2018 AHEAD Conference Concurrent Sessions

1.3:  Creating Effective Partnerships Between Health Sciences Programs and Disability Offices  

Elisa Laird-Metke, J.D., Samuel Merritt University
Bree Callahan, M.A., University of Washington

Due to the collaborative nature of creating and implementing accommodations in health science programs, creating strong working relationships between the disability office and the health science programs are essential. This presentation will cover ways to build bridges that will help create and enhance positive relationships with your health science partners, including strategies to identify and develop champions within health science programs. We’ll also share best practices to increase your own knowledge about the programs’ sequence, expectations, and board exams that will allow you to anticipate student needs and enhance your communication with faculty and students.

1.4:  Top Ten Tools for Your ASD Toolbox: The 2018 Edition

Amy Rutherford, M.Ed., University of Tennessee Chattanooga
Jamie Butler, B.A., University of Tennessee Chattanooga

The purpose of this session is to provide disability service providers with the tools they need to work effectively with people on the Autism Spectrum. Participants will learn about tools used effectively by the presenters and will be given the top ten resources for supporting this population. The audience will be given a resource list to develop their own toolkit.

1.5:  A Leader’s Role in Influencing the Effectiveness of a Team

Kara James, M.S., Purdue University
Karen Pettus, Ph.D., University of South Carolina
Randall Ward, M.A., Purdue University
J. Andrew Zeisler, M.Ed., Miami University
Enjie Hall, M.R.C., University of Toledo

In this session, a panel of leaders in the disability services field who are successfully leading effective teams will share insights on their leadership approach. Whether you have a team of student workers and/or professional staff, there are influencing factors which are common to leading teams in general. Topics discussed will center around fostering trust, addressing fear of conflict, obtaining commitment, increasing accountability, and focusing on attention to results. 

1.6:  Addressing ADA Grievances: Investigating the ADA Complaint

Tina Vires, M.Ed., Winthrop University
Kristin A. Malloy, M.S.W., Lone Star College

In this session, we will discuss responsibility for the initial investigation and whether it changes dependent on formality. Is the process consistent between informal and formal (written) complaints? When does an informal complaint incite an investigation, and are there opportunities for proactive engagement to minimize advanced complaints? Plan to discuss best practices for documenting decisions and when these offices should be recused and the investigation be conducted by other entities, such as when the complaint is specifically about that office/personnel. Who handles appeals?

1.7:  Access to Success: An Online Training Program to Teach Students how to Advocate for Accommodations
Jean Ann Summers, Ph.D., University of Kansas
Alex Twitty, M.S.Ed., Kansas City Kansas Community College
Lucy Cummings, B.A., University of Kansas
Robert Lee Beach, B.A., Kansas City Kansas Community College
Holly K. Dressler, M.S.Ed., Johnson County Community College

 This panel discussion describes Access to Success, an online program to teach community college students with disabilities both knowledge and skills to enable them to negotiate with college faculty and staff for reasonable accommodations. The panel will include research team members who will demonstrate the contents of the training website, report results of impacts on students who engaged with the training, and describe barriers and facilitators for students in accessing supports. Other panel members will be Disability Support Service staff who participated in the research and who will discuss reactions of the students to the training and applications of the training for their students within the community college context.

1.8:  Including Accessibility/Inclusive Design Topics in Computer Science and other IT and Design courses: A University of Washington Case Study
Sheryl Burgstahler, Ph.D., University of Washington

Learn about how accessibility topics can be integrated into your computing/IT course or how you can encourage faculty in these fields to include accessibility topics in their courses. Promising practices and resources will be shared. Efforts in these areas of application and outreach will result in a high-tech workforce that is fluent in these topics.

1.9:  Accessing College: A National Picture of Higher Education for Students with Intellectual Disability

Clare Papay, PhD., ICI, UMass Boston
Cate Weir, MEd, ICI, UMass Boston

How are students with intellectual disability accessing and participating in higher education? Findings from a recent evaluation of 25 model demonstration projects at over 40 colleges and universities are shared. A particular focus on accommodations and supports provided by Disability Supports Offices (DSO) will be provided. Presenters offer insights about effective practices and policies to support students with intellectual disability.

1.10:  First HIRES: A Collaboration Between Residence Life and Disability Resources for Students
Jennifer Murchison, M.A., University of Memphis
Amanda Rodino, M.Ed., University of Memphis

 In 2014, the First HIRES program was developed at the University of Memphis as a collaboration between Disability Resources for Students and Residence Life and Dining to employ students with disabilities who had never held a paying job. This presentation will discuss the partnership, implementation, assessment, and future of the program.

1.11: Everyday Ableism: Unpacking Disability Stereotypes and Microaggressions
Amanda Kraus, Ph. D., University of Arizona

When we understand disability in the context of social justice and ableism, a cultural experience influenced by dynamics of power and privilege, we can begin to unpack the many ways disabled people are targets of bias and microaggressions. This workshop will use research to identify stereotypes and microaggressions and explore how these ideas shape the disability experience and inform our personal and professional behaviors and attitudes.

1.12:  It Takes a Village: Building Capacity Through the Development of Mental Health Advocates
Barbara Blacklock, M.A., University of Minnesota
Donna Johnson, M.A., University of Minnesota

 Campuses are struggling to meet the broad needs of students with mental health conditions.  Campus collaboration is more critical than ever.  This session will provide an overview of the Mental Health Advocate Initiative, a Disability Resource Center led approach, designed to create a campus-wide network of departmental advocates available to consult with students, staff, and faculty, and direct them to the most appropriate campus resources.

1.13:  The Intersection of Title IX and Disability Services
Bruce Pomeroy, M.A., University of North Carolina Greensboro
Linda Nissenbaum, M.A., Saint Louis Community College Meramec
Sam Goodin, M.S., University of Nebraska, Lincoln

This session will provide participants with a better understanding of the intersection of Title IX and Disability Service and describe how the two can work together to provide support and service. The presenters will address recent changes and directives in Title IX from the Department of Education and their impact. Presenters have varied areas of expertise and will touch on the diverse aspects of Title IX and disability.

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2.1:  Annual Report of FIndings from NDC Task Forces on Accessible Assessment and Interpreters in Postsecondary Settings
Tia Ivanko, M.S., National Deaf Center for Postsecondary Outcomes
Lauren Kinast, M.A., National Deaf Center for Postsecondary Outcomes

The National Deaf Center on Postsecondary Outcomes (NDC) supports systems change through engagement with stakeholders at the local, state, and national levels. Our national model consists of a series of Task Forces, teams of national content experts that convene around critical issues related postsecondary success for deaf individuals. This presentation will focus on the two NDC National Task Forces: Accessible Assessment and Interpreting in Postsecondary Education.

2.2:  Juggling Apples and Other Circus Tricks!
Kari Buza, M.S.V.R., Chippewa Valley Technical College
Erin Poeschel, B.A.S., Chippewa Valley Technical College
Rachel Swatloski, M.S.V.R., Chippewa Valley Technical College

Chippewa Valley Technical College is in the sixth year of its iPad Accessibility Program. Our iPads are used to support student accommodations, with additional apps that promote time management, mindfulness, study skills, and more. This session will highlight the process we used to deliver accessible textbooks to students. We will walk you through how and why we built our program, the tools we use, and the results we've seen.

2.3:  Addressing Access in Health Sciences: Externships in the Community College Curriculum

Michelle Mitchell, M.Ed., Lehigh Carbon Community College

Many community colleges offer health science-related majors that include required externships. The Coalition for Disability Access in Health Sciences and Medical Education provides guidance to disability resource personnel as they navigate the complex waters of medical education for persons with disabilities, but their focus is not on the unique issues community colleges face. What steps are necessary for determining accommodations for a phlebotomist field placement, for hands-on training as an EKG technician, or for those preparing to become paramedics? Join us to discuss access in the community college health sciences curriculum and share strategies for working with academic units to identify technical standards and essential components of externships.

2.4:  Meeting the Needs of Students with Intellectual Disabilities and Autism Spectrum Disorders on Community College Campuses

Michael Duggan, Ed.D., College of DuPage

Community colleges face unique and challenges given their open door admissions policies.  This presentation will share how one institution outside of Chicago met these challenges through unique programming and coursework, including the development of Autismerica: a social support group for community members on the autism spectrum, and Project COACH, a non-credit program for students with intellectual disabilities. Practical strategies will be shared for creating similar programs on your campus.

2.5: Explore Implementing a CAS Perspective: DS Standards in Practice

This is a working session with AHEAD’s Representatives to the Council for the Advancement of Standards in Higher Education (CAS). Are you expected to do a program review using standards, or to use student learning outcomes (SLOs) along with program goals and aren’t sure about these approaches? If so, this session has been created specifically for you! Many heads can lead to clarity so bring your materials for review and collaborative input and your questions and concerns. Conversation will flow with the needs of attendees. 

2.6:  An Inside Perspective on the Differences Between an ADA Coordinator and a Director of Disability Services

Gabriel Merrell, M.S., Oregon State University
Emily Lucio, M.A., Johns Hopkins University
Tina Vires, M.Ed., Winthrop University
Scott Lissner, The Ohio State University
Adam Crawford, M.S., The Ohio State University
Margaret Camp, M.Ed., Clemson University
Priscilla Harrison, M.A., Clemson University
Kristin A. Malloy, MSW, Lone Star College

This session involves a panel comprised of DS Directors and ADA Coordinators from three distinct types of institutions, a large, public, state university, a private college, and a community college. The panelists will share their views on their respective roles and discuss how their work differs and fits together before opening conversation with audience members.

2.7:  ACCESS Academy: Boost Sessions to Support University Students
Tara Rowe, M.Ed., University of North Florida
Janice Seabrooks-Blackmore, Ph.D., University of North Florida
Kiersten Washell, B.A., University of North Florida
Monica Bolanos, M.A., University of North Florida

ACCESS Academy was developed in 2012 to support students with disabilities registered with the campus disability resource center. Targeting specific topics including self-advocacy, time management, writing, and study strategies, three-week boost sessions are used to teach strategies. Presenters will share instructional strategies used at the university level that support students with disabilities on campus.

2.8:  Individual Work with Students: Findings of AHEAD’s National Survey

Sally Scott, Ph.D., AHEAD

 The 2017 AHEAD Biennial Survey included new questions related to Disability Resource Professionals’ individual work with students. Come learn the findings of this research related to how we structure student appointments, average workloads, and perceptions of effectiveness. We will discuss the implications of these findings for your office and share strategies for using this data on your own campus.

2.9:  What are Meaningful Credential for CTPs Programs? Certificates, Industry-Recognized Credentials or e-Portfolios?

Margo Izzo, Ph.D., Ohio State University
Jessie Green, M.A., Ohio State University
Diane Clouse, Ph.D., University of Cincinnati

Students with intellectual disabilities enroll in college and earn a meaningful credential, as required by HEOA of 2008.  Presenters will describe how to develop credentials that have meaning to college administrators, employers, parents, and students themselves.  Participants will discuss strategies to assure that all potential audiences gain a credential that has meaning and leads to increased employment outcomes.

2.10:  Full-Service Disability Support: DSS as an Initiative in Equity, Diversity, and Inclusion
Jeffrey Shaumeyer, Ph.D., Gallaudet University
Patricia Tesar, Ph.D., Gallaudet University

 Full-service disability support addresses the needs of students with disabilities as a minority group on campus, helping students feel welcome and bond with their institution, increasing the likelihood of successful academic outcomes. Students with disabilities frequently identify with multiple minority groups, and count our Office for Students with Disabilities among their "safe spaces." DSS offices are increasingly seen as initiatives in Equity, Diversity, and Inclusion.

2.11:  Encouraging Universal Design in the Classroom by Leveraging the Priorities of Faculty

Beth Ann Bryant-Richards, M.A., University of North Carolina Wilmington

This session will explore the use of Universal Design for Learning (UDL) by faculty members in traditional face-to-face college classes. A review of the literature, an interview with an instructional designer, and a survey of faculty are the basis of this inquiry. The result of this research generated a short presentation aimed at faculty members with the goal of promoting their use of UDL in their classrooms.

2.12:  Oohrah!  Best Practices for Accommodating Veterans in Higher Education
Dan Standage, M.A., Student Veterans of America
Patty Bredehoft, M.Ed., The University of Arizona

 Student veterans likely have had no experience with an IEP and don't know about disclosure or the purpose of accommodations. We will cover common barriers student veterans with disabilities face and detail effective best practices, including: trust-building between departments and students, demystifying accommodations and disability services, and reframing disability. Examples of Veterans Administration documentation will be shared, along with a discussion of the importance of flexibility in this process. Aspects of military culture will be covered and related to working solutions.  A national perspective will be provided, and the AHEAD Veterans SIG will weigh-in with additional insight.

2.13:  Writing for the AHEAD Journal of Postsecondary Education and Disability (JPED)
Roger Wessel, Ph.D., Ball State University

Researchers and practitioners in the disability, technological, career, and higher education fields, among others, regularly submit manuscripts to the JPED. This session is designed for those who are considering writing articles for the Journal. It will include a review of current topics, what the JPED Editorial Board looks for in successful articles, and a walk-through of the manuscript submission process.

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A1:  OCR Year in Review
Mary Lou Mobley, J.D., Office of Civil Rights, U.S. Department of Education

 The Office for Civil Rights ensures equal access to education and promotes educational excellence through active enforcement of federal civil rights laws. OCR assists individuals with disabilities facing discrimination and guides advocates and institutions in developing systemic solutions to civil rights problems by investigating complaints, initiating compliance reviews, and providing proactive technical assistance. This session reviews illustrative decisions over the last year, which may help you in formulating policy and practice on your own campus.

A2:  Being There
Jamie Axelrod, M.S., Northern Arizona University
Dorianne Pollack, Northern Arizona University

When the barrier a student experiences is related to actually getting to class or completing assignments in accordance with the syllabus, what approaches are available to us? While it seems reasonable to assume that attendance is an important part of learning, important is not the same as essential. And that raises questions that need to be explored as you consider individual requests and the implementation process. We will look for guidance in OCR findings and cases that include or are analogous to the Modified Attendance accommodation processes, the importance of understanding the individual design of a course, and how those elements interact to inform the level of modification that may be appropriate. We will also explore one institution’s process and the lessons learned from utilizing that process.

A3:  Cross-Cultural Competence as a Tool to Support Identity Development of SWD
Autumn Wilke, M.Ed., Grinnell College
Maure Smith-Benanti, M.S., Grinnell College

 To support students with disabilities and their complex identities, disability resource practitioners must develop cross-cultural competence, which requires understanding that the experiences of students with disabilities are not monolithic and are informed by students' other social identities and the relative salience of those identities. This session will introduce practitioners to ways to develop their own cultural competence, reduce implicit bias, and support complex and empowering disability identity development among students with disabilities. The audience will also be introduced to the impacts of implicit bias, stereotype threat, cultural competence and the concepts of systemic oppression and double jeopardy for students with multiple targeted identities. 

A4:  Recipe for success: Baking Accessibility Into Your Online Learning Program
Kelly Hermann, University of Phoenix
Cyndi Rowland, Ph.D., Director WebAIM, Utah State University

 Online learning has been growing by leaps and bounds across higher education over the past two decades. According to the 2015 Survey of Online Learning conducted by the Babson Survey Research Group, more than one in four students now takes at least one courses at a distance. That means it is very likely you have been asked to accommodate a student in an online course at your campus. At the same time, the federal government has been involved in many complaints and legal cases regarding the accessibility of online courses and educational technology used on campus. This has led to multiple resolution agreements that reference guidelines and standards, procurement and evaluation policies, and many other considerations.  We’ll look at all of these considerations (and others!) and share how they fit together to build a comprehensive accessibility strategy that is baked in and not bolted on to your online learning program.

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Leverage Your Liability!
Melanie Thornton, M.A., University of Arkansas  Partners for Inclusive Communities

 Many of us have been taught to hide our weaknesses. We are encouraged to explain things in a way that makes us look good, even when things go wrong. We often lose sleep over the possibility that we will fail. Even with evidence that counters this thinking, the idea that it is not okay to make or admit mistakes persists in most organizations. In this talk, we'll look at wisdom that counters these ideas and consider how to leverage what we sometimes consider liabilities and put them to work for us.

Love to Lead. Lead with Love
Adam Meyer, PhD, University of Central Florida

 Love is a word that we use often in our culture to express a great like toward something, whether it be a person, a favorite food, a favorite TV show, or a hobby, to name just a few examples. Love is rarely connected with the idea of leadership. However, it is impossible to lead effectively without love, regardless of title. This talk will explore what it means to lead with love.

Philosophical versus Practical: How Do You Do Business?
Kristie Orr, PhD, Texas A&M University

Most disability service providers agree with the concepts of the social model of disability and try to incorporate them into their daily work, however, in reality there is a practical side to the work that we do. This presentation will explore the philosophical work that we do versus the practical work that we do and the struggle that sometimes results in trying to satisfy both.

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3.1:  Providing Note-takers: Lessons Learned the Hard Way
Paul Harwell, Ph.D. student, Harvard University

 "Notetaking" is one of the most common and traditional accommodations utilized in the higher education. Notetaking technology has become a hot topic in recent years, but there are still a number of students who rely on copies of notes from others. In this session, I will talk about best practices in notetaking services, strategies to identify and improve services, and lessons learned the hard way.

3.2:  Puzzled or Frustrated by Accessible Procurement? How to Get Results Through Smart Policies and Savvy Partnerships with Publishers and Other Vendors
Elizabeth Delfs, J.D., Pearson, Inc.
Jonathan Thurston, M.F.A., Pearson Inc.
Philip Voorhees, B.S., A.T.A.C., University of Nevada Las Vegas

 As higher education moves toward implementing accessible technology policies and procedures, colleges and vendors are on a steep learning curve. While not a magic panacea, accessible procurement can yield excellent results when used effectively and forming accessible purchasing partnerships with vendors can be a powerful tool. This session will examine strategies for addressing the challenges of accessible procurement, and the strikingly evident need for college/vendor partnerships. Discover the lessons from the partnership developed between a state-wide system and Pearson Education, the largest provider of courseware and textbooks. Learn about the best practices that will build positive alliances to promote inclusive design and born accessible products that help your students succeed.

3.3:  Roadmap to Determining Accommodations in Health Science Programs

Jan Serrantino, Ed.D., Meeks & Company Consulting
Linda, Nissenbaum, M.A., Saint Louis Community College Meramec

 Bringing together expertise from community college and graduate level contexts, this interactive session will focus on the challenges unique to determining accommodations in health sciences programs and clinical settings. The session will consider how to plan proactively, identify collaborative partners, and establish best practices to determine accommodations. Through problem-based learning, participants will collaborate on case studies to identify clinical barriers, determine challenges to technical standards or essential functions, and identify and implement reasonable accommodations in the clinic—including disclosure to clinical faculty. Participants will gain skills to apply new techniques for clinical accommodations to their practice.

3.4:  A Spectrum of Possibilities: Postsecondary Programs for Students with ASD

Margaret Camp, M.Ed., Clemson University
Jane Thierfeld Brown, Ed.D., College Autism Spectrum & Yale University

 As the number of students on the autism spectrum attending college continues to increase, postsecondary campuses are rising to meet the needs of a neurodiverse population. Programs differ in size, scope, and strategies, resulting in various characteristics based on their campus culture, needs, and resources. A panel of program developers and leaders will discuss the components of their programs and the successes and challenges they have experienced, informing those who may design similar programs.

3.5:  Getting into the Trenches of the Social Justice Mission

Carey Busch, Ph.D., Ohio University
Adam Crawford, The Ohio State University
Amanda Kraus, Ph.D., University of Arizona
Randall Ward, M.A., Purdue University
Katy Washington, J.D., University of North Texas

This panel session is focused on how current leaders in the field are being be very practical, intentional and influential in bringing a social justice mindset to the college campus. The panelists are at various stages of accomplishment in this area on their respective campuses and will speak to their journey and lessons learned to date.  Presenters will offer practical feedback on how to collaborate with your campus community in a way that supports a shift, often gradual, from thinking of disability work as a compliance-based issue to one of social justice and inclusion.  

3.6: Hiker's Guide to Engaging Administrators, Faculty and Staff with ADA Policy, Procedures, and Practices

Anne Moll, Ed.D., Colorado Mountain College
Lisa M. Doak M.S. Ed., Colorado Mountain College

Want to engage your administration, faculty and staff in actively embracing the ADA policies and practices but feel like you are climbing a 14er and pulling them up the mountain reluctantly with you? Is it the fear of heights or law suits? Is it lack of endurance to go the distance or hold high standards? Is it the lack of vision to see how beautiful the process can be and how clear everything is once the truth is clear at the top? This interactive session will highlight the biggest barriers to engagement and demonstrate ways the ADA and disability service coordinators are getting faculty, staff, and administrators engaged in making the "climb" and becoming an educated guide in the embodiment and empowerment of following ADA standards.

3.7:  Disability Support Services Untethered from Campus: Reimagining How We Attract, Accommodate and Retain Students with Disabilities in Higher Education.
Elizabeth Gridley, M.A., Gateway Technical College
Donna Piccolo, M.A., Gateway Technical College
Carrie Parworth, M.A., Gateway Technical College
Daniel Peterson, M.A., Gateway Technical College

 Disability Support Specialists (DSS) routinely spend time in local high schools, playing an active role in the successful transition of students with disabilities to Gateway Technical College. In conjunction with Gateway New Student Specialists, they serve as a resource by educating teachers, students, and parents on topics related to post-secondary options and accommodations. Early collaboration has proven to have a positive effect throughout a studen's post-secondary transition.

3.8:  Student Perspectives on Disability Services

Kimberly Elmore, M.A., NCCSD/ DREAM, moderator

 Through discussion and a brief video, panelists will share their experiences as college students with disabilities, including with using accommodations, interacting with faculty and disability resource professionals, building community, facing challenges, and creating successes. Students will discuss ways disability resource professionals can better outreach to students, enhance services, and help create a more welcoming campus for students with disabilities.

3.9:  Tightening the Leash: Policies and Processes for Handling the Increasing Number of Service/Assistance Animals on Campus
Leslie Johnson, M.A., Michigan State University
John Pedraza, M.A., Education, Michigan State University
Michelle Shaw, M.Ed., Florida Atlantic University

 One of the greatest challenges many of us are facing on our campus is how to manage the increase in service/assistance animals (ESAs) in campus housing. After a brief review of the law, we will compare how two public universities are handling the influx of animals on their campuses. This will include sharing our unique strategies, policies and processes. We will also share how we have each collaborated with campus and community partners to make informed animal decisions. This presentation will conclude with case studies and discussion of real examples of difficult animal situations we have encountered.

3.10:  Using Student Learning Outcomes in Disability Services
Ann Knettler, M.A., Delaware State University
Jean Ashmore, M.S., Emerita, Rice University; Consultant

Does your administration expect you to assess student learning?  While Program Outcomes and Student Learning Objectives (SLOs) are assessed differently, one cannot productively exist without the other.  This session will provide the background and process used to create effective SLOs based on the Disability Resources and Services (DRS) Standards from the Council for the Advancement of Standards in Higher Education (CAS). Specific examples and takeaways will be provided on creating and assessing SLOs for the benefit of the DS office and the students it serves.

3.11 :  Access for All: Creating a Campus Culture of Disability Inclusion
Valerie DuBose, M.Ed., University of Alabama at Birmingham
Allison Solomon, M.S., University of Alabama at Birmingham

 In the spirit of the AHEAD 2018 conference theme "Equity & Excellence" this presentation addresses how the University of Alabama at Birmingham (UAB) Disability Support Services office is creating a campus culture that embraces disability as diversity. The presentation will provide an overview of how UAB DSS is leading efforts to create a campus climate that promotes disability inclusion and universal design through various programming opportunities and development of strategic campus partnerships.

3.12:  Disability Rights Moves to the State Stage
Jo Anne Simon, J.D., Member, New York State Assembly

 As the new administration forges forward to meet its goal of reducing the number of federal regulation, disability rights and all of higher education faces a potentially seismic shift in the rights of students that were heretofore protected. As we know the ADA and Section 504 were not as comprehensive as many would have liked.  Expected rollback of regulations and regulatory guidance are anticipated.  People with disabilities must now look to the states to fill both the existing gaps in federal protections, and to codify federal protections into state laws protecting the rights of individuals with disabilities, as well as women and victims of sexual assault. This session will focus on how AHEAD members can make their voices heard at the state level and enshrine disability rights protections in their state.

3.13:  Accommodating Students with Visual Impairments: Continuing the Dialogue and Sharing the Student Perspective
Joanna Boval, M.A. in Counseling, University of California San Diego
Susan Kelly, M.A., University of California San Diego
Jimmy Cong, A.A., University of California San Diego

Building on audience feedback from our presentation last year entitled, "Accommodating Students with Visual Impairments: Creating Productive Campus Partnerships to Promote Student Access,"we take the conversation to the next level.  First, we will focus on the resources needed to create accessible formats for increasingly more complex mathematical and computational texts.  Second, we will offer the student's perspective on working with the disability office to create equity and access.

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Thursday, July 19, 2018
2:00 pm - 3:00 pm

4.1:  Shifting From "I Can't" to "I Can't Yet:"  Coaching Strategies to Promote Equity and Excellence in All Students
Christina Fabrey, M.Ed., Green Mountain College
Jodi Sleeper-Triplett, B.A., JST Coaching

 Is fixed mindset undermining your student's ability to succeed? Through the educational experience, students with disabilities are provided messaging that labels their abilities and impedes their movement towards academic excellence. Current mindset research challenges these labels and shows that effort is a means to success. In this workshop, participants will learn about  the research, gain coaching strategies, and will leave prepared to help students see that their skills may not YET be developed but can be with effort.

4.2:  Establishing a Successful Accessible Media Program in Higher Education:  A Overview of Workflows, Costs, and Next Steps at George Mason University
Courtney Ward, M.Ed., George Mason University
Korey Singleton, Ph.D., George Mason University

 Six years removed from beginning our captioning pilot project, the Assistive Technology Initiative at George Mason University now has a sustainable proactive strategy for addressing accessible media for compliance and accommodation purposes.  In shaping this service, we created new strategic partnerships, streamlined the request process, developed online resources for faculty/staff, addressed significant technological hurdles, and formed a staff dedicated solely to accessible media.  We will highlight our accessible media successes, failures, and the future of this service.  More pointedly, our presentation will focus on how we capture and track data and use that information for strategic marketing and relationship-building across campus.

4.3:  The Good Doctor: Individuals with ASD and Health Science Education

Lisa Meeks, Ph.D., University of Michigan Medical School
Michelle Rigler, Ed.D., University of Tennessee Chattanooga
Jane Thierfeld Brown, Ed.D., College Autism Spectrum & Yale University

 ABC’s The Good Doctor makes for great television, but does it accurately portray the challenges inherent to health professional training for individuals on the autism spectrum? In this session, the presenters will review The Good Doctor through the lens of health science education and disability services, highlighting the top 5 challenges for this unique population of students. Using clips from the series, the presenters will identify accurate and inaccurate depictions of ASD pointing out the important differences in relation to the top five challenges while offering potential mechanisms to address barriers unique to clinical education.

4.4:  College to Career on the Spectrum

Laurie Ackles, L.M.S.W., Rochester Institute of Technology

 This session will cover a collaborative approach, involving disability and career services professionals, for assisting students on the autism spectrum in navigating the complexities of the job search and career preparation process. Participants will be introduced to programming and support options for helping students on the autism spectrum move toward a smoother transition to the workplace. 

4.5:  Resilience Isn’t Just for Students! We Need it Too.

Elizabeth G. Harrison, Ph.D., University of Dayton

Resilience is what helps us push through the bumps and roadblocks we encounter as we lead change on our campuses. Participants in this session will consider what resilience is, why we need it, and where it comes from. We will then explore an array of tools that can be used to help ourselves and our colleagues strengthen our resilience so we can continue our leadership work and stay healthy in the process.

4.6:  Planning Accessible Events

Jim Kessler, AHEAD

 Learn about what it takes to plan an accessible event or conference. From accessible emails and printed PR materials to the event space and parking to onsite communication access, events pose a number of potential barriers that careful planning can remediate. Serving as a resource to campus event planners is an important part of supporting campus-wide accessibility.

4.7:  Learning Strategy Instruction in Higher Education:  What Do We Know and Where Could We Go?

Adam Lalor, Ph.D., Landmark College
Allison Lombardi, Ph.D., University of Connecticut
Lyman Dukes III, Ph.D., University of South Florida St. Petersburg
Michael Faggella-Luby, Ph.D., Texas Christian University

Learning strategy instruction (LSI) has long been recommended for students with disabilities, but what do we really know about LSI in higher education? Does LSI improve outcomes for students with disabilities? In this session, we will provide a synthesis of published research articles on LSI for postsecondary students with disabilities. Implications of this research for disability services and learning professionals and opportunities for leadership on this topic will be discussed.

4.8:  Get Hands-On with Information at the NCCSD Clearinghouse

Richard Allegra, M.S., National Center for College Students with Disabilities, AHEAD

The National Center for College Students at AHEAD has been busy collecting information and resources designed for students, families, college personnel and others. There’s a LOT available at our Clearinghouse, as well as at the DREAM student organization site. Bring your laptops, tablets, and phones to walk-through our resources together. Time permitting, we’ll take some of your technical assistance questions.

4.9:  If We Can Do It, So Can You: Set-up and Procedures for the University of Arizona’s Exam Administration Office
Carsen Kipley, B.S., University of Arizona
Barbara Lopez, B.S., University of Arizona

Through continuous partnerships with instructors and department administrators, the University of Arizona's Disability Resource Center ensures all student assessments are accessible. To meet this goal, the DRC Exam Administration Office successfully administers approximately 6,000 exams per semester on behalf of instructors in addition to providing resources and support for instructors who choose to create accessible exams or provide accommodations for their students themselves. This presentation reviews how the DRC runs an effective testing office with two full-time staff and 10 student employees while supporting roughly 2,500 courses per semester.

4.10:  What are we doing around here anyway? Accommodations or Access?
Adam Meyer, Ph.D., University of Central Florida

We focus so much on accommodations in our daily work, but is accommodation implementation our sole purpose? Where does access come into play? How does your identified office purpose and mission align (or not) with the messages sent to stakeholders on campus through communication and operation? This session will explore the critical differences between the concepts "access" and "accommodations" and offer food for thought to guide you in shaping your campus messages and calls to action.

4.11:  Keep Your Head in the Game by Creating Powerful Partnerships
Kimberly B. Doran, M.Ed., The Ohio State University

We will discuss how the partnerships created between student-athlete academic support offices and disability services can benefit all students. Open and transparent lines of communication around disability, accommodations, concussion protocols, and mental health maximize human resources and promote access across campus.

4.12:  Chronically Educated: Strategies, Strengths, and Accommodations Created from the Chronic Illness Experience
Gail Myers, M.S., University of Minnesota Crooksto
Chanel Myers, Ph.D., University of Minnesota Crookston

 Research about chronic illness often focuses on the negative effects that come as a result, yet there are positive outcomes that are described by those who find strengths and benefits from the chronic illness experience. One of those is the ability to be both sick and to learn, to both work on your illness and get a degree. It is important to know what strengths result from chronic illness so that those talents can be leveraged to increase success. Coping mechanisms may create the foundation for higher levels of functioning. Robotic telepresence is one of the newest ideas to accommodate these students with exciting results.

4.13:  Accommodating the Unique Needs and Challenges of Graduate and Professional School Students
Joanna Boval, M.A., University of California San Diego
Timothy Montgomery, M.A., University of California San Francisco

Students with disabilities enrolled in graduate programs (STEM and non-STEM), professional schools (Law, MBA), and certificate programs (in-class or on-line) often face different challenges than undergraduate students. Join this conversation of higher education disability experts as we discuss these challenges and create a greater understanding of best practices.

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Thursday, July 19
4:00 pm - 5:30 pm

5.1:  Awesome UDL Tools You Needed Yesterday
Paul Brown, M.Ed., Texthelp

 Campus-wide, universal design for learning (UDL) used to be a possibility- now it's a probability!  Reading, writing, and math accessibility tools will be demonstrated. Learn about free and premium tools to make your college an accessible institution for all students.

5.2:  How to Transform Your Institution: From Faculty Development to Campus-wide Partnerships for Accessible Course Development

This combined session will provide the audience with a holistic perspective for initiating cultural change within their institutions to help faculty to develop accessible courses. The first presentation will focus on faculty development training for accessible course design and the second will highlight campus-wide collaborations to disseminate such courses and build awareness of them.  

5.3:  Flipped Classrooms in the Health Sciences Curriculum

Linda Sullivan, M.A., Harvard University

As pedagogical changes come to the health sciences, the accommodations necessary to ensure accessibility for students with disabilities change. Both virtually-delivered material and in-class discussions and activities must be designed with diversity and accessibility in mind.

5.4:  Neurodiversity and Campus Culture

Jane Thierfeld Brown, Ed.D, College Autism Spectrum & Yale University

As the population of students who are neurodiverse increases on college campuses, many in student affairs struggle to understand and appreciate the richness and diversity students on the autism spectrum bring to our communities. While students with autism bring differences, they have many more similarities to other students. We, as Disability Services professionals, must look to educate our campuses to broaden social acceptance.

5.5:  Embracing your Diversity and Identity as a Leader

Enjie Hall, M.R.C., University of Toledo
Katy Washington, J.D., University of North Texas
Dan Standage, M.A., Student Veterans of America 
Tay McEdwards M.S.Ed., Oregon State University
Deborah M. Jones, M.Ed., University of St. Thomas
Zebadiah Hall, M.B.A., Valparaiso University

Have you felt as though you are not heard when you bring disability issues to a campus discussion? Have you sensed that people are uncomfortable with the topic of disability and would rather avoid the discussion? Are you curious about whether the identity of the person raising the issues is a factor on how the message is received? Come join a panel of your colleagues to hear different perspectives, the good and the bad, concerning their experiences as leaders impacting change. The panel is comprised of professionals in disability services who bring unique perspectives, both in terms of their diverse identities—race, gender, disability, sexual orientation—as well as their experiences with gaining influence on their respective campuses.

5.6:  Establishing Accommodations in Internships, Placements & Practica: Process & Policy

L. Scott Lissner, The Ohio State University

 Practica (student teaching, medical placements, clerkships, etc.) stand at the intersection of work and education. This session will focus on the infrastructure necessary to meet access obligations while providing students a foundational experience in workplace access in their chosen profession. 

• How do you develop a consistent process, considering Memorandums of Understanding, handbooks, and policies? 
• What responsibilities (requesting, determining reasonableness, covering costs, etc.) belong to the institution, the placement site, supervising faculty and the student?

5.7:  Building Social Justice Awareness Through the Curriculum: Using Academic Coursework to Increase Inclusion and Understanding
Joanna Boval, M.A. in Counseling, UC San Diego
Beth Ann Bryant-Richards, MA, UNC Wilmington

This session will explore ways that two universities have sought to increase understanding of disability issues and promote inclusion by leveraging general education requirements. In both instances, these were the first courses in their university’s offerings that treated disability as a component of diversity. The presenters will dive into course content, discuss how the course objectives were met, and give details of readings, assignments, and classroom activities. We will talk with attendees about strategies to get a similar course offered at their campuses.

5.8:  Working to Change the Campus Climate: Research and Recommendations from the NCCSD

Sally Scott, Ph.D., NCCSD, AHEAD
Wendy Harbour, Ph.D., NCCSD, AHEAD

 What do we know about campus climate and why is this important for students with disabilities? In this session we will present an overview of current research on the topic and discuss the findings of two recent studies conducted by the National Center for College Students with Disabilities (NCCSD). Come talk about the implications for your campus and learn about innovative practices for promoting change.

5.9:  Career Focused Agenda:  Partnership for Success
Bea Awoniyi, Ph.D., Santa Fe College/Johnson Scholarship Foundation
Elizabeth Delfs, J.D., Pearson Corporate Disability Mentorship Program
Lady Hereford, Johnson Scholarship Foundation
Malcolm Macleod, J.D., Johnson Scholarship Foundation
Sharon Wood, Johnson Scholarship Foundation

Despite years of work and advocacy on growing postsecondary access, persistence and graduation rates for students with disabilities, the under/unemployment rate of graduates with disabilities remains stubbornly high and resistant.  This session will explore programs, resources and collaborations for replicable, career focused preparation for students with disabilities. This interactive session will discuss the efforts of one foundation and the work of a corporate partnership and will seek to understand how their work and interests can be better utilized by DSS professionals. The session format is interactive and will include small group discussions.

5.10:  So Close and Yet So Far 2.0: Best Practices in Providing DSS Services on Multiple and Satellite Campuses
Adam Kasarda, M.S., Alliant International University
Katherine McDonald, M.S., Salisbury University

Increasingly, disability service providers work with students, faculty, and staff located on multiple and satellite campuses, sometimes at great distances from  the provider’s physical location. Presenters will share experiences, strategies, procedures, and scenarios to assist disability service providers to foster and maintain  effective relationships with satellite/multiple campuses to ensure accessible educational experiences, even at a distance. Opportunitites discussion of best practices will be provided.

5.11:  Multiple Means of Inclusion: Creating a Campus Culture of Access and Universal Design
Antonia Levy, M.A., CUNY Scholl of Professional Studies
Christopher Leydon, Ph.D., CUNY School of Professional Studies

The aim of this highly interactive presentation is to empower participants to kickstart campus-wide UDL initiatives at their schools. We will report on the ongoing initiatives at CUNY School of Professional Studies, which involve collaborative efforts among faculty, students, and staff. Best practices gleaned from research and experiences in implementation will be shared. Participants will be invited to strategize how to launch similar initiatives at their own institutions by forming partnerships with stakeholders, identifying and overcoming obstacles, and fostering alliances.

5.12:  Post-Concussion Symptoms: Enhancing Support for Students and Faculty

Chris Dallager, M.S.Ed., Carleton College
Maddie Talamantes, B.A. in progress, Carleton College

Concussions experienced by athletes and non-athletes at colleges and universities create a wide range of symptoms that vary greatly in duration and intensity. This presentation provides a review of campus research on the need to support students with post-concussion symptoms, reviews an interview protocol to assess student need, and offers a range of supports from apps to academic accommodations to student support groups.

5.13:  Audio Description: Collaboration, Implementation, and Evaluation
Elizabeth (liz) Anh Thomson, Ph.D. candidate, University of Illinois Chicago

This session will provide an overview of audio description, share a student end user's experiences, offer a case example of collaboration with audio description, and discuss the challenges and benefits of implementing audio services. If time allows, participants will practice writing descriptive text, which is one of the early stages in the audio description process.

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Embracing Helicopter Parents; Assets not Adversaries
Amy Osborne, M.S., Thomas More College

While the concept of helicopter parents is not new, the definition is quite different for those students with and without a disability.Parents of students with disabilities have been their student’s strongest advocate for their entire academic careers.

Thus, as the student enters postsecondary education, parents too face a dramatic change. How can we use the parent’s expertise while supporting student growth and self-sufficiency? How do we scaffold students they embark on the next phase of their educational journies?

The Gifts of Imperfection in Disability Services
Adam Crawford, M.S., The Ohio State University

 Many disability services professionals feel the weight of "being perfect" in their lives. We are expected to juggle increasing workloads with stagnated resources, all the while not showing any signs of burnout and never making mistakes. And if you do make a mistake, prepare for an OCR investigation. Talk about pressure! It's in this context that perfectionism, and all its ills, can manifest. Using Dr. Brene Brown's best-selling book The Gifts of Imperfection as a foundation, this speaker will share his personal journey from struggling perfectionist to aspiring "good-enoughist." Attendees will learn about Brene's Ten Guideposts for Wholehearted Living and how to apply these guideposts to their own work.

Sexual Violence and Rape -- It’s Not Just About Title IX
Paul Grossman, J.D., Hastings School of Law

There is clear evidence of a relationship between surviving sexual assault and the onset or exacerbation of disabilities like PTS, insomnia, and anxiety disorder. This evidence compels us to recognize the responsibility of colleges and universities to include disabled student service personnel as part of the institutional response to survivors of rape and other forms of sexual violence. Moreover, there are important legal and strategic advantages to addressing the needs of individuals who have experienced sexual assault as “individuals with disabilities” with accommodation rights under Section 504 and the ADA rather than solely as “accusers” under Title IX. Join Paul in a “call to action” for a greater level of collaboration between  campus Title IX and DSS offices in addressing the immediate and long-term needs of students who have experienced  sexual violence.

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6:1  The Real Reasons Why Students with Mental Health Conditions May Struggle Academically
Michelle Mullen, M.S., UMass Medical School, Transitions Research and Training Center
Brittany Stone, M.S., Rutgers University
Amy Banko, M.S., Rutgers University

Students with mental health conditions are at greater risk of attrition than any other disability group. Many believe that the symptoms of the condition are the reasons why these students struggle. However, recent research from Rutgers University suggests that while symptoms play a role, the greater issue associated with academic performance & follow-through are deficits in executive functioning (EF). This session will review a new research-based, manualized cognitive remediation intervention (FAST) for targeting EF skills, the corresponding academic implications to under-developed skills, and strategies to develop EF skills among college students with mental health conditions.

6.2:  WCAG: Perceivable, Understandable, Operable, Robust
Cyndi Rowland, Ph.D., Director WebAIM, Utah State University

We often hear and recommend WCAG standard to our institutions, but do we know enough about them to be helpful beyond the original recommendation? Join the Director of WebAIM for a walk-through of the concepts, the levels, the success criteria and hear how you can achieve the standard as well as where things can go awry.

6.3:  Psychological Disabilities in Health Science Education and the Role of Disability Service Providers

Dani Takai-Castioni, B.S., University of New Mexico School of Medicine
Lisa M. Meeks, PhD., University of Michigan

Health science students with disabilities face extraordinary obstacles including overt and covert messages that they “do not belong.” This negative narrative can create or exacerbate generalized anxiety, depression, and other mental health concerns. In this talk, we examine this issue from an “in the trenches” perspective. The presenters, a medical student and a DS provider, will review the experiences of students with psychological disabilities and the barriers they face in health science programs. They will also explore opportunities for DS providers to work more closely with institutional supports to ensure meaningful access.

6.4:  THRIVE: Supporting Students with ASD on Campus

Tara Rowe, M.Ed., University of North Florida

 The number of degree-seeking students with autism spectrum disorders (ASD) is increasing faster than ever before. The University of North Florida has developed a sustainable peer-mentoring transition program to support students with ASD to succeed both in the classroom and on campus. Focusing on social, independent, and career skills, THRIVE began in 2012 with 6 students and has grown to over 145 students - all without charging students a fee to participate.

6.5:  Balancing Your Budget Priorities

Donna Johnson, M.A., University of Minnesota
Sue Kroeger, Ed.D., University of Arizona

 For disability service providers focused on meaningful access and inclusion, it can be difficult to balance spending on inclusive design relative to staffing, curriculum, technology, facilities, programming, etc.  Supervisors may not appreciate or understand this emphasis and may ask “Must we do that?”  This session will explore ways of rethinking how budget resources are allocated and ways to effectively balance ‘what we must do’ and ‘what we can do.’

6.6:  Establishing an Inclusive Direction for Campus Physical Environment Accessibility

Gabriel Merrell, M.S., Oregon State University
Peter Ploegman, M.A., National Louis University

 Think much about physical environment accessibility? Whether yes or no, you may be surprised to learn of the many issues often missed without direct focus from advocates. Topics for discussion include how to be proactive in conversations around facilities, transportation, rented properties, parking, and environmental sensitivity. In striving for inclusion, these topics often require campuses to push beyond foundational understandings of the ADA towards deeper conversations about access.

6.7:  Managing Transitions: Disability as a Component of the First-year Experience
Shailen Singh, Ph.D., Texas A&M-Central Texas

The challenges associated with a traditional-aged college student transitioning to a University setting are well-defined. First year students with disabilities are not only navigating challenges associated with their transition but also conceptualizing their individualized identity (away from parents or guardians) as a disabled person on campus. This presentation will seek to provide insight into how First Year Experience Practitioners can refine their practices to ensure productive transitions for students with disabilities.

6.8:  Closing the Circle:  Using Assessment to Identify and Address Issues Associated with Note Taking Services

Earlee Kerekes-Mishra, M.A/. Oregon State University
Tracy Bentley-Townlin, Ph.D., Oregon State University

This presentation will showcase how assessment and student feedback propelled Disability Access Services (DAS) to re-envision note taking accommodations at Oregon State University. Data from the DAS 2016 Student Satisfaction Survey and the DAS 2017 Faculty Satisfaction Survey identified the need to formulate an action plan to move forward. Assessment data from these surveys, along with an implementation plan and research information, will be shared with attendees.

6.9:  Achieving Career Success through Effective Disclosure
Renee Haack, M.A., Ball State University

When to disclose is the number one question on the minds of many people with disabilities. Disclosing your disability early and in the right way is a very personal decision that can minimize risks associated with opportunities. As employers are striving for a more diverse workforce, disclosing promotes advocacy and independence for achieving the long-term success that will break down barriers and boost self-confidence. In this session, we will discuss practical steps how and when to disclose.

6.10:  Closer Collaborations: A College Model
Cheryl Muller, M.Ed., Univeristy of Arizona

Achieving sustainable, systemic change, necessitates building meaningful relationships with academic colleges. Our daily work focuses on removing barriers to access and ensuring students have an experience similar to their peers. By connecting with faculty and advisors, we learn about the unique culture of each academic department, keep abreast of trends, and understand the essential components of degree programs that impact the curriculum and the student experience. The College Model is consistent with our beliefs and in-line with the social model as we have opportunity to broaden our work beyond individual disability-related accommodations and shift our focus, attention, and intervention to the environment.

6.11:  Who is on the team? One Community College's Game Plan Towards an Accessible Campus
Emily Hinton, M.S.W, Waubonsee Community College
Kelli Sinclair, M.S.Ed, Waubonsee Community College

Accessibility impacts every area of an institution. In an effort to expand the responsibility of accessibility beyond disability service offices, it is imperative to include players from a cross-section of the campus in strategic accessibility planning. The presenters will share their vision, research, and experiences in developing and leading a cross-functional team at a community college.

6.12:  Closing the G.A.P.: Greek Accessibility Pathway
Emily Quinn, M.Ed., University of Tennessee Chattanooga
Michelle Rigler, Ed.D., University of Tennessee Chattanooga
Aubrey Duman, M.Ed., University of Tennessee Chattanooga

As a part of our campus cultures, fraternity and sorority life should be open and accessible to all students regardless of disability. Greek organizations are marketed as open to everyone, but anecdotal reports suggest otherwise. The Greek Accessibility Pathway (G.A.P.) is an innovative program focused on creating a culture of access for students with visible and invisible disabilities within the fraternity and sorority community at the University of Tennessee at Chattanooga.

6.13:  Taking a Fresh Look at Document Accessibility: An Exploratory Study Examining How Students with Visual Impairments Interact with Accessible Documents

Korey Singleton, Ph.D., George Mason University
Kristine Neuber, Ph.D., George Mason University

 While several studies have explored frustrations and challenges associated with blind users accessing Web content, few have focused on document accessibility. This exploratory study examines how students with visual impairments interact with accessible documents (e.g.., Word, PDF). Using a combination of video observation, surveys, and semi-structured interviews, students were presented with both an accessible Word document and an accessible PDF document. They were then provided a series of tasks to complete, navigating each document's content. In this session, we will discuss the study, results, and potential implications for designing accessible documents for users with visual impairments.

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7.1:  Pinpointing the Pain Points of Case Review
Valerie Hamilton, M.Ed., University of Washington
Joe Andenmatten, M.A., University of Colorado

Making difficult decisions about accommodation requests can be challenging at best and litigious at worst. When reviewing documentation and student reports, we can simplify our approach to practical problem solving by examining our own thought processes and answering questions of "why." Although having our professional opinions scrutinized is difficult, it often leads to a deeper insight into the decisions we make in our offices as we work towards consistency of practice  and building team cohesion.  In this interactive session, we will consider why case analysis with team members is important, examine different approaches to discussing cases, and have participants conduct a mini case review session.

7.2:  Wayfinding in a Digital World: Providing Accessible Campus Maps
Lauren Copeland-Glenn, B.A., Northern Arizona University
Jim Kessler, AHEAD

Access to campus (orientation) information, which is readily available in electronic and print throughout the campus, is not available to blind/visually impaired students, who, after basic O&M training have no resources for independent wayfinding. Integrating GIS "mapping " and "word maps" is a feasible solution.

7.3:  Access in Health Sciences: Intermediaries in the Clinical Setting

Barbara Blacklock, M.A., University of Minnesota

 More talented students with disabilities are being admitted to health science programs, leading to exploration of more creative and complex accommodations to ensure access in clinical settings. This session will focus on using the interactive process, guided by the program’s technical standards, to determine when it is reasonable to use an intermediary in a clinical setting. An intermediary is often a pre-professional student, who is hired to provide access to information a health science student with a disability needs to use when making a full clinical assessment. Based on the experience of the University of Minnesota, leading strategies for hiring, implementing, and onboarding an intermediary, as a reasonable accommodation will be shared.

7.4:  Becoming Autism Confident Through Peer Mentoring and Leadership

Martin Davis, B.S., University of Tennessee Chattanooga
Amy Rutherford, M.Ed., University of Tennessee Chattanooga

 For students with Autism, integration into the full college experience can be challenging.Through a credited class, mentors become Autism Confident advocates and understand the impact on our college campus.Through this work, they are able to support college student with ASD as they develop a better understanding of the full college experience, while also navigating the social skills needed to be successful. This presentation provides a framework for creating a comprehensive peer mentoring program.

7.5:  Owning Up: Improving Results by Creating a Culture of Accountability

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

The term accountability often has negative associations such as confronting employees for not meeting expectations or providing numbers in quarterly reports. But accountability in leadership is much broader and holding ourselves and others accountable doesn’t have to be a punitive experience. In fact, when accountability is approached in a proactive way and leaders learn to supply others with accountability, it can transform an organization. We’ll explore the core competencies of accountable leadership and consider how these core skills can move us forward in achieving the results that are most important to us.

7.6:  Dispute Resolution – A Response to “No!”

L. Scott Lissner, The Ohio State University

A student requests an accommodation for a test in two days that you don’t believe is appropriate, you say, “no,” and the student appeals. An instructor says, “no, that is not reasonable in my course” to an accommodation request you believe is supported. This session will use brief case studies to explore formal and informal tools for dispute resolution. Defining roles and responsibilities, balancing advocacy and compliance, and identifying decision-makers of “first” and “last” resort will define the boundary between the interactive process and complaints. We will identify best practice models and resources for framing the interactive process, considering “effective” and “essential,” and developing policy and process for appeals.

7.7:  Barriers for Students with Invisible Disabilities: The Impact on Self-Advocacy and Accessing Accommodations

Debra Holzberg, Ph.D., University of North Carolina Greensboro
Latacha Hamilton, Ph.D., St Jude Children's Research Hospital

Students with invisible disabilities who transition to postsecondary educational settings have the option of disclosing their disability identity to support services; however, often there are barriers which hinder students’ disclosure. This combined session will describe a qualitative study using semi-structured interviews to question students utilizing disability support services at one 4-year, public institution regarding their perceptions of self-identifying as having a disability to obtain accommodations. The second study evaluated the effects of Self-Advocacy and Conflict Resolution (SACR) instruction on the ability of four college students with hidden disabilities to request and negotiate academic accommodations in role-play and in-situ settings. Results of both studies will be presented along with a role-play demonstration. Additionally, implications for practice will be discussed. The session will conclude with time for questions and answers.

7.8:  Captioned Media, Is It Our Responsibility?
Stephanie Zito, M.A., National Deaf Center
Dave Litman, M.S.W., National Deaf Center for Postsecondary Outcomes

Captions provide essential access for over 30 million Americans with hearing loss. Aside from deaf students, captions benefit English language learners, students with other disabilities, and emerging readers. For postsecondary institutions, captioned media has become a topic of focus due to increased technology demands, including archived lecture videos, pre-recorded lectures for online courses, and online media content. Recent litigation has emphasized institutions’ responsibility for access of their online presence. This presentation will focus on various models of campus captioning policies and strategies to streamline the process.

7.9:  Creating and Implementing a Pan-University Accessibility Reporting System
Barbara Zunder, M.A., University of Virginia
Deborah Berkeley, M.A., University of Virginia

The University of Virginia will demonstrate an online reporting mechanism to address and remediate accessibility issues in the academic, digital, and built environments. Created in-house, "Report A Barrier" is software designed to allow anyone to report a barrier to access. We will discuss the major functional areas across the University that were essential to successfully deploying this tool, the mechanics of how the software works, the communication flow, and how barriers are remediated.

7.10:  Different Approaches to Disability Services
Kelly Loftis-Dormer, M.A., Wayne State University
Leslie Johnson, M.B.A., Michigan State University

There is more than one way to successfully run a disability office. Michigan State University and Wayne State University are both large public universities in Michigan and will share the different perspectives and strategies they utilize for managing large caseloads, determining and providing accommodations, using data and trends, and developing campus partners and liaisons. This presentation will have you thinking about "out of the box" approaches to maximize resources for your office.

7.11:  Internationalizing the Curriculum: Is Everyone On-board?
Bea Awoniyi, Ph.D., Santa Fe College
Claudia Connelly, M.S., Santa Fe College
Vilma Fuentes, Ph.D., Santa Fe College

The panel will describe how one college has shown its commitment to both international education and inclusive education. We will discuss what college faculty and administrators have done to make study abroad programs more accessible, teach students about the challenges of achieving inclusive education worldwide, ensure online courses are inclusive, and train higher education administrators from other parts of the world on how to serve students with disabilities. Presenters will emphasize how different parts of a college or university must work together to achieve all of these goals. 

7.12:  Bridging the Crossroads: The Intersection of Trans* and Autism Identities
Tay McEdwards, M.S.Ed., Oregon State University
Teryn J. Robinson, M.A., Lake Forest College
Cynthia Konrad, M.A., Oregon State University

 Are there more trans* people on the autism spectrum than in the general population? After reviewing the research on this co-occurrence, we will review best practices for serving both identity groups through universal design and social justice. We will discuss collaborations between disability services offices and LGBTQA student services to create change to support students with these intersecting identities. We will engage participants in opportunities to brainstorm methods for increasing student success and students' sense of belonging.

7.13:  Documentation Review at a High-Stakes Testing Agency: How ETS Makes Accommodations Decisions
Morgan Blisard, M.S.Ed., Educational Testing Services

Have you ever wondered how a high-stakes testing agency reviews disability documentation? The documentation review process at ETS is a highly individualized process that requires consideration of the testtaker's functional limitations, the current legal landscape, test construct, score validity, and fairness to all testtakers. A representative from ETS will help you understand the review process and discuss why ETS decisions may or may not differ from yours. Several examples of disability documentation will be reviewed and audience members will be encouraged to join the discussion.

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B1:  Legal Year in Review
Paul Grossman, J.D., Hastings College of Law
Jo Anne Simon, J.D., New York State Assembly

AHEAD’s legal experts focus on ten legal developments in post-secondary disability law in the past year – ones that every disability services professional should be aware of to fulfill their professional responsibilities. 30-minutes of Q&A.

B2:  Creative Approaches to Disability Justice: Entry Points on Campus for Awareness, Access, and Full Participation
Susan Burch, Ph.D., Middlebury College
Joan Ostrove, Ph.D., Macalester College
Sue Kroeger, Ed.D., University of Arizona
Melanie Thornton, M.A.,University of Arkansas  Partners for Inclusive Communities

How do we grow access and full participation in higher education? Spotlighting various roles within schools, we'll explore barriers and opportunities for disability justice work at elite residential liberal arts colleges and large state universities. Several questions frame this session: Access to what? Participation for whom? What assumptions undergird these goals, and how might we expand the the boundaries of our imagination and work in these areas? In reflecting on these questions, presenters will draw on specific examples from our work, noting the  practical strategies embodied in the examples. In this way, we invite continued critical reflection on fundamental aspects of disability justice work within higher education, as well as some identifiable "take-away" ideas that others can try on their campuses.

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8.1:  Evening the Score: The Value of Departmental Collaboration When it Comes to Working with Student-Athletes
Michelle Shaw, M.Ed., Florida Atlantic University
Jacqueline Perez, Florida Atlantic University

We know that students with disabilities face tremendous challenge when transitioning to postsecondary education. Student athletes with disabilities face additional time constraints along with their academic demands. Many student athletes are not diagnosed with a learning disability until they get to the college level which creates new challenges as they come to understand that they have a disability.

8.2:  Quality Indicators for Assistive Technology in Post Secondary Education (QIAT-PS)

Janet Peters, M.Ed., Great Lakes ADA Center / University of Illinois Chicago
Robert Gould, Phd, Great Lakes ADA Center / University of Illinois Chicago

 Quality Indicators for Assistive Technology (AT) in Post-Secondary education (QIAT-PS) aims to improve service delivery and use of AT. One of the tools of the QIAT-PS project is the Student Self-Evaluation Matrix, which allows students to rate themselves on their AT skills and assists them in enhancing self-awareness. In this session, we will discuss the foundations of the QIAT-PS project, the research behind the Student Self-Evaluation Matrix, and the website.

8.3:  Maintaining Professional Communication and Avoiding Microaggressions

Christine Low, M.S.W., Icahn School of Medicine

This session will explore professional communication from multiple perspectives. Students come to their medical programs with differing levels of practice and comfort with approaching instructors about accommodations. Faculty (and students) may not be aware of the policies and procedures for requesting accommodation and may inadvertently create uncomfortable and/or legally concerning situations. Moreover, the content of these communications can be problematic in that microaggressions emerge and create a hostile environment. This session is for individuals who are interested in learning more about professional communication around disability in medical programs. The presenters will utilize case examples to highlight key concepts.

8.4:  Unplugged in the 505

Karla Paul, Ph.D. student, University of New Mexico

We usually hear from professionals working with students on the spectrum when we really need to hear from the students themselves. A panel of students with autism from the University of New Mexico will educate us with their experiences on campus. Come to this session with questions and be prepared to have your mind expanded by different ways of thinking.

8.5:  The Path to Access: How to take the Lead and Get Others to Follow

Kristie Orr, Ph.D., Texas A&M University
Katy Washington, J.D., University of North Texas

Disability Service providers often find themselves as the disability police and provider of access for all individuals on their campus. But being a leader does not mean doing it all!  The presenters will describe ways that they have created opportunities (or paths) to engage other campus entities in access issues as well as solutions.  By developing these alliances and partnerships, we can become champions of the cause by reminding all that access benefits everyone. 

8.6:  Ensuring Systemic Approaches to Non-Academic Accommodations in Higher Education

Gabriel Merrell, M.S., Oregon State University

How do you handle non-academic accommodations? Some institutions funnel all requests through the DS office; others utilize an ADA Coordinator, HR, or another non-DS staff to respond to these accommodation requests. Since one size never fits all, it is important to analyze how non-academic accommodations are handled. We'll focus on public events, community member accommodations, employment accommodations, and student employment accommodations. Thoughtful planning will minimize surprises and allow you to efficiently and effectively respond and advocate for good processes. Come discuss how to be proactive and how to ensure that your institution is handling all accommodation requests in a systemic way.

8.7:  Doing More with Less: Incorporating Students Into DRC Operations
Beth Roland, University of Florida

A key challenge faced by Disability Resource Centers (DRCs) is that insufficient staff is available to tackle all desired goals and objectives. To surmount this challenge, we recruited and trained three graduate students from distinct programs as interns in our office. These interns have achieved numerous goals, including providing support to students, developing new presentation materials for faculty, developing outreach tools such as podcasts, developing workshops for students, and providing disability management counseling. We will describe how we implemented this approach and provide advice for how implement a similar program on your campus.

8.8: Teaching Accessibility and Inclusive Design in Higher Education Curriculum: Benefits, Approaches and Resources
Howard Kramer, M.A., University of Colorado Boulder & AHEAD

In 2015, tech firms such as Yahoo, Facebook, Dropbox, and LinkedIn announced that they would develop standard language to inform applicants that knowledge of accessibility is a "preferred" job qualification. Through this and other significant shifts, we have seen increasing interest in accessibility by diverse employers. However, preparing students with these new job skills lags behind. Tech companies report that only about 7% of new hires have knowledge of accessibility strategies and standards. Come to this session to learn how and why accessibility and inclusive design topics should be covered in engineering, technology, media, computer science, design, and other college courses. Specific curriculum approaches and resources will be discussed.

8.9:  Animals on Campus -- Beyond Guidance to Application
Julie Ballinger, M.A., Southwest ADA Center

Many of us know the laws guiding use of service and emotional support animals. We’ve read the FAQ documents, listened to webinars, and discussed specific situations with colleagues, yet the topic is still confounding. We will address the challenges, including ESAs in dorms and other campus areas, a “service dog” that is “really, possibly, maybe” just a pet, documentation from online sources, animals’ disruptive behavior, and much more.

8.10:  Building Equity and Excellence in Disability Services: How to Encourage and Increase Ethnically Diverse Participation in Higher Education Services
Karen Andrews, M.Ed., University of California, Irving
Jane Castillo, M.A., University of California Santa Barbara
Doris Pierce, M.S., University of Central Arkansas

 This presentation will explore the historical perspective of the provision of disability services to diverse, racial, and ethnic groups. It will examine the origins of bias and abuse that served to engender a disproportionate mistrust of the education system from K-12 through higher education in communities of color. Recommendations for increasing participation in college and university accommodations and services by historically underrepresented minorities will be proposed.

8.11:  VCU LEAP:  A College Prep and Health Sciences Pipeline Initiative
Lisa Webb, Ed.D., Virginia Commonwealth University
Debbie Roberts, M.Ed.. Virginia Commonwealth University

This session will introduce the VCU LEAP program as a model for college preparation and health sciences career exploration for students who are blind or vision-impaired.  Essential components of the program will be reviewed, as well as the use of assistive technology to expand access to STEM-H curriculum.

8.12:  Helping Your Students Improve Math Success: Learning Strategies, Apps, Mindset, Workshops, Accommodation, Jumping Prerequisites, and Substitutions
Paul Nolting, Ph.D., Hillsborough Community College
Amiee Stubs, Ed.S, St. Petersburg College

Math is still the number one course in which students have difficulty, so DS providers need to understand how math courses affect students. Participants will learn math study skills, test anxiety reduction, affects of  processing deficits, classroom accommodations, testing accommodations, bypassing prerequisites, and substitution strategies. Participants will also learn how to conduct student workshops, strategies to help students with intellectual challenges, and how to develop individual math success plans.

8.13:  The Accessibility Scavenger Hunt: Empowering Students to Advocate for Campus Change
Chris Lanterman, Ed.D., Northern Arizona University
Lauren Copeland-Glenn, B.A., Northern Arizona University

Physical accessibility on college campuses is a perennial and challenging issue. Some colleges and universities have made efforts to address these challenges through a variety of advocacy initiatives. Some efforts to address accessibility have focused on awareness efforts such as disability simulations. This session focuses on an innovative approach used that avoids the simulation methodology in favor of a facilitated exploration of design features that enable or constrain equitable access and participation for individuals with disabilities.

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