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.
Developing an Online Faculty Tutor for Accessible Course Development
Zerrin Ondin, PhD, AMAC Accessibility Solutions and Research Center, Georgia Tech
Carolyn Phillips, M.Ed., AMAC Accessibility Solutions and Research Center, Georgia Tech
This session will present what should be included in faculty development training for accessible course design. Presenters will use their project titled “An Online Tutor for Accessible Course Development” as an example. This is a faculty development project brought together a partnership of AMAC Accessibility Solutions and Research Center, Office of Institute Diversity, and the Center for 21st Century Universities to undertake a structured approach to assist faculty in designing and developing their courses in ways that incorporate accessibility and are inclusive of the needs of diverse learners.
Key Collaborations: Working with Faculty for Accessible Distance and Online Education
Courtney Jarrett, Ed.D., Ball State University
Accessibility of online materials is an important piece of our work as disability services professionals. Many of us work in small offices where we simply do not have the time or expertise to work one-on-one with faculty regarding the accessibility of their courses. This presentation with discuss how partnerships with other areas on campus are key to assisting faculty in creating courses with accessible online content. Tips will be shared on best practices regarding these partnerships.
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
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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