
This interactive forum presentation encourages practitioners to reflect on their current practices and dream up service models that create a more inviting and equitable intake experience for students who may face the most challenges in seeking support. Drawing on real life case studies as well as Disability Studies literature, the presentation illuminates the ways that professional practices are often rooted in unconscious bias and can be changed to create a more welcoming culture. As disability service practitioners, we seek to remove barriers to access on campus, and the place to begin is with an examination of our own policies and procedures. The resulting changes can redefine access on our campuses and have life-changing impacts for students.

3.06 Resources:

 

3.07: Come to Your Senses! The Importance of Collaboration for Neuro-Inclusive Spaces

 
Amy Rutherford LPC-MHSP, ACS, University of Tennessee at Chattanooga
Emily Raclaw M.S., LCP, CRC, Marquette University
Sara Sanders Gardner, Bellevue College
Sandy Calvert Ph.D., Florida Southern College
Amanda Koester, Florida Southern College

Location: Director's Row I (Plaza Building, Lobby Level)
 
Neurodivergent and autistic students often encounter barriers to full participation in campus life, from inaccessible events and spaces to systemic challenges in academic and social settings. This interactive workshop will explore strategies for fostering inclusion through Universal Design, sensory-friendly initiatives, and collaborative campus partnerships. Presenters, representing decades of combined experience in neurodiversity programming and disability services, will guide participants in identifying common barriers to accessibility, engaging campus stakeholders, and implementing practical, low-cost changes that create meaningful impact and promote a feeling of belonging among all students. Attendees will engage in hands-on activities, discussion, and problem-solving to develop actionable strategies for their institutions. The session will highlight real-world examples, including the development of sensory spaces, faculty collaborations, and student-centered initiatives that promote access and belonging.

3.07 Resources:

3.08: Creative College Transition Programs for Underrepresented Populations

 
Bryan Dallas Ph.D., CRC, LCPC, Northern Illinois University
Omobolanle Wunukén, Northern Illinois University
Carol Krueger Ed.D., Hardin-Simmons University
Camilla Flagg, University of Maryland Eastern Shore
Jessica Chittams M.Ed., University of Maryland Eastern Shore
Sara Stille B.A., Hardin-Simmons University

Location: Tower Court D (I.M. Pei Building, Second Level)
 
The transition from high school to college is not easy for any student, but for some students with disabilities there are additional challenges and barriers. Come hear how an HBCU, a small, private, faith-based university, and a large, public institution created novel programs to ease the transition for the students they serve and leave with ideas for your own school!
 
- Navigate: A Transition-Focused Leadership Program for Students of Color
During a summer full of student intakes with incoming freshmen with disabilities, a common theme was noted--students and their families appeared unprepared for the upcoming transition to the higher education environment. Due to this identified need, Navigate took off. The presenters will walk through the 6-week itinerary such as Claiming Your Seat (Week 2: Communication in Conflict) and Baggage Claim (Week 5: Identifying Barriers). Book your ticket! We will see you there.  
 
- College and Me (CAM): Serving Neurodiverse Students Through Campus Collaborations
Through a collaborative effort with the Office of Disability Services, the Speech-Language Pathology (SLP) graduate program created an exciting new initiative for neurodiverse students in a small, private university. The CAM program is designed to help neurodivergent undergraduate students build connections/relationships inside and outside the classroom through the promotion of self-advocacy and self-determination. 
 
- Huskies BELONG: A STEM-focused Transition Program and College Freshman Experience
The Huskies BELONG (HB) program is a yearlong college transition program serving students with disabilities entering their senior year of high school. The program begins with a spring orientation, followed by a 5-day summer residential immersion program. In the fall, participants are offered an opportunity to complete an Essential Employability Skills online course, participate in NIU STEM Fest, and work with the HB team to apply to the postsecondary institution of their choice. 

3.08 Resources:

 

3.09: How to Improve Your Disability Resource Center Housing Accommodations Process – A Mini Workshop

 
Jessiemarie Voigt MPH, University of Louisville

Location: Director's Row H (Plaza Building, Lobby Level)
 
This presentation will serve as a mini-workshop; Attendees will have the opportunity to consider the application of process improvement strategies in real-time. An overview of the 3-year process of improving housing accommodations will be intertwined throughout this session, and attendees will be asked along the way to reflect on their processes and invited to share and reflect with colleagues. The goal is that participants will walk away with an actionable step to address at least one 'pain point' in their current Housing Accommodation process. 
 

3.10: Students at Risk of Self-Harm: Effective Strategies for Disability Professionals

 
Ali Martin Scoufield, Cleveland State University
Grace Clifford, David Geffen School of Medicine at the UCLA

Location: Governor's Square 12 (Plaza Building, Concourse Level)
 
Disabled college students have higher rates of suicidal ideation than non-disabled students (Eissenstat, et al), and we know there are unidentified/undisclosed students who are struggling in silence unaware of eligibility for disability support. Understanding the complex needs of students with mental health based disabilities and developing disability-centric supports and training “could provide opportunities for earlier intervention through referrals or connections with university counseling services” (Eissenstat, et al, p. 175). Presenters for this session will outline strategies for disability professionals to maintain professional boundaries while building skill sets to support and refer students with ongoing suicidality, develop institutional partnerships designed to address students before, during, and after crisis, and emphasize the value of centering disabled experiences when designing campus resources.
 

3.11: 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

Location: Grand Ballroom (I.M. Pei Tower, Second Floor)
 
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 necessary 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.

3.11 Resources:

3.12: Coaching Students Through Academic Struggle

 
Christina Fabrey M.Ed., PCC, BCC, Virginia Tech University
Jodi Sleeper-Triplett BA, MCC, BCC, JST Coaching and Training

Location: Windows (I.M. Pei Building, Second Level)
 
It is common for students to experience academic struggle in college, even if they never have before. Luckily, coaching skills can help! Disability resource professionals may not have time to provide the level of academic support students need. The good news is that disability professionals can help identify the core of the student’s struggle and more effectively help their students by connecting them with the right campus resources to meet their needs. From using active listening skills to helping students to build awareness or using growth mindset language, there are effective ways to help. Weaving coaching skills into student meetings can help them to discover what is getting in the way of their success and address their academic struggles with greater confidence and self-reliance. In this session, participants will learn and practice how to utilize coaching skills to foster a thoughtful conversation to address academic concerns while encouraging follow-through. 

3.12 Resources

3.13: Which Way Should I Go: Intersections Impacting Two-Year and Community College Students

 
Becky Kile MSW, LSW, Cedar Crest College
Everett Deibler M.A., J Badger Consulting, Lehigh Carbon Community College
Michelle Mitchell M.Ed., CRC, Lehigh Carbon Community College

Location: Director's Row J (Plaza Building, Lobby Level)
 
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; how does our unique institutional philosophy support and/or hinder this process? 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.

3.13 Resources:

 

3.14: Bridging the Gap between College and STEM Careers

John Macko, National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology
Brian Trager, National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology
Theresa Johnson, DeafTEC at Rochester Institute of Technology

Location: Tower Court A (I.M. Pei Building, Second Level)

 
The transition from college to career isn’t always easy. However, internships and co-op positions can help college students – especially those in STEM areas – gain much-needed experience in real-world settings. It also gives employers an opportunity to know potential career employers as they look to expand their workforce. The panelists, representing disability professionals, employers, and former co-op students, will discuss topics related to transition to employment and accessibility in STEM careers.
 

3.15: Improving Outcomes for Deaf Students by Addressing Barriers and Strengthening Systems

 
Vanessa Molina MA, National Deaf Center
Kate Lewandowski, National Deaf Center
Latoya Dixon, National Deaf Center
Lore Kinast, National Deaf Center

Location: Plaza Court 4 + 5 (Plaza Building, Concourse Level)
 
A significant barrier to postsecondary achievement for deaf students is pervasive and systemic negative attitudes within college systems. Dismantling these systems requires dialog. This session will explore the attitudinal barriers that deaf people face on college campuses. Drawing on theories, we will highlight the importance of focusing on the implicit level of change—conceptualized as misconceptions—to achieve meaningful transformation. Participants will engage in conversations to examine the many layers of obstacles faced by different deaf students that can impede postsecondary achievement. Ultimately, this session aims to increase awareness of the lived experiences of deaf college students and provide strategies to address them to pave the way for a more accessible college experience.

3.15 Resources:

 

3.16: Framing and Engaging in the New Accessibility Mindset for Higher Education

 
Katherine Aquino Ph.D. ,ORCID iD, St. John's University
Adam Lalor Ph.D., Landmark College
Emily Tarconish Ph.D., University of Illinois Urbana-Champaign
Emily Helft, Landmark College

Location: Director's Row E (Plaza Building, Lobby Level)
 
Significant events have impacted institutions of higher education, and there is no doubt that students, faculty, administrators, staff, and institutional stakeholders have felt this disruption. While disruption may create confusion and temporary chaos, it also allows for the opportunity for transformation and renewal. While there is still room for growth, recent events, including the COVID-19 pandemic, the presence of generative AI, and soci-political activism, also created the opportunity for positive promotion and continued commitment toward accessibility initiatives in the higher education setting. This panel discussion will explore how higher education can no longer ignore issues of accessibility nor revert to previous, antiquated, and discriminatory policies and discuss steps that disability resource professionals can take to build toward a higher education that goes beyond compliance.
 

3.17: 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
Valerie Hamilton, Independent Consultant

Location: Governor's Square 11 (Plaza Building, Concourse Level)
 
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. 

Block 4: THURSDAY, JULY 17, 10:00 am – 11:15 am

4.01 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

Location: Grand Ballroom (I.M. Pei Tower, Second Floor)
 
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. 
 

4.02: The Top 12 Barriers in Digital Accessibility: An Introduction to Remediating Common Problems

 
Judith Risch J.D., Ph.D., Grand River Solutions
Rob Carr, Web AIM

Location: Governor's Square 14 (Plaza Building, Concourse Level)
 
Whether your institutions is private, public, small, large, 2-year, or 4-year, digital accessibility is something to pay attention to. No matter your structure, your digital presence cannot discriminate against people based on their disability. This session is aimed at those without a technical background, who need a basic understanding of common barriers to digital accessibility. It will cover the top areas where digital properties can be problematic for many different users with disabilities. WebAIM conducts a regular survey of screen reader users asking them a number of questions. This survey provides a wealth of information about barriers. This session will talk about the top 12 issues that have appeared on the WebAIM survey consistently for the last 15 years. Recognizing these issues provides a road map for a nontechnical person to follow when supporting an institution’s accessibility journey. 

4.02 Resources:

 

4.03: 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

Location: Director's Row E (Plaza Building, Lobby Level)
 
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. 
 

4.04: Navigating Initial Meetings with Students: A Workshop for Newer Disability Resource Professionals

 
Nathan Rider M.E, Loyola University Chicago
Grace Hunter M.S., Loyola University Chicago

Location: Governor's Square 11 (Plaza Building, Concourse Level)
 
Initial student appointments are essential in exchanging information and establishing trust between the disability resource professionals (DRP’s) and students who are new to the accommodations process. With such a brief amount of time granted to assess accommodation requests, however, these initial conversations can be daunting and even awkward at times, especially for professionals who are transitioning into the DRP role. This presentation and subsequent workshop will offer insight and practical advice to new professionals in the field who are interested in strengthening their conversations and intake process with new students. The first portion of the presentation will feature two professionals new to the disability services field who will share how they facilitate meaningful conversations in initial accommodation meetings. In the second portion, the workshop will provide participants with an opportunity to collaborate using simulations and real-life examples that will enhance individual practices and understanding of the interactive process. 
 

4.05: Transforming Orientation and Training for Graduate Instructors and Teaching Assistants

 
Jossette Bailey M.A., Purdue University

Location: Tower Court D (I.M. Pei Building, Second Level)
 
The number of graduate students serving as instructors and teaching assistants for introductory courses continues to rise, with many of them teaching for the first time. Disability resource offices are vital in preparing them to support students with disabilities. In this session, we will consider the diverse backgrounds of our graduate student populations and how their experiences shape their cultural and legal understanding of disability. We will assess the programming currently offered by our offices, identifying gaps in orientation and training for these instructors and TAs. Attendees will gain insights into the vital role of graduate students in supporting our students, along with actionable steps to enhance our orientation and training initiatives, ultimately fostering a more inclusive learning environment for all students. Through participant polls, collaborative engagement, and brainstorming activities, join us in this vital conversation to empower graduate students in their teaching roles and enhance support for undergraduate learners.
 

4.06: Strength in Unity: Cross-Institution Collaboration for Small and One-Person Offices

 
Nicole Mucica Ed.D, SUNY Brockport
Jordan Raine, Buffalo State

Location: Tower Court A (I.M. Pei Building, Second Level)
 
This session will explore the power of collaboration in higher education, focusing on building networks of support among higher education disability service providers. Presenters from two SUNY Colleges, who met through their own collaboration, will share strategies for fostering meaningful connections across institutions. Participants will complete a pre-survey to assess their current networks and needs before engaging in small group discussions and networking opportunities with peers. We will discuss the importance of building strong, sustainable networks to enhance services for students with disabilities, offering practical tips for creating and maintaining these essential partnerships. This session is ideal for professionals looking to expand their collaborative efforts and increase their impact, particularly those in small or one-person offices.

4.06 Resources:

 

4.07: If the Shoe Fits… The Intersectionality of Disability and Diverse Populations in Higher Education

 
Julie Rasmuson B.S., York College of Pennsylvania
Ritamarie Trippett M.S., York College of Pennsylvania

Location: Governor's Square 10 (Plaza Building, Concourse Level)
 
This session will explore the intersectionality of disability and diverse populations by examining a holistic approach that acknowledges the unique barriers and obstacles these individuals face, such as cultural stereotypes, gaps in access, and lack of resources in Higher Education. Using a strength-based approach, we can focus on each person's resilience and abilities. Recognizing intersectional needs means enhancing access to resources and raising awareness of the challenges faced by diverse groups, fostering a more inclusive environment where everyone has an equal opportunity to succeed academically and personally. Note: this session will use a digital interactive application for scenario-based learning and self-reflection. If you choose to engage in interactive activities, please bring your cell phone, tablet, or laptop. This approach is designed to engage participants effectively and create accessibility for individuals from all backgrounds. 
 

4.08: Accommodations Unlocked! Partnering with Faculty for Student Success

 
Stephen Loynaz PH.D., ADAC, Florida International University

Location: Windows (I.M. Pei Building, Second Level)
 
As service providers, our passion for supporting students with disabilities can sometimes create tension when others disagree with an accommodation request. Yet, it’s essential to remember that faculty and institutions are also our partners. This presentation focuses on building these partnerships by understanding faculty needs and how they intersect with supporting our students. Through storytelling and principled negotiation, we’ll explore common challenges in disability services and discuss strategies to open conversations, generate options, and find solutions that help students thrive. This approach not only supports students’ academic journeys but also builds valuable alliances with faculty, fostering more inclusive learning environments. To wrap up, you’ll have a chance to practice negotiation skills with real-life scenarios, enhancing our collaborative efforts in creating positive outcomes for all.
 

4.09: Empowering Success in Higher Education: Inclusivity for Students with Intellectual Disabilities

Misty Vetter Parsley Ph.D., Lipscomb University
Clare Papay Ph.D., Think College, Institute for Community Inclusion, UMass Boston
Michelle Mitchell M.Ed., CRC, Lehigh Carbon Community College

Location: Governor's Square 12 (Plaza Building, Concourse Level)
 
As higher education institutions strive to create inclusive environments, understanding the unique needs of students with disabilities is essential. This session aims to explore innovative practices and programs that enhance access and success for students with all types of abilities, with a particular focus on students with intellectual disabilities. These initiatives create an enriching educational experience for the whole campus community where all can thrive academically and socially. We will discuss effective strategies, share successful models, and engage participants in meaningful dialogue about fostering inclusive educational experiences.
 

4.10: Redefining Roles: Cultivating Positive Parental Participation in Students' Transition to College

 
Brenda E. Avilés, Collin College, University of North Texas 
Jill Strawbridge MSW, Collin College

Location: Governor's Square 16 (Plaza Building, Concourse Level)
 
Explore the complex dynamics of navigating parental involvement as students transition from high school to college. We will discuss the multifaceted nature of parental involvement, addressing the need to balance power dynamics and foster positive collaboration. Will offer proactive tools to reshape parental perceptions about the role of disability resource professionals. Discussions will focus on disabled students with dual enrollment, behavior-related functional limitations, communication disorders, and learning disabilities who often rely on significant levels of parental involvement— a well-intentioned but complex relationship that is sometimes misunderstood and can inadvertently conflict with the independence that college aims to promote. Through interactive discussions and strategic toolkits, participants will learn methods to ensure that parental involvement supports rather than hinders student autonomy, preparing all involved for a positive transition to college readiness and independence.
 

4.11: Improve Math: Understand Processing Deficits’ Effects on Learning, Accommodations, and Substitutions

 
Paul Nolting Ph.D., State College of Florida and University of South Florida
Aimee Stubbs Ed.S., Broward College

Location: Director's Row I (Plaza Building, Lobby Level)
 
Disability offices are being asked to explain how processing deficits and disability groups such as SLD, ADHD, TBI, PTS, Intellectual Disability, Language Impairment, and Autism affect math learning. Appropriate accommodations and course substitutions are based on processing deficits. However, the Chronicle of Higher Education recently published an article questioning the number of student accommodations. Based on research, this workshop will explain how processing deficits and disability groups affect math learning to validate appropriate accommodations and substitutions. Also, discussed will be students who may need tutoring for math co-requisite course accommodations in the LRC or Math Lab. We will conclude with a review of educational accommodations, testing accommodations, study/testing strategies, course substitution policies, new OCR rulings and cases studies. Group discussions, demonstrations, and questions will occur during the presentation. Participants will leave with ready-to-use information and new skills.
 

4.12: Three Truths and One Lie. Housing Accommodations: Lions, Requirements, PCA’s, Oh My!

 
Jenna Gonzalez Ed.S., University of Florida
Sonia Badesha MRC, CRC, University of South Carolina
Jamie Bojarski Ph.D., Vanderbilt University
Barclay Bentley M.Ed., CRC, Auburn University

Location: Plaza Court 2 + 3 (Plaza Building, Concourse Level)
 
Come join us as we discuss current trends and policies for accommodating Emotional Support Animals (ESAs) and Personal Care Attendants (PCAs) in on-campus housing, defining eligibility and procedural requirements to ensure equitable access for students with disabilities. By aligning with federal regulations and the institution’s commitment to inclusivity, these practices address the growing demand for support while fostering a welcoming and accessible environment. Establishing clear guidelines will minimize ambiguity, support effective assistance for students, and balance the needs of the campus community. Within this engaging presentation, the presenters will address current gaps in housing accommodations, enhance clarity, and ensure consistent application across institutions. 

4.12 Resources:

 

4.13: From Barriers to Bridges: Transforming Campus Climate for Accessibility and Belonging

 
Jessica Stone M.S., CRC, LPC, University of North Texas
Randalynn Johnson M.S., University of North Texas

Location: Director's Row H (Plaza Building, Lobby Level)
 
In today's higher education landscape with significant increases in students with disabilities accessing disability services, creating an accessible campus environment is crucial for student access, student success and institutional excellence. This presentation will explore the importance of developing campus-wide collaborations to enhance accessibility and foster a sense of belonging for all students, with a particular focus on students with disabilities. The presenters' campus has gone through a huge shift in terms of responsiveness of the entire community to accessibility and they are excited to share this transformative process with AHEAD. The presenters will share the steps that their University took to cultivate a culture of shared responsibility for access and belonging, providing participants with actions they can take upon returning to their institution. This presentation will also have opportunities for participants to share what has worked at their campuses, and conclude with a Q&A portion.
 

4.14: Deaf and Hard of Hearing Students in STEM Majors – A Discussion Session

 Pam Francis, National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology
John Macko, National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology
Mike Sauter, Saddleback College
Brittany Taylor, National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology
Brian Trager, National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology
Marcia Kolvitz, DeafTEC National Visiting Committee

Location: Director's Row J (Plaza Building, Lobby Level)

What works…what doesn’t? When working with deaf and hard of hearing students in STEM programs, how can disability office staff and faculty work together to offer an accessible learning environment? Knowing that “one size doesn’t fit all,” this discussion session will look at a variety of issues such as using assistive technology in laboratory/hands-on settings, managing access services in block schedules, and utilizing partnerships and collaborative relationships. Time will be available to address audience questions and discuss their experiences in addressing student access in STEM programs.
 

4.15: Avoiding the Eject Button: Strategies for Leading in Disability Resources During Challenging Times

 
Spencer Scruggs M.S., ORCID iD, University of California Los Angeles
Grace Clifford M.A.Ed., University of California Los Angeles

Location: Plaza Court 4 + 5 (Plaza Building, Concourse Level)
 
It’s no secret that the work of disability resource professionals has gotten significantly more challenging and taxing. Leaders of disability offices now find themselves managing both the changing landscape of accommodations while also balancing growing demands from their staff and colleagues for support and expertise. While it can be easy for leadership to just hit the eject button when they’ve had enough, there are strategies one can employ when facing these challenging leadership demands. In this session, the presenters will explore how to stay aligned with best practices in the field and find a sense of groundedness amongst the chaos in moments that seem impossible to surmount. Attendees will engage in table-top action planning with real-life scenarios of leadership challenges in disability offices to practice these skills and connect with colleagues around shared experiences.
 

4.16 Collaborations: College Disability Office, Vocational Rehabilitation, and Disabled Students

 
Dan Darkow M.S., Miami University (OH)
Tom Webb, Wright State University
Amanda Feaster Ph.D., Kent State University
Jenifer Montag Ed.D., ORCiD, National Center for College Students with Disabilities (NCCSD)
Janice Mader, M.Ed., CRC, Program Administrator Postsecondary and Ohio College2Careers and Opportunities for Ohioans with Disabilities

Location: Governor's Square 17 (Plaza Building, Concourse Level)
 
Disabled college students on college campuses are a varied population. Some connected with Vocational Rehabilitation (VR) during high school. Others have not heard of, nor have connected with the VR office. Under WIOA, VR and high schools are to provide pre-ETS services to high school students, but to a varied degree of success (NTACT:C, 2024). Come hear about one state’s initiative to develop stronger connections through college disability office and VR collaboration – including embedded VR counselors on college campuses. Through an engaging panel of current college disability professionals who work with embedded VR counselors on their campuses, attendees can hear about the challenges, the successes, and ask how the attendees can implement collaborations on their campuses. Take away tips and techniques that college disability professionals can implement on their campus to strengthen supports for their students, even if they don’t have a VR counselor on their campus.

4.16 Resources:

 

4.17: Grounded Practice: Guiding Principles for Making Decisions Regarding Access and Accommodations

 
Melanie Thornton M.A., University of Arkansas, Partners for Inclusive Communities

Location: Governor's Square 15 (Plaza Building, Concourse Level)
 
As professionals working at the intersection of disability and higher education, we often find ourselves feeling pressure to keep up with the latest court cases and OCR guidance, which sometimes can feel contradictory or overwhelming to the layperson. Do we have to be so reliant on all of these individual decisions to provide access and avoid discrimination? Is it possible to instead operate from guiding principles that keep us consistent with the intention of the ADA and other civil rights laws? In this session, we’ll start by looking at a set of guidelines that make up the basic foundation of the civil rights laws those cases are based on. We’ll then use those guidelines to analyze some scenarios and determine the best course of action that will provide genuine and meaningful access for students while also keeping the institution consistently in compliance with the law.

Block 5: THURSDAY, JULY 17, 11:30 am – 12:30 pm

5.01: Emergency Planning: Are you Prepared?

 
Emily Singer Lucio M.A., University of Maryland
Gabe Merrell M.S., Oregon State University

Location:  Governor's Square 10 (Plaza Building, Concourse Level)
 
What is your campus doing to be inclusive of people with disabilities in your emergency planning? This presentation will provide data from the session we did in 2024, sharing what people found to be the most valuable and useful information they took away from that session and how they implemented it. The presentation will include information for those new to this topic along with real life examples of how people took information from 2024 and implemented it on their campus. There will be more interaction to hear from others about what they were able to implement and how they did it.
 

5.02: Stocking Your Toolbox: How 1Ed Tech's Accessibility Rubric Helps Disability Services Providers

 
Kelly Hermann M.S.Ed., University of Phoenix

Location: Tower Court A (I.M. Pei Building, Second Level)
 
Vetting the educational technology tools, content and resources that your institution may purchase to ensure their accessibility can be a complicated process, especially for small disability services offices who don't have personnel with the technical expertise. In an effort to lighten the load and reduce duplicative work, 1Ed Tech developed an accessibility rubric to share the load of evaluating educational technology for accessibility. During this session, we'll use case studies, small group discussion and games to demonstrate what the rubric is, how it works and how disability services folks can leverage it to create more inclusive learning environments for their students without adding additional staff with technical expertise. 
 

5.03: 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

Location: Governor's Square 15 (Plaza Building, Concourse Level)
 
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.
 

CANCELLED (But included in next week's Virtual Conference) - 5.04: Supporting Students with Intersecting LGBTQ+ and Disabled Identities

 
Kat Nic, M.Div., Ed.S., University of Michigan

Location: Director's Row H (Plaza Building, Lobby Level)
 
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. 
 

5.05: Accommodations Beyond the Borders: Academic and Housing Accommodations Abroad

 
Jenna Gonzalez Ed.S., University of Florida
Barclay Bentley M.Ed., CRC, Auburn University

Location: Director's Row J (Plaza Building, Lobby Level)
 
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. 
 

5.06: The 5 I’s : Building a Comprehensive Student Access and Success Team

 
Carrie Williams M.A., East Texas A&M University
Heaven Dunn B.S., East Texas A&M University
Yensina Reese B.S., East Texas A&M University

Location: Director's Row E (Plaza Building, Lobby Level)
 
This session explores the 5 I’s (intentional, innovative, integrative, intervening, implementing) of building a comprehensive Student Access and Success Team serving students holistically in the higher education environment. As practitioners in the field of higher education, we are often accustomed to building the plane and flying it at the same time. This session will provide you with a framework of how to structure and implement a 5-I team approach to meeting your diverse student needs through scenario-based learning with real-life examples of the good, the bad, and our collectively learned experiences. 
 

5.07: Executive Function Support: Helping Higher Ed. Professionals Drive Neurodiverse Student Success

 
Brandon Slade Ed.S., Untapped Learning

Location: Windows (I.M. Pei Building, Second Level)
 
In this session, we will explore research-based strategies for supporting neurodiverse students in higher education by improving their executive function skills. Participants will gain practical tools and techniques to help students develop routines, improve organization, and advocate for their needs. We will discuss how executive function skills can be a predictor of academic and life success and share insights on how disability services professionals can implement these strategies to support student achievement. Through real-world examples and actionable takeaways, attendees will leave equipped to better support neurodiverse students and drive success across diverse learning environments.

5.07 Resources:

5.08: Improving Access for Blind, Visually Impaired and Print-Disabled Students: A Campus Accessibility Partnership Model

 
Clayton Copeland Ph.D., University of South Carolina
Allison Reisz, University of Southern California

Location: Silver (I.M. Pei Building, Mezzanine Level). From the Plaza, take Tower elevators to floor 2. Exit elevator and head away from escalator. Past the stairs, take the ramp. At the top of the ramp, take the elevator in the left corner to the mezzanine level. Silver is around the corner to your left.
 
Blind, Visually Impaired and Print-Disabled (BVIPD) students are an historically underserved population. The Campus Accessibility Partnership (CAP) Model, which builds upon the Request, Remediation, Delivery, Retention and Sharing (RRDRS) Service Framework identified by Butler, Adler, and Cox (2019) can facilitate collaborations among BVIPD students, disability offices, academic librarians, and instructors to increase the access of accessible academic material. The authors will provide practical solutions for implementing the CAP Model, including specific ways BVIPD students, instructors, disability offices, and academic libraries can implement key steps in the RRDRS Framework. Case studies highlight successful implementation of the CAP Model. Attendees will be asked to identify ways in which the CAP Model exists or can exist at their institutions and positively impact equitable access to education for BVIPD students. At the end of this session participants will be able to apply the CAP model at their individual institutions. 
 

5.09: Regulatory Crystal Ball

 
Judith Risch J.D., Ph.D., Grand River Solutions

Location: Governor's Square 14 (Plaza Building, Concourse Level)
 
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.
 

5.10: Student Disclosure of Disability in Higher Education

 
Jennifer Randhare Ashton Ph.D., SUNY Brockport
Marisa Kofke Ph.D.,  SUNY Brockport
Maria Timberlake Ph.D., SUNY Cortland
Jessica Sniatecki Ph.D., CRC. SUNY Brockport

Location: Director's Row I (Plaza Building, Lobby Level)
 
Our research explored the concept of disclosure and what it means to students with disabilities in higher education. We used an exploratory qualitative methodology with in-depth semi-structured interviews and narrative analysis to address the research question: How is disclosure interpreted and experienced by disabled students? Participants reported many factors that influenced their decision to disclose their academic and personal needs, which included embracing their disability identity, advocating for access to accommodations, and managing feelings of stigma. Several reported that accommodations made them feel secure even if they did not use them. Analysis also showed that disabled students do a lot of emotional labor to cultivate positive relationships with professors and peers to ward off ableist assumptions about their ability to do university-level work. Attendees will discuss scenarios about how support for students with disabilities could be strengthened using a social model to view the students’ needs and provide accommodations. 
 

5.11: Low Effort, Big Impact: Disability and Career Service Collaborations Preparing Disabled Students for Work

 
Heather D. Evans Ph.D. ORCID iD, University of Washington
David Parker Ph.D., Gregory S. Fehribach Center at Eskenazi Health
Larry Markle, Gregory S. Fehribach Center at Eskenazi Health
Travis Hyde, University of Washington

Location: Governor's Square 12 (Plaza Building, Concourse Level)
 
This presentation will describe practical approaches to building partnerships across campus services that promote better employment outcomes for college graduates with disabilities. Disability professionals can provide critical support with limited effort to shape more “disability informed” career services at their institutions. The presenters will share highlights from a Community of Practice model refined on nine campuses in the midwest, now being piloted at a west coast university. Join us to learn what prior studies have shown, and leave with concrete strategies for leveraging campus resources to provide disabled college students with invaluable job skills, training on requesting workplace accommodations, and self-determination tools that increase their employment success. Audience members will be invited to share their own experiences doing similar work to crowdsource additional strategies that can improve the persistent gap in employment outcomes of college graduates with disabilities.
 

5.12: Game On! How Academic Coaching Engages and Empowers Students with Disabilities!

 
Nicole Mucica Ed.D., SUNY Brockport

Location: Plaza Court 4 + 5 (Plaza Building, Concourse Level)
 
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.
 

5.13: Access+: Establishing a Center to Foster Inclusion and Belonging for Students with Disabilities

 
Ulises Mendoza M.A., University of Colorado Boulder
Jack Elkins Nesheim B.S., University of Colorado Boulder

Location: Governor's Square 17 (Plaza Building, Concourse Level)
 
Embracing the diversity within our student population, the University of Colorado Boulder is dedicated to fostering a sense of community and belonging for all students. Disability Services is proud to introduce Access+, a newly transformed disability cultural center designed to address the distinct challenges faced by students with disabilities on campus. The planning process began with the development of a comprehensive proposal that outlined the vision, goals, and anticipated impact of Access+. Leadership support was instrumental in advocating for the project's approval. Participants will explore the planning and collaborative processes behind the establishment of Access+ through small-group discussions and a toolkit of practical strategies, identifying actionable steps to create similar supportive environments at their own institutions. 

5.13 Resources:

5.14: Meeting the Disabled Student Veteran Where They Are: A Roundtable Discussion

 
Michael Sauter, Saddleback College
Theresa Johnson, DeafTEC at Rochester Institute of Technology

Location: Governor's Square 16 (Plaza Building, Concourse Level)
 
Student veterans continue to face challenges related to service-connected disabilities that impact their classroom experiences. Understanding a student veteran's connection to military culture is crucial when addressing acquired disabilities and learning. We invite you to join us in a discussion about evolving demographics and changing needs of the student veteran population and integrating campus disability offices with veteran centers to provide comprehensive support during their transition into the classroom, including strategies for faculty to enhance student success. By addressing these areas together, our aim is to create a more supportive environment that promotes the success of student veterans in higher education.
 

5.15: The Jedi Path: Best Practices in Mentoring New Professionals

 
Katherine MacDonald Ed.D, Randolph-Macon College
Jennifer Murchison M.A., Murchison Consulting

Location: Plaza Court 2 + 3 (Plaza Building, Concourse Level)
 
As our field is blessed with an influx of new professionals with a plethora of different experiences and backgrounds, how do we best support them? How do we help them meet office, institutional, and personal goals and be the best leaders and mentors we can be? This interactive session focuses on how to best support, lead, and mentor new processionals in the field and, as a byproduct, learn and develop our own leadership skills. Whether you’re supervising one student worker or a large team of professional staff, we hope you will leave this discussion-based, self-reflective session with new ideas on how to best support your new staff member(s) and continue to develop your mentoring skills.  

5.15 Resources:

5.16: 50 First "Intakes": Strategies and Considerations for Meeting with New Students

 
Alexander Mazzeo, University of Southern California

Location: Governor's Square 11 (Plaza Building, Concourse Level)
 
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.

5.16 Resources:

 

5.17: Action Over Words: Disability Allyship in Higher Education

 
Morgan Thompson Ph.D., George Mason University
Jamilah Anderson M.Ed., George Mason University
Jennifer Torrance M.Ed., George Mason University

Location: Tower Court D (I.M. Pei Building, Second Level)
 
Disability resource professionals are increasingly charged with advancing access, equity, and inclusion on their campuses. An emerging component of this charge is to increase the availability of educational opportunities for campus community members; one approach to meeting this need is through promoting the idea (and related practices) of disability allyship. Therefore, the purpose of this presentations is to describe a process used to (a) develop an authentic definition of disability allyship in higher education and (b) use this definition to create corresponding educational opportunities around allyship at our university. After providing an in-depth description of our approach to advancing allyship education on our campus, we will share lessons learned along the way and invite attendees to identify implications for their institutional settings.

5.17 Resources:

Block 6: THURSDAY, JULY 17, 2:00 pm – 3:30 pm

6.01: 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

Location: Plaza Ballroom (Plaza Building, Concourse Level)
 
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.

6.02: Leading in Times of Uncertainty, A Panel Discussion

 
Chris Stone Ed.D., Washington University in St. Louis
Justin Hiniker, Ed.D., Colorado State University Pueblo
Katherine MacDonald Ed.D., Randolph-Macon College
Edina Rutland, Ph.D., San Jose City College
Michael Southern, University of Cincinnati

Location: Grand Ballroom (I.M. Pei Tower, Second Floor)
 
The world—and the world of higher education—is in the midst of an intense and dramatic era of adjustment, and whether ultimately you may view this as encouraging or damaging, many of these previously unfathomable changes have led to significant turbulence for our profession, leaving leaders uncertain of the path ahead. For some individuals, the effects are deeply troubling (either personal or professionally) and the uncertainty only heightens this reaction, leading many toward paralysis of analysis. However, it’s insufficient to succumb to the stasis. “It’s ok to feel many things at once, including uncertainty.” (Gottman Institute). Proactive leaders are anticipating further resource reductions and yet-to-be-imagined mandates that will continue to change the higher education landscape, and lives of our colleagues and the students served by our institutions. Join this session as a panel of seasoned professionals from various institution types discuss their approaches to navigating the situations we know, the situations we foresee, and the unknown. “When you have exhausted all possibilities, remember this: you haven’t.” (Thomas Edison).

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Block 7: THURSDAY, JULY 17, 4:30 pm – 5:30 pm

7.01: Pregnancy: When is it Section 504/ADA and When is It Title IX?

 
Blaze Bowers J.D., Grand River Solutions
Crystal Coombes, Grand River Solutions
Judith Risch, J.D., Ph.D., Grand River Solutions
Location: Grand Ballroom (I.M. Pei Tower, Second Floor)
 
This session discusses the intersection between ADA/504 and Title IX. It is well established that pregnancy itself is not a disability under the ADA or Section 504; however, Title IX has created its own set of accommodation-like requirements called “supportive measures.” Since there are still many misunderstandings regarding the lines between disability and pregnancy, the services are often misunderstood and may lead to confusion and possible due process concerns. The roles of Disability Services and the Title IX Coordinator will be included in the discussion.

7.01 Resources:

 

7.02: With New Technology Comes New Responsibility: Collaboration to Increase Student Success

 
Farah Robles MSW, ADAC, Florida Atlantic University
Clara M Fleites M.Ed., Florida Atlantic University
Location: Governor's Square 12 (Plaza Building, Concourse Level)
 
With new technology comes a need for accessibility offices to create dynamic collaborations. This presentation will discuss the collaboration of the assistive technology coordinator and the accessibility specialist's process on determining appropriate technologies, innovative accommodations, and problem-solving complex cases. The presenters will utilize real-life case scenarios to discuss the benefits, challenges, and nuances of using technology in the disability field. 

7.02 Resources

7.03: Breaking Barriers: Empowering Graduate Health Science Students with Disabilities for Success in School and Beyond

 
Nathaly Desmarias, Florida International University Herbert Wertheim College of Medicine
Stephen Loynaz Ph.D., ADAC,  Florida International University
Location: Director's Row J (Plaza Building, Lobby Level)
 
Navigating the accommodation process for new diagnoses poses significant challenges for graduate, and particularly health science and medical students, especially as they transition from academic strategies that once secured their admission into professional school. This session explores a student-centered approach designed to support professional students in seeking accommodations during their training and provide guidance and resources for seeking accommodations for board exams. Participants will pair up and think about how their institutions work with health science graduate students and share how to incorporate components from the presented model to create or enhance a highly supportive and inclusive environment for students. By fostering these environments, institutions can empower health science graduate students with newly diagnosed or minimally explored disabilities and improve outcomes for all learners, creating a more equitable and supportive learning experience in graduate education.
 
 

7.04: 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
Location: Plaza Ballroom (Plaza Building, Concourse Level)
 
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 accommodation, accommodation implementation, space management, assistive technology, and other testing related items. Presenters will share their experiences and data, while opening many topics for conversation.
 

7.05: Drawing Insight from Learning Analytics: How to Utilize Data to Improve Student Support Services

 
Beverly Neu Menassa M.A., M.Ed., LPC-S, Dallas College
Tracie Lowe Ph.D., Dallas College
Brittany Frazier B.S.W., Dallas College
Location: Governor's Square 14 (Plaza Building, Concourse Level)
 
Is it important to know the persistence, retention, and completion rates of your students? This presentation will provide insight into success metrics that may challenge the perspective that if students with disabilities have equal access, success is not a responsibility of your office. The presenters will show you how to view and use your students’ academic progress, demonstrate how to enhance data literacy to assist with funding requests and explain how to foster a departmental culture of data-driven decision making. Finally, they will engage you with interesting scenarios to promote learning, and they will briefly demonstrate how Power BI turns complex data into actionable information that guides decision-making and goal setting.
 

7.06: Proactive Strategies for Preparing for and Navigating an OCR Investigation or Program Review

 
Melissa Flores J.D. and Ph.D. Candidate, Jordan School District, Higher Education Compliance Partners, LLC
Jenna Atkinson MLS, Higher Education Compliance Partners, LLC
Location: Director's Row H (Plaza Building, Lobby Level)
 
This session is designed to equip higher education administrators, compliance officers, and legal counsel with the essential tools and strategies to proactively prepare for and navigate an Office for Civil Rights (OCR) investigation or program review. By understanding the OCR’s role, investigation processes, and key areas of compliance (Title IX, ADA, Section 504, etc.), attendees will learn best practices for responding to inquiries, preparing documentation, and addressing potential findings. Emphasis will be placed on proactive compliance measures to prevent issues before they arise and maintain institutional integrity during any OCR reviews.
 

7.07: Bring College Autism Expertise to Your Campus Community!

 
Matt Segall Ph.D., Emory University
Location: Windows (I.M. Pei Building, Second Level)
 
All of our institutions of higher education are enrolling autistic learners. While the college environment is an excellent fit for many students who possess strong passions for specific content areas alongside creative and innovative minds, it is similarly true that not all faculty, instructors, staff and other community members feel empowered to embrace and support this neurodiverse student population. Come learn about content domains for training and consultation, and share ideas about how to identify and collaborate with local expertise within your campus; likewise, the presenter will share about various national consultation and training resources. Together, we will brainstorm funding ideas for supporting this work; and presenters will share creative and innovative structures for engaging faculty and staff that extends beyond a “one and done” webinar or presentation. This presentation will share ideas about specific programming for autistic learners for campuses ready to consider a college autism support program.
 

7.08 Creating Connection: Inclusive Outreach and Support for Diverse Student Populations

 
Luisana Alvarez, University of Arizona
Spencer Lambert, University of Arizona
Location: Director's Row I (Plaza Building, Lobby Level)
 
Are you looking to transform student support services into a welcoming community hub that meets students culturally and practically? This session will explore innovative ways to enhance student engagement, from creating flexible drop-in hours to providing personalized tours for cultural center staff, and translating key materials for Spanish-speaking families. Through small-group discussions and scenario-based learning, participants will collaborate to design real-world strategies that make support services more accessible and relatable for every student. You’ll leave with customizable, proven approaches to deepen connections with underrepresented students, especially within Hispanic-Serving Institutions. Perfect for anyone eager to build inclusive, student-centered support on campus. 
 

7.09: Food Allergy Orientation: A Crash Course in Food Allergy Accommodations

 
Tiffany Leon MS, RD, Food Allergy Research and Education (FARE)
Christina Mingle Keller M.Ed., J.D., SafeTable Solutions
Location:  Governor's Square 10 (Plaza Building, Concourse Level)
 
The presenters will define food allergies and general food allergy accommodations legally required in higher education. They will highlight the importance of cross-campus collaboration to best serve students with food allergies by considering the needs of the whole student when planning accommodations.
 

7.10: Speed Networking: Let's Connect!

 
Jen Herr M.A., Harvard
Location: Director's Row E (Plaza Building, Lobby Level)
 
It can be hard to connect with other attendees when you're jumping from session to session, going to meals with your colleagues, and using your free time to check out the city you've never been to! This session is an opportunity to meet and have quick (but hopefully meaningful!) 6-minute one-on-one introductory conversations with 7 new people and time at the end to reconnect. 
 
 

7.11: Disability Services Professionals: Evaluating Accommodation Requests Through an Intersectional Lens

 
Crystal Waters, Piedmont Community College
Location: Governor's Square 15 (Plaza Building, Concourse Level)
 
This interactive workshop is designed to equip newer disability services professionals with essential skills for evaluating accommodation requests through an intersectional lens. Participants will explore the complex interplay of disability with other identities, including race, gender, and socioeconomic status, and how these factors influence accommodation needs. The session will offer high-impact information on best practices, legal considerations, and innovative strategies for equitable evaluation. Through case studies, group discussions, and hands-on activities, attendees will gain practical tools and resources to implement at their institutions. Join us to enhance your understanding of intersectionality in disability services and to empower your practice in higher education.
 

7.12: Oh Snap! Rubber Band Syllabication and Other Support Strategies in Second Language Acquisition

 
Emily Helft M.Ed., Ed.S., Landmark College Institute for Research and Training
Location: Tower Court A (I.M. Pei Building, Second Level)
 
As disability professionals well know, not every accommodation request is approved. When it comes to second/foreign/world language (L2) substitution requests, a denial can leave students in a difficult position given their challenges with language acquisition. This session, aimed at professionals who provide academic and/or coaching support to students, will provide attendees with an understanding of some of the main drivers of L2 acquisition challenges and then switch gears to focus on concrete tools, tips, and strategies to pass along to their students to aid in their L2 requirement journey. Given that AHEAD attendees may not necessarily be the learning specialists/support professionals who provide this type of service, content will be presented in a way that audience members can also pass along the info to academic support colleagues (i.e. a “train the trainer” model). This session will be highly interactive and hands-on. Come prepared to participate!
 

7.13: 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
Location: Plaza Court 4 + 5 (Plaza Building, Concourse Level)
 
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.
 

7.14 Beyond ASL Interpreters: Committing to Community and Equity for Deaf People on College Campuses

 
Melanie DeLeon M.S.,CI/CT, SC:L, NAD IV, NIC, Portland Community College
Phyllis Petteys, Portland Community College
Drew Treacy MA, Washington Center for Deaf and Hard of Hearing Youth, Portland Community College
Location: Plaza Court 2 + 3 (Plaza Building, Concourse Level)
 
Deaf communities struggle to find belonging and professional success in academic settings. For deaf students, a sense of belonging is highly correlated with retention and completion. While colleges provide accommodations for deaf people, accommodations alone do not ensure equitable experiences. Promoting equity means changing systems and making cultural shifts to meaningful communication and engagement in college communities. This session will draw from the lived experiences of deaf students and faculty to illustrate examples of equity. It will also provide strategies to foster a culture of belonging and create welcoming spaces where deaf people can thrive. This conversation is intended to start dialogs about holistic support and equitable experiences for deaf people.
 

7.15: Beyond Compliance: Innovative Strategies to Recruit and Retain Faculty and Staff with Disabilities

 
Eve Hill J.D., Inclusivity Strategic Consulting
Jamie Strawbridge J.D., Inclusivity Strategic Consulting, Brown, Goldstein and Levy LLP
Location: Tower Court D (I.M. Pei Building, Second Level)
 
Although higher education institutions increasingly recognize the importance of recruiting and retaining faculty and staff with disabilities, many do not know how to convert this goal into reality. Drawing upon the latest research and data and their own experiences consulting with higher education institutions, the presenters will explain which recruitment strategies work and which do not and will detail concrete steps colleges and universities can take to ensure the best candidates with disabilities are interested in, and apply for, open positions. Further, the presenters will detail “best practices” for ensuring employees with disabilities feel welcomed and included after arriving on campus, enabling them to thrive and contribute—bolstering recruitment of other individuals with disabilities. With respect to both recruitment and retainment, the presenters will explain lessons that higher education institutions can learn from for-profit companies and how to adapt these lessons to their particular institutions.
 

7.16: Supporting International Students with Disabilities

 
Justin Harford, MIUSA
Kristin Mossman, University of Missouri - Columbia
Sheriff Rasheed, Community College of Aurora
Location: Governor's Square 17 (Plaza Building, Concourse Level)
 
Every year, international students with disabilities are drawn to the United States in search of undergraduate and graduate degrees. For some, it may be the only option for getting a college education, and for all it is a significant career booster. Internationals come from different cultures with different expectations and attitudes around disability. This may result in differences in assistance seeking behavior, expectations of reasonable accommodations or the level of skills that an individual has been able to develop before entering the University. In this session, presenters will cover what disability service professionals in higher education need to know about effectively supporting students with disabilities from other countries. Participants will work through a series of case studies, which they will discuss with each other and the presenters.

7:17 A Look at Current Research: Two Topics

Location: Governor's Square 16 (Plaza Building, Concourse Level) 
Researchers will present their latest work, which you can apply to the work you do.
 

A. Including Dis/ability in Higher Ed Diversity: Validating Barriers and Effective Inclusion Practices

 
Charnessa Warren Ed.D., University of Chicago
 
This study's goals included validating existing dis/ability inclusion barriers (e.g., attitudinal, environmental, and institutional) prevalent within colleges and universities to better prepare how to mitigate the barriers that often result in the exclusion of dis/ability as well as identifying effective dis/ability inclusion practices beyond those traditionally carried out as functions of their compliance offices. The study identified and validated effective dis/ability inclusive practices that will be shared so they can be leveraged throughout higher education institutions to include dis/ability as a valued element of institutional diversity, helping disability professionals foster greater inclusivity.
Resources:
 

B. Exploring Evidence-Based Strategies to Enhance Social Outcomes of College Students with Disabilities

 
Emily Unholz-Bowden Ph.D., University of Minnesota
Brian Abery Ph.D., University of Minnesota
 
In this presentation, we will discuss results of a systematic review of the existing literature about the efficacy of the social-emotional supports institutions of higher education (IHEs) use to facilitate positive social-emotional outcomes among the student population with disabilities, with a focus on the (1) efficacy of social-emotional support services and programs offered at IHEs and the extent to which program/service effectiveness differs based on type of disability, (2) social outcomes that have been the targets of interventions, and (3) methodological rigor of research and evaluation that has occurred in this area. 
Resources: 

Block 8: FRIDAY, JULY 18, 8:30 am - 10:00 am

8.01: 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
Location: Plaza Ballroom (Plaza Building, Concourse Level)
 
AHEAD’s legal experts will analyze the legal events from the past year of great significance to AHEAD members. 

8.01 Resources:

Block 9: FRIDAY, JULY 18, 11:30 am – 12:30 pm

9.01: One Campus' Journey to Improve Accessibility Across Indoor and Outdoor Spaces

 
Ruth Davison Ph.D., University of Mary Washington
Alex Ecklund M.A., University of Mary Washington

Location: Director's Row J (Plaza Building, Lobby Level)
 
Join us for an in-depth dialogue about one campus’ journey to enhance accessibility across our indoor and outdoor physical spaces, including historical buildings. In 2022, our institution received a capital appropriation of 11.25 million to address accessibility deficits on our campus. Participants will learn about the planning and assessment which occurred prior to receiving the funding, the process of selecting an architectural team, and the status of construction. We will share the development of our campus team which ensures critical stakeholders provide their expertise and feedback on the planning and execution of all projects. Our presentation provides an overview of our multi-year plan to improve physical accessibility on our campus to enhance participation and inclusion of persons with disabilities. 

9.01 Resources:

 

9.02: Empowering Accessibility in Higher Education: How ChatGPT/AI Supports Students with Disabilities

 
Stephen Loynaz PH.D., ADAC, Florida International University

Location: Grand Ballroom (I.M. Pei Tower, Second Floor)
 
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.
 

9.03: Oh the Places You'll Go: How to Set and Meet Your Advancement Goal in the Field of Disability Services

 
Katherine MacDonald Ed.D., Randolph-Macon College
Tessa Cahill M.A., University of Maryland, College Park

Location: Director's Row H (Plaza Building, Lobby Level)
 
Struggling to set your next career goal? Not sure what you need to do to advance? This interactive session focuses on the questions, information, and strategies to use to decide what’s next in your career and to follow through with next steps. Whether you are just starting, want to advance within your current role, desire to move up the leadership ladder, or are unsure what is next, join this self-reflective, discussion-based session focused on the next right move for you. With over 25 years of combined experience and a variety of backgrounds, these presenters are ready to discuss their experiences and help you think through what’s next. Are you considering a rural or city school? Big state institution or small private? Managing a large staff or primarily advising students? Additional leadership responsibilities in your current role or a new-role all together? Come to this session and discuss your next chapter!
 

9.04: Intersectionality in Action: Addressing the Complex Needs of Diverse Student Populations

 
Miguel Capers Ed.D., Howard University

Location: Governor's Square 12 (Plaza Building, Concourse Level)
 
This presentation will explore the multifaceted experiences of students with disabilities who also identify with other marginalized groups. We'll discuss practical strategies for disability service professionals to recognize and address the complex needs arising from the intersection of disability with factors like race, gender, and socioeconomic status. Attendees will leave with a deeper understanding of intersectionality and actionable steps to create more inclusive environments.
 

9.05: Little Changes, Big Impact: Enhancing Disability Services Through Small-Scale Innovations and Collaborations

 
Ryan McCombs Ph.D. ORCID iD, Ivy Tech Community College, Purdue University
Hanna Lewis M.S.W., University of Denver

Location: Governor's Square 15 (Plaza Building, Concourse Level)
 
This presentation explores how small adjustments and strategic partnerships can transform disability services. It demonstrates that low-cost changes, combined with intentional campus collaborations, lead to significant gains in accessibility, inclusion, and student success. By utilizing existing resources and connecting with faculty, staff, student groups, and community organizations, disability service professionals can expand their reach without increasing budgets or staffing. The session includes case studies and best practices on small-scale innovations, such as digital accessibility improvements, sensory-friendly spaces, and staff training enhancements, all of which reshape student experiences. Attendees will gain practical ideas for fostering partnerships that share responsibility for access and inclusion, building a supportive campus culture for students with disabilities. Participants will leave with actionable strategies for implementing incremental changes and building effective partnerships, offering insights into how small steps can create a lasting impact on campus.
 

9.06: Advocating for a More Accessible University Using Research and Assessment

 
Saumya Gupta MSE, University of Michigan, Ann Arbor

Location: Governor's Square 16 (Plaza Building, Concourse Level)
 
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.
 

9.07: Beyond Reasonable Accommodations: Working Toward a Neuroinclusive Community College Campus

 
Dominique Dial CRC, CVE, Triton College
Danielle Flores, Triton College

Location: Windows (I.M. Pei Building, Second Level)
 
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. 
 

9.08: “Can I schedule another test?” Guidelines for Expanding Test Proctoring Services

 
Emily Harris M.Ed., Villanova University

Location: Governor's Square 10 (Plaza Building, Concourse Level)
 
Have you seen an increased need for test proctoring for students with testing accommodations? Is your office being asked to support student athletes or other students who don’t have accommodations but miss a test for NCAA competitions, illness, or other university approved absences? This was the case on my campus and my office was asked to address this increase in test proctoring needs. We created a new test center system to support the test proctoring needs of both students with accommodations and without. In this session, you will learn how to streamline test proctoring services to best support students, how to create a brand-new test center space, how to develop a detailed training manual for the test center so all staff have a clear understanding of how to schedule tests or address any issues that arise, and share and discuss what strategies are currently working or not in your department. 

9.08 Resources:

 

9.09: Who knew? HUD, They Are Not Just About Emotional Support Animals!

 
Earlee Kerekes-Mishra, Oregon State University

Location: Director's Row I (Plaza Building, Lobby Level)
 
During the 2023-24 academic year our office received notice that a student filed a complaint with HUD, the federal Department of Housing and Urban Development, which monitors university housing. As we worked through the request and complaint, we learned a LOT. We learned that HUD has some confusing language, and they cover a myriad of housing accommodations beyond ESAs. Join us as we share our experience of navigating the nuanced and layered journey through a HUD complaint and investigation. Bring your housing process to the presentation and spend time with colleagues reviewing it. 

9.09 Resources:

 

9.10: Make Confident Decisions: A Practical Framework to Determine Necessary and Reasonable Accommodation

 
Paul Harwell Ph.D., East Carolina University
Maddie Adams, East Carolina University

Location: Plaza Ballroom (Plaza Building, Concourse Level)
 
This presentation provides a practical, structured framework to help professionals make consistent and confident accommodation decisions. It offers a clear method for determining whether an accommodation is necessary and reasonable -- concepts that are often misunderstood. This framework is an effective tool for navigating the interactive process regardless of office size, culture, or experience level. The session will focus on explaining the framework, introduced as a series of 7 questions and supported by examples and interactive discussion. Participants are encouraged, but not required, to engage by sharing examples, asking questions, and contributing to the learning experience. 
 

9.11: Building a Yellow Brick Road for Disability Culture on a Wickedly Decentralized Campus

 
Kate Higgins Ed.M., Harvard University
Grace Friedman M.A., Harvard University

Location: Plaza Court 4 + 5 (Plaza Building, Concourse Level)
 
Welcome to the Land of Harvard! Much like the diverse lands of Oz, the university consists of 13 schools, each with unique cultures and strengths. Join us for a spellbinding journey to discuss goals of creating a cohesive disability culture across this magical realm. Presenters will share the challenges of fostering widespread change in a highly decentralized environment, steps Harvard has taken to strengthen disability culture across the University, and ways this model can help inform campus collaboration and disability activism at other institutions. The session will delve into the intricate balancing act that many disability service professionals navigate at the intersection—and occasional conflict—of legal compliance and disability justice. So put on your ruby slippers, bring your courage and heart, and join us for this enchanting journey beyond the Yellow Brick Road at Harvard!
 

9.12: Trauma-Informed Coaching: Practical Approaches for Supporting Students

 
Jennifer Murchison, Murchison Consulting
Alejandro Salinas, The Light Institute

Location: Governor's Square 14 (Plaza Building, Concourse Level)
 
Attendees will learn ways to approach student meetings from a trauma-informed position so that students may (hopefully!) feel comfortable enough to return, and get the support they need while in college. Participants can draw information from informative slides with suggestions for language, questions to ask, and approaches to take with students.
 

9.13: Disability Cultural Centers + Disability Services: Advancing Access and Creating Community Together

 
Emily Shryock MSSW, University of Texas at Austin
Kelli Bradley LMSW, MBA, University of Texas at Austin

Location: Plaza Court 2 + 3 (Plaza Building, Concourse Level)
 
This presentation will introduce the concept of Disability Cultural Centers (DCCs) in higher education institutions and examine how DCCs can work collaboratively with Disability Services office to advance access and create a sense of belonging on campuses. Providing both a theoretical and practical framework for creating a DCC, the presentation will be centered around The University of Texas at Austin’s establishment of their Disability Cultural Center in January 2023. Presenters will share the process that took the DCC from an idea to a reality within two years, provide updates on how having a DCC has benefitted the campus community, and give examples of how DCCs can work in collaboration with Disability Services offices. Time will be allocated for participants to discuss how the information presented can be used to start or continue conversations on their campuses.
 

9.14: Empowering Deaf Learners: Exploring DeafTEC’s Critical Resources

 
Theresa Johnson M.Ed., DeafTEC at Rochester Institute of Technology
Donna Lange M.S., DeafTEC at Rochester Institute of Technology
Mei Kennedy Ph.D., DeafTEC at Rochester Institute of Technology

Location: Director's Row E (Plaza Building, Lobby Level)
 
When working with faculty, having a “toolkit” of pedagogical resources and strategies can be very helpful. Join us for this workshop that shares strategies to enhance existing teaching practices for deaf and hard of hearing students in postsecondary classrooms, with a focus on improving the inclusion of these students in classroom instruction and learning. Featured resources include Project Access and Distance Learning Top Ten Tips. 
 

9.15: 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

Location: Tower Court D (I.M. Pei Building, Second Level)
 
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. 
 

9.16: Holistic Onboarding and Development Program for Student Employees in Disability Services

 
Lisa C. Diekow, University of Florida

Location: Governor's Square 17 (Plaza Building, Concourse Level)
 
This interactive session invites participants to explore the challenges and responsibilities of effectively onboarding and supervising student employees within disability services offices. Emphasizing inclusive and holistic learning, the session will focus on how student employees directly shape the experiences of students with disabilities through their front-line interactions. Participants will gain insight into a comprehensive Student Assistant Curriculum developed by one institution, which encompasses hiring, onboarding, training through experiential learning, professional development, and offboarding. The presentation will highlight strategies for supervising and training student staff across diverse backgrounds—recognizing differences in ethnicity, identity, and ability—while grounding the approach in current literature and best practices for student employment.

9:17: A Look at Current Research: Two Topics

 
Location: Tower Court A (I.M. Pei Building, Second Level)

Researchers will present their latest work, which you can apply to the work you do.
 

A. A Photovoice Project Examining Disabled Students' Experiences in Higher Education

 
Sylvia Mac Ph.D., University of San Diego
 
This project centers the experience of students with disabilities in higher education by doing research with, rather than on, by combining Polyvagal Theory and DSE with photovoice methodology, utilizing a methodology that “highlight[s] the experiences and perspectives of those who have been marginalized, those with voices not ordinarily heard by those in positions of power” (Latz, 2017, p. 3) to interrogate ableism and to envision more equitable environments. Participants identified barriers at the university that kept them from succeeding or feeling like they belonged, as well as positive practices that helped students feel successful and accepted.
Resources:
 

B. Navigating Success: Assessing the Impact of an Executive Functioning Mentoring Program

 
Rachel Lyon Ph.D., Brigham Young University
 
This presentation highlights an innovative executive functioning mentoring program aimed at equipping students with essential strategies for organization and task management. Participants will explore four years of program evaluation data, providing insights into the program's effectiveness and impact on student success. Additionally, the session will include interactive small-group discussions and brainstorming activities, allowing attendees to share ideas and strategies for enhancing executive functioning support within their own institutions. Join us to discover practical approaches to empower students and foster their academic growth!

Block 10: FRIDAY, JULY 18, 2:00 pm – 3:30 pm

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

 
Aaron Hodukavich J.D.,  Johns Hopkins
Bryan J. Hilbert, The University of Nevada Las Vegas
Jennifer Murchison M.A., Murchison Consulting

Location: Plaza Court 2 + 3 (Plaza Building, Concourse Level)
 
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. 
 

10.02: Digital Accessibility: Ask Us Anything

 
Judith Risch J.D., Ph.D., Grand River Solutions
Korey Singleton Ph.D., George Mason University
Jay Pope, Pope Tech
Howard Kramer, University of Colorado at Boulder, AHEAD
Rob Carr, Web AIM
Philip Voorhees, Penn State University

Location: Governor's Square 17 (Plaza Building, Concourse Level)
 
There are many questions about digital accessibility. No matter what type of institution you represent, you need to be thinking about digital accessibility. This session will be a panel of experts on digital accessibility. We have over 100 years of combined experience in the digital accessibility space and can draw upon various backgrounds. There will be an Q&A session with panelists.
 

10.03: Maintaining Student Privacy and Clarifying Need to Knows

 
Grace Clifford MAEd, David Geffen School of Medicine at UCLA
Matthew Sullivan Ph.D., Washington University in St. Louis
Jamie Axelrod MS, Northern Arizona University

Location: Governor's Square 14 (Plaza Building, Concourse Level)
 
With the growing number of students with disabilities requesting accommodations, disability professionals face the challenge of streamlining office processes while maintaining compliance. This session will explore effective strategies for identifying the essential faculty and staff who genuinely “need to know” about accommodations, with a special focus on professional programs. Presenters will also facilitate an open discussion on common office “pinch points” that can inadvertently lead to over-disclosure. The initial lecture-based presentation will provide an overview of legal guidance and common pitfalls and be followed by a panel discussion facilitated by 3 seasoned professionals who specialize in ADA/504 compliance and health science disability access. The program is suitable for all levels of disability professionals.
 

10.04: Let's Talk Assessment: Gathering and Leveraging Data to Support Disability Services

 
Chris Parthemos Ph.D., BCBA, Virginia Commonwealth University

Location: Windows (I.M. Pei Building, Second Level)
 
Many administrators place an emphasis on being data-driven, but what does that mean? How do we integrate the collection, analysis, and dissemination of data into our practice as disability services professionals? This presentation will break down best-practices for each of these critical components of assessment, allowing attendees to build proficiency and comfort with this important part of work in higher education. Attendees will have a chance to apply this knowledge through collaborative development of a generally applicable survey instrument, which they can take away to customize for use in their own office's assessment cycle - additionally, a deep dive into how to speak about assessment results will support attendees in leveraging their data to pursue their needs from administrators. 
 

10.05: Transforming a Disability Services Office from Dysfunctional to Award-Winning

 
Abigail Davis Ph.D., Lipscomb University
Misty Parsley Ed.D., Lipscomb University

Location: Silver (I.M. Pei Building, Mezzanine Level). From the Plaza, take Tower elevators to floor 2. Exit elevator and head away from escalator. Past the stairs, take the ramp. At the top of the ramp, take the elevator in the left corner to the mezzanine level. Silver is around the corner to your left.
 
With most colleges experiencing an increase in the number of students with disabilities, it is important for disability services offices to operate efficiently. Yet for disability services professionals, it can sometimes feel like we operate in a reactive state, responding to the immediate need in front of us while being unable to reach out beyond the walls of our office. This presentation will share how a small, private, liberal arts university transformed its disability services office to better meet the needs of students and faculty and increase the retention of students with disabilities. It will provide information about how the staff was able to improve relationships with faculty, improve procedures with Student Life, provide more services to students with disabilities, and raise the reputation of the office. Presenters will supply case studies to engage the audience in problem solving and decision making related to the functioning of a disability office.
 

10.06: Revitalizing Campus Teamwork: Collaboration that Inspires

 
Gabe Wright M.S.Ed., Clemson University

Location: Director's Row E (Plaza Building, Lobby Level)
 
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.
 

10.07: Building an Accessible Graduate Experience: Supporting Neurodiversity and Mental Health

 
Sara Anne Tompkins Ph.D., Colorado State University
Justin Dove M.S., Joe Tiner M.S., Colorado State University
Reese Klotz, Colorado State University

Location: Governor's Square 12 (Plaza Building, Concourse Level)
 
Join us for an engaging session featuring insightful discussions and experiential learning led by administrators, student disability experts, and a graduate student. Our mission is to foster graduate education that is welcoming and ensures all students can fully participate. Teaching examples and graduate student experiences will be shared throughout. The session will include group discussion, opportunities for individual reflection, and a panel Q&A. We will particularly focus on supporting students with mental health differences and neurodivergent conditions—whether diagnosed or undiagnosed. Aimed at faculty, staff, and administrators, this program invites everyone to help elevate this important conversation.
 

10.08: 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

Location: Governor's Square 11 (Plaza Building, Concourse Level)
 
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. 
 

10.09: Meet the WAIS-5: An Overview for Disability Professionals

 
Natalie Guerriero Ph.D., ETS
Lori Muskat Ph.D., ETS

Location: Governor's Square10 (Plaza Building, Concourse Level)
 
Don’t be caught off guard! The new Wechsler Adult Intelligence Scale, 5th edition (WAIS-5) was published in the fall of 2024. The WAIS is the most widely used adult measure of intellectual ability and commonly included in evaluation reports we receive with student accommodation requests. While similar to the WAIS-IV, the WAIS-5 also features significant changes such as a new 5-factor structure and better options for use in tele-assessment. This session will provide an overview of the new test as well as case examples in an interactive format, including experiential small group activity. Familiarity with the WAIS-5 will assist disability professionals in accommodation determination through enhanced understanding of what the test measures and what scores mean. 
 

10.10: Tech Isn’t Always the Solution: Collaborating with Faculty on Assistive Tech and Digital Course Content

 
Jessica Guess Ph.D., Gallaudet University
Diana Riggs, University of Cincinnati

Location: Plaza Court 4 + 5 (Plaza Building, Concourse Level)
 
There are challenges inherent in collaborating with faculty to enact digital accessibility processes and student accommodations. This presentation will address those challenges and provide possible solutions, all of which hinge on intentional communication and collaboration between disability professionals, instructors, and their students. Through case studies and interactive discussions, attendees will be able to practice troubleshooting common problems experienced by faculty and disability professionals when enacting accommodations. Presenters will share experiences and identify practices that have been successful as well as those that have not been successful in an effort to portray an accurate picture of the faculty and disability professional collaboration. While this presentation is intended for any disability professional, it might be more helpful for those responsible for facilitating accommodations related to digital accessibility (alternative formats, accessible course materials, etc.) or the use of assistive technology in the classroom. 
 

10.11: Disability Dialogues: An Introduction to Seven Disability Equity Theories

 
Charnessa Warren Ed.D., University of Chicago

Location: Director's Row I (Plaza Building, Lobby Level)
 
This session will explore how disability intersects with diversity in higher education and equity practices. Participants will have the opportunity to unpack seven key tenets of disability equity, challenge conventional ideas of normalcy, and promote inclusive practices. You’ll learn to recognize disability as a common human experience and critically analyze how current systems may perpetuate ableism. There will be opportunities for personal reflection on biases that impact policy and practice, along with group discussions on proactive strategies to create universally inclusive environments. Leave with a comprehensive equity framework and practical tools to lead meaningful discussions on disability as a valued aspect of institutional diversity.
 

10.12: “Why can’t my student just [X]?!” The Role of Executive Function in Everyday Student Behavior

 
Emily Helft M.Ed., Ed.S., Landmark College Institute for Research and Training

Location: Governor's Square 15 (Plaza Building, Concourse Level)
 
Are your students having a hard time regulating their attention? Getting through their to-do list? Staying on top of their due dates? Getting to class on time (or at all)? You are not alone! These behaviors are more common than ever following the height of the pandemic, and many educators are feeling lost regarding how to help their students develop “studenting” behavior. This session will focus on the role of executive function in these behaviors in order to understand how to help students right the ship on their journey to being a successful student. 
 

10.13: Changing the Narrative: Building Capacity to Align with Our Values

 
Ira McKinzie M.Ed., Portland Community College
James Albrecht MS.Ed., Portland Community College
Shaun Williams, M.A., Portland Community College
Phyllis Petteys, Portland Community College

Location: Tower Court D (I.M. Pei Building, Second Level)
 
Portland Community College is working to change the narrative around disability. We seek to focus our conversations on access and belonging rather than on accommodation alone. Fostering leadership and collaboration are keys to developing widespread accessibility efforts that extend our roles as Disability Service Professionals beyond maintaining compliance and into promoting access. This session invites participants into a brainstorming session. We will share examples of how our large community college is centering this work through student led programming, faculty learning cohorts, community engagement roles; and college wide committees. We will share how discussions about the culture at our institution have lifted the voices of disabled students, faculty and staff. Together we will explore and discuss related ideas with a focus on identifying practices that have been successful or could be successful at a variety of institutions. The brainstorming document will be available to all participants as a takeaway resource.
 

10.14: Think Outside the Box: Access for Deaf/Hard of Hearing Students in Off-Campus Learning Environments

 
Pam Francis, National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology
Mike Sauter, Saddleback College
Brittany Taylor, National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology

Location: Director's Row J (Plaza Building, Lobby Level)
 
How do we provide full access (interpreters, captioning, assistive technology, and other services) when the "classroom" may not be a traditional lecture hall or even not in a building on campus? How can faculty, interpreters/ captioners, and disability office staff work together to support an inclusive and accessible environment, when the classroom is a marine biology field experience, a manufacturing plant, or some other non-traditional classroom? Information from this session is applicable to internships, co-ops, and other types of experiential learning. Tangible examples and demos will be included.
 

10.15: From Identity to Action: Leveraging Disabled Perspectives in Professional Practice

 
David Thomas Ph.D., West Chester University
Antonia DiMichiel M.A., Stanford University
Erin Mayo M.A., College of the Holy Cross

Location: Tower Court A (I.M. Pei Building, Second Level)
 
In the field, there is a significant emphasis on HOW to do the work of a disability professional; however, not as much attention or value is placed on offering reflection and knowledge sharing spaces to help us understand the frameworks that shape our practice and WHY we do this work. In this session, disabled disability practitioners will support attendees in understanding how disability identity development can inform the work of disability services and foster more holistic support for disabled students. Using various engagement strategies, presenters will introduce concepts and practical applications that are integral to creating an expansive perspective about supporting disabled students. In this interactive, practice-based session, we invite participants to engage and learn together in order to foster greater professional competency and more inclusive campus environments.
 

10.16: Postsecondary Career Development Initiatives for Disabled Students: A Panel Discussion

 
Adam Lalor Ph.D., Landmark College
David Parker Ph.D., Gregory S. Fehribach Center
Jacqueline Kendrick MA, CRC, Northeastern University
Judy Reilly, MBA, University of Connecticut
Lore Kinast Ed.D., National Deaf Center

Location: Governor's Square 16 (Plaza Building, Concourse Level)
 
It’s an unfortunate fact that even after graduating with a college degree, many disabled students remain unemployed or underemployed. Fortunately, higher education is paying closer attention to career-related preparation and employment outcomes of disabled students. As such, colleges and universities are developing initiatives to serve the unique needs of this student population. Panelists in this session will discuss several of the initiatives and programs associated with career development for disabled students. Attendees will be encouraged to consider how elements of the initiatives can be adapted for use on their campuses and have the opportunity to ask questions of the panelists.
 

10.17: Supporting Trans and Gender Non-conforming Students: Exploring Accommodations, Defining Best Practices

 
Sav Schlauderaff Ph.D. , ORCID iD, University of Arizona
Dani Lucchese M.A., University of Arizona
Kat Nic M.Div., Ed.S., University of Michigan

Location: Director's Row H (Plaza Building, Lobby Level)
 
It is hard to be a transgender and/or gender non-conforming (GNC) student at many schools in the United States, amongst a landscape of anti-trans and anti-DEI legislation. It’s even harder for trans/GNC students with disabilities. Moreover, trans/GNC students are statistically more likely to be disabled. This panel of trans/GNC disability practitioners, and allies who work in inclusion of trans/GNC students, will explore the complexity of providing accommodations for trans/GNC students within the anti-transgender climate. Centrally, this panel will engage with attendees around defining accommodation best practices and navigating campus resources for trans/GNC students. This will be a highly interactive panel, with time for audience engagement and discussion. While this session would be excellent for those new to the field or those with an interest in DEI and intersectionality, this topic is timely and necessary for us to engage with as a profession. 

Block 11: FRIDAY, JULY 18, 4:00 pm – 5:00 pm

11.01: The Other Side of the Desk: Accommodations for Graduate Assistants and Faculty

 
L. Scott Lissner, M.A., The Ohio State University

Location: Director's Row J (Plaza Building, Lobby Level)
 
This session will review the typical structures for faculty and graduate assistants in the context of the accommodation process, focusing on reasonableness and undue burden/hardship to identify the unique issues and that arise in these roles. Participants will explore short case studies and scenarios offered by participants to synthesize practices they can develop to apply to their own campuses. Case studies will include extension of the tenure clock across STEM and humanities; the intersection of the need to pace academic work and the limits of assistantships as financial aid; and balancing teaching, research, and service.
 

11.02: Leveraging AI to Empower Underserved Populations in Higher Education

 
Diane Johnson Ph.D. ORCID iD, Nightingale College
Courtney Davis Ed.D. ORCID iD, Nightingale College

Location: Governor's Square 10 (Plaza Building, Concourse Level)
 
The rapid evolution of artificial intelligence (AI) offers transformative opportunities to reduce barriers for underserved students in the U.S., including low-income, first-generation, minority, rural, and disabled learners. AI tools can deliver personalized support to help students navigate the complex challenges of postsecondary education, from academic struggles to financial and social hurdles. This presentation will highlight specific AI technologies that can address these obstacles, demonstrating how machine learning, natural language processing, and high-speed computing can close opportunity gaps. By integrating AI solutions, educators can enhance access, foster independence, and improve retention for vulnerable students. This session will include a live demo of AI tools to showcase their role in supporting diverse learners and small group discussions to brainstorm ways to implement these tools at their home institutions. Participants will develop an actionable plan to explore or implement one AI tool at their institution.
 

11.03: What Our Data Says About Our Values

 
Kaela Parks Ed.D., Portland Community College

Location: Plaza Court 4 + 5 (Plaza Building, Concourse Level)
 
Data may not always feel like the most exciting topic, but the way we paint a picture or tell a story can be critical to more than securing the resources we need. It can also be a way to motivate the kinds of changes we want to see in our institutional culture. This session shares how one large community college has partnered with institutional effectiveness to ensure disability is included as a demographic in our public facing data sets. Participants will be invited into discussion around how values are reflected in data and storytelling approaches, and will leave the session with examples of how consultation with professional staff and involvement of student leaders can strengthen impact and spark curiosity.
 

11.04: Mastering Time: Essential Productivity Strategies for New Professionals

 
Rita Inman M.A., University of Florida
Katherine Morgan M.S., University of Florida

Location: Silver (I.M. Pei Building, Mezzanine Level). From the Plaza, take Tower elevators to floor 2. Exit elevator and head away from escalator. Past the stairs, take the ramp. At the top of the ramp, take the elevator in the left corner to the mezzanine level. Silver is around the corner to your left.
 
In today’s fast-paced work environment, new professionals often face an overwhelming number of tasks and responsibilities with balancing appointments, case notes, contacting faculty, and “other duties as assigned." With competing priorities and constant demands on your time, it's easy to feel paralyzed by the belief that everything is urgent and important. This session will equip attendees with practical strategies to effectively manage their time, prioritize tasks, and maintain productivity without sacrificing well-being. By empowering new professionals with effective strategies, we can help them navigate their careers with confidence, reduce overwhelm, and foster a culture of productivity and well-being. This session promises to be a valuable addition to your conference experience, providing actionable insights that participants can implement immediately. 

11.04 Resources:

 

11.05: Navigating Reporting Lines for Student Disability Services: Strategies for Success and Managing Up

 
Sara Kaiser Ph.D., University of North Dakota

Location: Director's Row E (Plaza Building, Lobby Level)
 
Student Disability Resource and Accessibility Offices play a vital role in ensuring legal compliance and fostering accessible educational experiences for students with disabilities. However, reporting structures for these offices can vary widely across college campuses, leading to distinct challenges and opportunities. This session will examine diverse reporting lines, including strategies to communicate the purpose and impact of disability services to new supervisors and administrators who may be unfamiliar with accessibility work. Through small group discussions, Q&A, and presenter example, attendees will gain practical strategies to maintain staff morale, manage transitions within divisional shifts, and enhance collaboration within the broader institutional structure. This presentation is essential for disability services professionals seeking to strengthen their visibility and impact within evolving campus frameworks.
 

11.06: Navigating Time as a Barrier: Fostering Accessibility for College Students with Disabilities

Brenda Aviles, Collin College, University of North Texas
Jessica Stone M.S., CRC, LPC, University of North Texas

Location: Governor's Square 14 (Plaza Building, Concourse Level)
 
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.
 

11.07: Academic Preferences and Performance of Post-Secondary Students with Autism: Comparative Analysis

Hersh Chaitin Ph.D. ORCID iD, Palm Beach State College
Dax-Andrew Parcells Ed.D. ORCID iD, Palm Beach State College
Richard Hunter MSM ORCID iD, Palm Beach State College 
Ornella Barile M.S. ORCID iD, Palm Beach State College 

Location: Director's Row I (Plaza Building, Lobby Level)
 
This interactive session explores an innovative, cross-departmental approach to improving support for students with disabilities in higher education. Open to all conference attendees interested in promoting student inclusion and success, this session begins with a think-pair-share icebreaker focused on engaging participants to think about the necessary collaborations to best support students with disabilities. A presentation follows, sharing current insights into the strengths, challenges, and academic preferences of students with autism and highlighting how cross-departmental data sharing can bridge service gaps. Finally, participants engage in a hands-on, small-group activity, “Collaborative Action Planning: Data-Driven Support for Students with Disabilities.” In this exercise, each group analyzes a data summary specific to a disability category (e.g., ADHD, anxiety, autism, dyslexia) to identify key needs and develop customized support strategies. Attendees will leave equipped with practical ideas and energized to foster data-informed, collaborative support systems for students with diverse needs at their institutions. 
 

11.08: Building Bridges: What Holistic Student Support Looks Like for Voc Rehab Students in Oregon

 
Marisa Moser M.A., Portland Community College
Caitlin Potts, Portland Community College

Location: Tower Court A (I.M. Pei Building, Second Level)
 
Join us as we discuss how coaches on the Portland Community College’s Inclusive Career Advancement Program (ICAP) team have implemented intentional partnership, and enhanced coaching, wrapping around students pursuing Career Pathways Certificates, and career technical degrees at our institution. We will dive into the challenges, and successes, associated with striving to achieve grant goals, meet each individual student’s needs in the multitude of systems we exist within, and overcome barriers related to reaching program specific targets. We invite you to engage with our personal experiences of coaching in the ICAP program at the largest community college in Oregon, and share with your small groups how you are implementing some of these practices at your institution, while collectively brainstorming new things for you to try when you get back home. 

11.08 Resources:

 

11.09 Examining the Needs and Experiences of Disabled Graduate Students

 
Emily Tarconish Ph.D., University of Illinois Urbana Champaign
Ann Christine Jones M.Ed., University of Illinois Urbana Champaign

Location: Governor's Square 12 (Plaza Building, Concourse Level)
 
Little is known about the experiences and needs of graduate students with disabilities (Tarconish et al., in press). This session will discuss the results of The Disabled Graduate Student Survey (DGSS), which was distributed to disabled graduate students to learn about their perceived experiences and needs at three large and two medium institutions. The DGSS gathered information on disabled graduate students’ experiences using supports and resources related to disability services, graduate programs, coursework-related tasks, non-coursework-related tasks, working with peers and mentors, remote learning, and disability and accessibility awareness. The survey also asked about the unmet needs disabled graduate students have in each of these areas. This session will provide an overview of survey results, implications for disability services professionals, and will prompt participants to share how their offices support disabled graduate students and facilitate large group discussion about ways to expand necessary services for this population. 
 

11.10 The Universal Design Center (UDC) Model: Driving Accessibility and Inclusion in Higher Education

 
Adam Reed M.Ed., Montgomery College

Location: Governor's Square 11 (Plaza Building, Concourse Level)
 
This session provides practical insights into how the Universal Design Center (UDC) at Montgomery College serves as a scalable framework for fostering accessibility, inclusion, and compliance across academic and operational areas in higher education organizations. Drawing on Burgstahler’s (2020) framework for inclusive campuses and Tobin and Behling’s (2018) strategies for the implementation of Universal Design for Learning (UDL) principles, participants will explore how the UDC model supports faculty development, enhances collaboration across departments, and aligns with institutional goals. The session will engage participants through small group discussions and scenario-based learning, offering space to reflect on challenges, share best practices, and brainstorm collaborative strategies. Participants will leave with actionable tools to enhance accessibility at their own institutions, driving student success and sustainable change.
 

11.11 Empathy in Action: Effective Communication Strategies in Virtual Accommodations Processes

 
Izabela Stachura M.A., LPC, Western Governors University
Marcie Dimac Ed.D., Western Governors University

Location: Director's Row H (Plaza Building, Lobby Level)
 
In the ever-increasing demand for virtual offerings in higher education, Disability Services Offices are seeing a rise in students seeking accommodation approval virtually. This online environment removes the “my door is always open” feel that many students receive on a brick-and-mortar campus. This session will explore how to provide a warm and welcome virtual environment for the disabled student population. This session will discuss best practices for phone conversations and text-based communications with students. Participants will learn tips for effective virtual communication with students and be provided with handouts to best facilitate virtual communications with disabled students. 
 

11.12: Mo’ Money, Mo’ Programs: How System Investments Go a Long Way

 
Megan Riedl MST, SUNY Canton
Nicole Mucica Ed.D., SUNY Brockport
Kristy Harte M.S.Ed., SUNY Buffalo
Lauren Rodriguez Psy.D., SUNY System Administration
Suzanne Sprague M.S.Ed., SUNY Cortland

Location: Tower Court D (I.M. Pei Building, Second Level)
 
Four New York State public institutions share their journey of utilizing funds provided by SUNY System Administration as a result of a historic increase in state operating aid, of which our Chancellor proposed using $10 million to support students with disabilities at state-operated campuses. In this presentation, we will dive into the history of obtaining the funds and the current and future implementation of the funds for the 29 SUNY state-operated campuses. Four unique SUNY campuses (R1 Research Institution, Technology Center, and two Comprehensive Universities) will share how the money is being used in three common themes: Staff, Initiatives, and Accessible living and learning landscapes. Individual campuses will discuss how their plans were developed, implemented, and lessons learned.

11.12 Resources:

 

11.13: No Disability Cultural Center? No Problem! How to Do Disability Cultural Programming on Your Campus!

 
Hannah Premo MPH, University at Buffalo

Location: Windows (I.M. Pei Building, Second Level)
 
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.
 

11.14: DeafTEC Wrap Up Session

Location: Governor's Square 17 (Plaza Building, Concourse Level) 

This invitation-only session will serve as a wrap-up for DeafTEC team members attending the conference. Additional DeafTEC resources will be shared. As part of their participation, each team will develop a “plan for change” that they will implement upon their return to campus. This session will last until 5:30pm, so please plan to stay for 90 minutes. 
 

11.15: Onboarding New Staff: A Holistic Approach to Training in Higher Education Disability Services

 
Sandra Cash Ph.D., Purdue University
Pete Celeste, Purdue University
Eileen White M.S., Purdue University

Location: Governor's Square 15 (Plaza Building, Concourse Level)
 
Join Purdue University’s Disability Resource Center as we share our insightful approach to training new Access Consultants in the field of Higher Education Disability Services. Our structured onboarding process is designed to equip team members with the knowledge and skills essential for effectively supporting students with disabilities. Attendees will gain access to our training materials and employee manual, learning how we prepare consultants to navigate the complex intersections of accommodation implementation, legal compliance, and student advocacy. Come ready to share ideas and learn how to enhance your own onboarding programs while making a real impact on your campus!

11.15 Resources:

 

11.16: Employment Support for Students with Intellectual/Developmental Disabilities: Focus Group Results

 
Megan Reynolds OTD, Virginia Commonwealth University

Location: Governor's Square 16 (Plaza Building, Concourse Level)
 
During this presentation, attendees will learn about the current status of career supports at community and technical colleges for students with intellectual and developmental disabilities, the need to improve these supports, and will consider future directions for career supports that lead to competitive integrated employment (CIE). In order to determine the appropriate type and amount of supports needed for positive CIE outcomes, researchers in the current study held distinct focus groups, composed of three categories of participants: 1) students and alumni with disabilities, 2) community and technical college staff, and 3) voc rehab counselors. Participants spoke on their experiences receiving or providing supports, collaboration strategies, and suggestions for improvement of employment services. Attendees will be able to receive and engage in discussion through case studies and the feedback from students and service providers in order to make informed decisions about their own employment services and drivers of CIE outcomes.
 

11.17: Eight Years of Insights: Strengthening Peer Mentoring Through Data-Driven Strategies

 
Jennifer Biggers M.Ed., University of California, Riverside

Location: Plaza Court 2 + 3 (Plaza Building, Concourse Level)
 
Looking to start a peer mentoring program or enhance an existing one? This session will help participants understand the unique benefits of peer mentorship for students with disabilities and the powerful role it can play in supporting their college experience. Research highlights that peer influence significantly impacts student decision-making, and a relatable mentor with a lived experience and/or similar background can make a meaningful difference. This workshop will guide attendees through establishing or improving a peer mentoring program by focusing on effective strategies for recruitment, training, mentor leadership, and data collection. Participants will have an opportunity to review testimonies from student leaders and have access to a toolkit with valuable resources (including templates and training material). 

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