2014 AHEAD Concurrent Sessions & Handouts

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Block 1

#1.1 The Legal Year in Review

Jo Anne Simon–Attorney
Paul Grossman–Hastings College of the Law; Retired Chief Regional Attorney, OCR, San Francisco

Another year of significant change in disability law is upon us. Some but not all courts seem to comprehend the profound changes intended by the ADAAA, shifting attention from who is an individual with a disability to whether such individuals are qualified to remain in college or practice in their chosen professions. Examples of decisions which follow the ADAAA and ones which appear to ignore the ADAAA will be explored. In this same vein, the presenters will discuss how the courts are addressing these new qualification questions? Of course, our legal explorers will cover other questions of note like how one college ended up paying $160,000 in a single dispute over a service animal. Rulemaking and enforcement guidance are also on the docket, including impending DOJ rulemaking concerning the ADAAA and individuals with learning disabilities and/or AD/HD. These issues and more to be covered will impact on college students and campus policies, practices and environments. Knowledge of changes in the law remains essential to the mission of DSS officers.

#1.2 The Real Story: A Documentary Exploring Media Coverage of People with Disabilities

Linda Wolford–University of Minnesota 
Cynthia Fuller–University of Minnesota

Sohail Athavein–University of Minnesota
Tim Benjamin–Access Press

Minnesota has often led the nation in responding to the concerns of the disability community by reporting on issues that affect them. Still, stories intended to be factual are often influenced by misconceptions that are ultimately harmful to people with disabilities. Narrated by Kevin Kling, national performance artist/storyteller and author, this documentary, followed by a panel discussion, will explore biases in media coverage toward people with disabilities. It premiered at the University of Minnesota in October, 2013. 

#1.3 The Changing Face of Bias: Exploring Disability Bias & Microaggressions

Amanda Kraus – University of Arizona
Sharon Downs–University of Arkansas at Little Rock

We may think it easy to identify bias, but emerging research puts forward that contemporary bias manifests more subtly, or “positively” through altruistic or preferential treatment. As disability services professionals, it is important that we have an awareness and sensitivity to disability bias. This workshop will discuss emerging research on bias and microagressions and relate specifically to the disability experience. 

#1.4 Building Bridges: Life Lessons from Three Different Disability Service Directors

Barb Hammer–University of Missouri 
Linda Nissenbaum–St. Louis Community College 
Christine Street–Washington University St. Louis 

Every Disability Services Director faces similar challenges when managing an office. From the mundane to the visionary, tasks include supporting overworked staff, crunching numbers, overseeing policies and processes, and providing leadership and building collaborations across campus. This session will provide perspective from managers of three very different institutions (a highly selective private university, a large public university, and a community college), during which they will share their experiences, offer advice, and engage with attendees on how to replicate their successes and avoid their mistakes. 

#1.5 Collaboration and Faculty Development: Improving the Usability of Online Math

Kaela Parks–Portland Community College
Multiple Faculty–Portland Community College 

Portland Community College has worked to address math accessibility by funding release time for faculty to study accessibility, fueling development of a WeBWorK server, offering alternative learning options, developing integrated study skill sections, partnering to provide multimedia notes, and more. This session will focus on the role of collaboration, the importance of faculty development, and plans for the future. 

#1.6 Changing Systems to Provide Inclusive Higher Education for Students with Intellectual Disabilities

Catherine Campisi–UCLA Tarjan Center 
Olivia Raynor–UCLA Tarjan Center 
Wilbert Francis–UCLA Tarjan Center 

California has developed a unique systems change partnership between Vocational Rehabilitation and Community Colleges to create five inclusive College to Career Programs (C2C) for students with intellectual disabilities(ID). A panel of experts will describe program development and funding, share student outcome data and suggestions for program replication along with strategies for faculty engagement and campus integration of students with ID. 

#1.7 Helping Faculty Understand Sheldon's Spot: "Couching" Autism Spectrum Disorders through The Big Bang Theory ™ lens.

Lisa Meeks–University of California, San Francisco 
Michelle Rigler–University of Tennessee-Chattanooga 
Jennifer Murchinson–University of Memphis 
Garret Westlake–Arizona State University Polytech 

Media clips of TBBT are interwoven into a review of the DSM-V criteria for ASD in a manner that is educational, respectful, and reflective of behaviors one might encounter with a student on the spectrum. Mechanisms for ensuring that faculty discussions about students with ASD remain inclusive, positive, and reflective follow with special focus on ensuring campus-wide commitment to diversity and individual student support. 

#1.8 I'm New to DSS...But Not to Disability. Is There a Training for Me?

Danette Saylor–Florida A & M University 

As more students with disabilities enter post-secondary institutions, the need for qualified and competent services providers is tantamount. Unlike other fields where there is a defined educational process, or specific preparatory work experience, DSS professionals come with varied educational and professional backgrounds. The proposed program is designed for individuals with a background in disability, who are transitioning to the higher education arena. This program will assist disability practitioners to successfully transition to DSS providers. 

#1.9 Structured Networking: Developing Peer Connections trhough Guided Discourse to Build a Sustainable Resource Network

Joshua Kaufman–University of North Carolina - Asheville 

When you work in a one person office, are a new professional, or aren’t part of a large system, who do you turn to with the tough questions? Through a series of targeted discussion questions you will have the opportunity to connect with other professionals to enhance your network of those who can support you when you need it. 

#1.10 Improving Access to STEM Education and Employment for Deaf and Hard-of-Hearing Students

Donna Lange–Rochester Institute of Technology 
Myra Pelz–Rochester Institute of Technology 
Gary Long–Rochester Institute of Technology 

The National Science Foundation has established a national center of excellence, DeafTEC, at NTID. DeafTEC provides teachers with resources on best instructional practices, students and parents with information on STEM careers, and employers with training on successfully integrating D/HH graduates into the workforce. This presentation will share DeafTEC resources and describe our high school, community college, and industry partnerships. 

#1.11 A Framework to Accommodate the Unique Needs of Hard of Hearing Students, Part 1

Corey Axelrod–Communication Services for the Deaf, Illinois ​

As a hard of hearing individual, the presenter will address audiological and cultural differences between deaf and hard of hearing students. The presenter will also identify hard of hearing students’ unique communication needs and methods, enabling individuals involved in the post-secondary education of hard of hearing students to better provide accommodations needed by these students inside and outside the classroom. (Note, participants are strongly encouraged to attend both Part 1 and Part 2 of this workshop)

#1.12 DeafTEC Working Together: Deaf and Hearing People

Beth Carlson–St. Petersburg College, Florida 
Carol Downing–St. Petersburg College, Florida 

DeafTEC, is a National Science Foundation’s Advanced Technological Education Program grant awarded to the National Technical Institute for the Deaf. The Working Together workshop, one aspect of the DeafTEC grant, is designed to help employers learn to communicate effectively with Deaf and Hard-of-Hearing employees and to develop the sensitivity and skills to enable Deaf and hearing colleagues to work together. 

#1.13 Can a Hearing Campus be Deaf-Friendly? One University's Journey Toward Creating a More Inclusive Campus

Cheryl Fielitz–University of Minnesota 
Maria Holloway–University of Minnesota 
Daniel “Dann” Trainer IV–University of Minnesota 

Deaf and Hard of Hearing students on hearing campuses often experience isolation and attitudinal barriers, preventing them from enjoying the full college experience. Recognizing this, the University of Minnesota’s Disability Services-Interpreting/Captioning Unit has broadened its approach to providing services. This interactive session, led by UMN staff members, will explore this journey through theoretical frameworks and personal narratives. 

#1.14 Universal Design Yoga for Students with Auditory, Visual and Other Sensory Issues

Susan Mann Dolce, University of Buffalo ​

Interactive lecture introducing Universal Design Yoga concepts followed by an overview of key strategies in designing and implementing Universal Design Yoga classes focusing on students with sensory issues. Video from a 2013 Universal Design Yoga training will be presented. Attendees will be invited to participate in a seated 30 minute Universal Design Yoga class at the end of the presentation. 

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Block 2

#2.1 Getting to ADA Compliance, How a Plan Can Help Part I (Self-Evaluations)

Irene Bowen–ADA One, LLC 
James A. Bostrom–U.S. Department of Justice
John H. Catlin–LCM Architects, LLC 

Are you serious about knowing whether, almost 25 years after the passage of the ADA, you’ve reached compliance with its requirements, including the 2010 DOJ regulations? One way of finding out, and knowing what additional steps to take, is to develop a self-evaluation and transition plan, or barrier removal plan. This first of two sessions explores why and how to approach a self-evaluation, along with other ways to ensure compliance -- by choosing limited areas to assess, reviewing policies, conducting interviews or surveys, and/or training staff. Current and former DOJ officials and an architect in private practice, all with experience with a variety of approaches, will present several of them, discuss scope and level of detail, and suggest how you can help get your campus on track. 

#2.2 Re-envisioning the Disability Service Model; The Advising and Access Services Centre at Dalhousie University

Irene Bowen–ADA One, LLC 
James A. Bostrom–U.S. Department of Justice
John H. Catlin–LCM Architects, LLC 

Are you serious about knowing whether, almost 25 years after the passage of the ADA, you’ve reached compliance with its requirements, including the 2010 DOJ regulations? One way of finding out, and knowing what additional steps to take, is to develop a self-evaluation and transition plan, or barrier removal plan. This first of two sessions explores why and how to approach a self-evaluation, along with other ways to ensure compliance -- by choosing limited areas to assess, reviewing policies, conducting interviews or surveys, and/or training staff. Current and former DOJ officials and an architect in private practice, all with experience with a variety of approaches, will present several of them, discuss scope and level of detail, and suggest how you can help get your campus on track. 

#2.3 Disability and Privilege: A Diversity Event (and Controversy) at an Elite College

Andrew Christensen–Carleton College 

A professional was frustrated by the narrow definition of disability and sense of privilege in an awareness event on one of the most elite campuses in the country. To broaden the sense of disability, it was suggested that folks with disabilities from the surrounding community be invited to share their experiences alongside college students. Some students didn’t appreciate the juxtaposition. 

#2.4 Practices that Strengthen the DS Office for New Postsecondary Realities

Ken Marquard–Miami Dade College 

DS offices make significant changes to address new priorities and new realities of postsecondary education. Application of “best” practices is essential, but DS offices must also explore and research “transformative” practices that strengthen its role in campus decisions that affect resources and student outcomes. This presentation explores three transformative practices used at one of the nation’s largest educational institutions. 

#2.5 The Accessibility Challenge of E-books

Gaeir Dietrich–HTCTU, California Community Colleges 

The world is shifting from books on paper to e-books. Yet with the exciting advent of new of technology comes the old peril of materials that, while digital, are not at all accessible. The presenter will sort through formats and devices to help you make sense of both the promise and pitfalls of e-books. 

#2.6 OLS at Bellevue College: Innovative Associate Degree for Adults with Cognitive Disabilities

Marci Muhlestein–Bellevue College 

OLS at Bellevue College is an associate degree program for adults with cognitive disabilities, an underserved group on all of our college campuses. With 85% of our alumni employed and life goals realized, the success of this program is being shared with other college campuses. Come learn about this best practice program and the future possibilities on your college campus.

#2.7 Growing Support and Managing Change - Three Case Studies

Tom Thompson–Higher Education Consultant 
Jennifer Radt–University of Cincinnati - Clermonot 
Lynn Shattuck–Rock Valley College 
Marcie Van Meter–Cedarville University 

This panel of presenters will share how Disability Resources at their three, different types of institutions have changed over a ten year period. Each started as a small operation and has grown internal and external support. The moderator will ask a series of questions to elicit responses about program milestones, successful collaborations and strategies followed, then will open up a Question and Answer time for participants to engage the panelists. 

#2.8 Trends and Outcomes for Students with Intellectual Disabilities: Data from the National Coordinating Center

Cate Weir–University of Massachusetts, Boston 
Meg Grigal–University of Massachusetts, Boston 
Debra Hart–University of Massachusetts, Boston 

Think College, the National Coordinating Center for the US Department of Education funded Transition and Postsecondary Education Programs for Students with Intellectual Disability (TPSID) programs has collected three years of data from 27 model demonstration projects through its comprehensive evaluation system. This session will share key data points and what is emerging in terms of promising practices and student outcomes. 

#2.9 Best Practices for Working with Graduate Students Who Have Psychological Disabilities

Anne Peterson–Stanford University 
Ken Hsu–Stanford University 

“High Stakes” situations occur when graduate level students have psychological conditions that impact their work in the lab/research setting. Administrators and disability service providers must collaborate to resolve conflicts and promote strategies for student success. A graduate dean, disability service provider and graduate student will provide suggestions for addressing the unique needs of these students and their faculty supervisors. 

#2.10 Using Social Media - Outreach/Campus Connections Without Leaving Your Office

Emily Shryock–The University of Texas at Austin 

The demands of direct student service often put outreach efforts on the back burner. Creative outreach methods allow Disability Services offices to engage in outreach opportunities even with limited time and resources. This presentation will demonstrate and explore innovative ways to connect with students and campus partners through the use of diverse outreach tools, including social media and online content. 

#2.11 Framework to Accommodate the Unique Needs of Hard of Hearing Students, Part 2

Corey Axelrod–Communication Services for the Deaf, Illinois 

As a hard of hearing individual, the presenter will address audiological and cultural differences between deaf and hard of hearing students. The presenter will also identify hard of hearing students’ unique communication needs and methods, enabling individuals involved in the post-secondary education of hard of hearing students to better provide accommodations needed by these students inside and outside the classroom. (Note, participants are strongly encouraged to attend both Part 1 and Part 2 of this workshop) 

#2.12 Methods that Enhance Print-based Academic Literacy for Deaf and Hard of Hearing Students at LaGuardia CC CUNY

Sue Livingston–LaGuardia Community College of the City University of New York 

Methods of integrating the teaching of reading and writing will be identified and exemplified at different stages of a typical writing assignment for Deaf and hard of hearing developmental learners. Through this lecture presentation, participants will understand that what has been missing from the teaching of writing has been instruction in the incorporation of ideas culled from readings. 

#2.13 Online Media Accessibility 101: What DS Coordinators Need to Know!

TJ DiGrazia–PostCAP, LLC 

The goal of my session is to educate disability service coordinators on the facts and requirements for making online educational media accessible for the deaf and hard of hearing community. A foundation will be provided for service coordinators to make educated decisions on selecting post-production captioning service providers for their schools. 

#2.14 The Interpretive Dance: Managing the Choreography of Schedules Between Student & Staff

Cindy Jepsen–Mesa Community College 
Marisa Park– Mesa Community College​

Coordinating interpreting services for 30 students at a large community college requires an interpretive dance between four areas: the staff interpreter coordinator, the student, the faculty and the interpreter. This session will explore a successful model of strategic planning while supporting equitable, sustainable, and usable resources in a Disability Resources & Services department.  

#2.15 Student Learning and Development Outcomes and the CAS Disability Standards, Part I

Jean Ashmore–Past-President AHEAD, Disability Director Emerita, Rice University 
Trey Duffy–Past-President AHEAD, Director, Disability Resource Center, Cal Poly San Luis Obispo 
Paula Perez–Past-Pres
ident NY State Disability Services Council, Program Coordinator, Office of Accommodative Services, Dutchess Community College 

This session will familiarize attendees with the 2013 revised CAS disability standards (Council for the Advancement of Standards in Higher Education). This newly titled standard, Disability Resources and Services, reflects progressive thinking about the role of disability departments across institutions. The CAS standards are an introduction for Part 2 where student learning and development outcomes, integral to all CAS program standards, will be addressed. ​

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Block 3

#3.1 Getting to ADA Compliance, How a Plan Can Help Part II (Transition Plans & Barrier Removal Plans)

Irene Bowen–ADA One, LLC 
James A. Bostrom–U.S. Department of Justice 
John H. Catlin–LCM Architects, LLC 

This session examines the next step: planning for “program accessibility” (for public institutions and those covered by section 504) or for removing barriers (for private institutions) to physical accessibility. What do you need to do to ensure access to your programs “as a whole?” Learn how to use the 2010 Standards, the regulations’ “safe harbors,” recent guidance, and proposed federal regulations to get you to accessibility. We’ll hone in on specific areas such as athletics and housing and offer practical suggestions for success. 

#3.2 The Art of Expression: Language Ideas for Communicating a Social Model Approach

Adam Meyer–University of Central Florida 

Language is a powerful form of expression. What intended and unintended messages might your office be conveying via the language you use in your mission statement, your accommodation letter and your website (to name a few)? This session will identify some basic themes within language rooted in the medical model and explore ideas for language that expresses a social model focus. 

#3.3 Theory Behind Wider Outreach and Critical Theory Language?

Jessica Giles–McGill University 
Frederic Fovet–McGill University 

The increasingly fluid nature of the population using the services of DS providers in Higher Education is encouraging many campuses to rethink the components of the name given to the DS unit. The word “Disability” in particular is seen as an obstacle when it comes to attracting students with invisible disabilities to the service provider. On the other hand, Critical Theory literature has long described the need to create awareness, empowerment and a feeling of cohesion around key critical terminology. This presentation examines the process a DS provider undertook before carrying out a name change and examines outcomes a year after that change. 

#3.4 Collaborating and Leadership Outside Disability Services-It Takes a Village

Tom L. Thompson–Higher Education Consultant 
Jamie Axelrod–Northern Arizona University 
Emily Lucio–Catholic University of America 
Linda Nissenbaum–St. Louis Community College 

This panel of presenters will share how their campus, local, state and national involvements have provided opportunities for advancing access and inclusion, particularly in higher education. Besides being personally enriching, involvement outside Disability Services offers insights and a venue for making systemic changes. 

#3.5 Establishing an Existing and Emerging Technologies Committee on your Campus

Allison Solomon–University of Alabama at Birmingham 
Valerie DuBose–University of Alabama at Birmingham 
Brittany Gregg–University of Alabama at Birmingham 

Recent case law and law interpretation recommend that institutions establish a committee positioned to increase awareness of the university’s responsibility to provide equal access to technology-based services. This presentation will provide an overview of the establishment of the Existing and Emerging Technologies Committee, including strategies for collaborating with university departments to ensure accessibility, and examples of how this can enhance services. 

#3.6 Technology to Assist Postsecondary Struggling Readers: A Mixed Methods Research Study

Mary Anne Steinberg, University of Florida 

Many institutions are experiencing a growth in the number of students coming to their campuses lacking the necessary reading skills to keep up with their curriculums. In this study, single subject and qualitative methodology were used to evaluate the effectiveness of Kurzweil 3000/firefly with postsecondary students. Study results will be shared along with implications at the postsecondary level. 

#3.7 Launching a College Transition Program: Improving Student Connection to DS

Elizabeth Carpenter–University of Rochester 
Pamela Spallacci–
University of Rochester

Amy Clark–University of Rochester 

The panelists will share their experience collaborating with campus partners to develop a pre-orientation transition program aimed at improving students’ self-advocacy, promoting use of effective study strategies, and proactive arrangement of accommodations. From initial concept to pilot demonstration, the presenters will discuss lessons learned in this effort to improve connections among students, families and disability services. 

#3.8 How can I Support Students with Psychiatric Disabilities? An AHEAD-supported Study

Scott Kupferman–University of Colorado 
Jared Schultz–Utah State University 

This presentation will share the results of an AHEAD-supported study that identified essential knowledge, skills, and attitudes for providing disability services to students with psychiatric disabilities in postsecondary education. Participants included a national sample of AHEAD members, as well as students with psychiatric disabilities from the National Alliance for Mental Illness. Professional and student voices will be explored. 

#3.9 Positive Aspects of Disability Among College Students

Jessica Sniatecki–The College at Brockport, SUNY
Holly Perry–The College at Brockport, SUNY 
Linda Snell–The College at Brockport, SUNY 

This session will focus on findings obtained in a qualitative interview study which examined positive aspects of disability among college students. The vast majority of the existing literature focuses on limitations and barriers relevant to this population (Madaus & Shaw, 2004; Stodden et al., 2001); thus, this study represents a new approach in examining the experience of living with disability. 

#3.10 Support and Professional Development for Small DS Offices through a Consortium Model

Terilyn Colacino–Concordia University Irvine ​
Emily Harris–Occidental College 
Anne Haga–Southwestern Law School 
Amy Wilms–University of Redlands 

Learn how Southern California small Disability Service Offices collaborate to maximize limited budgets and resources to improve their disability programs. A panel of Southern California Disability Consortium members will discuss how they created the consortium, the ongoing support and professional development they share, and provide suggestions for how other regions can implement the consortium model for small DS Offices. 

#3.11 Beyond Deafness: Serving Individuals who are Deaf or Hard of Hearing with Co-Occuring Disabilities

Kathy Schwabeland – pepnet 2 

Geared to professionals with some familiarity in working with deaf and hard of hearing consumers, this session will address the issues working with deaf and hard of hearing individuals who face additional challenges beyond hearing loss. The focus will be on how to effectively work with consumers who are deaf or hard of hearing and may also experience visual loss, mental health issues, minimal language skills, and addictions.

#3.12 Best Practices for Implementing Video Captioning

Haris Gunadi–Portland Community College, Oregon 
Tole Khesin–3 Play Media 

The use of online video has become an essential part of teaching and learning. At the same time, higher education institutions are facing legal, functional, and ethical pressures to provide accessible video accommodations to their students and staff. In this session, Portland Community College will discuss their captioning solutions, costs and benefits derived implementation best practices, and future strategies. 

#3.13 In-House vs Outsourcing - Comparing Service Provision Models for Deaf/Hard of Hearing Students

Chad Price–Arizona State University 

Is there a good, better, or best model for providing interpreting/CART services for students in higher education? With a high impact on budgets, how do you decide which is best? This presentation will break down three different models that have been used at Arizona State University and will analyze the factors that lead to the decision to use each approach.

#3.14 Standardized Testing: Accommodations for Deaf and Hard of Hearing Test Takers

Ruth Loew–Office of Disability Policy, ETS 
John Hosterman–Pearson VUE & GED Testing Service 

Academic settings and standardized testing differ in documentation required and, sometimes, in accommodations subsequently provided. These differences can create frustration. This session will provide DSS personnel with information needed to support test takers’ understanding of documentation requirements and accommodations provision in the two settings. Documentation requirements and accommodations for deaf and hard of hearing individuals will be highlighted. ​

#3.15 Student Learning and Development Outcomes and the CAS Disability Standards, Part II

Jean Ashmore–Past-President AHEAD, Disability Director Emerita, Rice University ​ 
Trey Duffy, Past–President AHEAD, Director, Disability Resource Center, Cal Poly San Luis Obispo ​
Paula Perez–Past-President NY State Disability Services Council, Program Coordinator, Office of Accommodative Services, Dutchess Community College 

Increasingly, quantifiable outcomes are expected for students utilizing disability services. Using context of the 2013 CAS Disability Resources and Services program standards, student learning and development outcomes will be introduced and explored. Six learning domains adopted by CAS and embedded into all standards will be presented. Developing solid DS learning outcomes presents challenges. Examples of DS student outcomes will be discussed. 

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Block 4

#4.1 Legal Landscape for Alternate Formats

Gaeir Dietrich, HTCTU, California Community Colleges ​

What do you do when student’s right to accommodations, instructor’s right to academic freedom, and the copyright holder’s rights to protect their intellectual property all seem to collide? We will look at the roles of access and accommodation as we consider the legal landscape involved for your campus. Recent resolutions provide promising practices to help you navigate this landscape for your campus and your students.

#4.2 Theory Barriers to Change: Power & Privilege in DS Provision

Tanja Beck–McGill University 

Are you aware of how much the principles of power and privilege influence our daily practices as Disabilities Service Providers? This session examines Disability Service Provision through the lens of Power and Privilege. It provides the opportunity to lay open the privileges that manifest themselves in our daily interactions with people with disabilities and consequently, bring a clearer understanding of the barriers individuals with disabilities experience as a result of those interactions. The session will explore questions such as: What underlying messages do we convey in our initial meetings? Is the extent to which we ask students to “proof” their eligibility for accommodations through medical documentation really justified? How can we create more accessible environments by reducing privilege and power in our daily practices? 

#4.3 Universal Design for Engagement and Retention in Student Affairs

Melanie Tucker–Northern Illinois University

Universal Design (UD) has been embraced as a tool for barrier reduction and inclusive design, but its application to Student Affairs is still in the development stages. In this interactive session, participants will have the opportunity to analyze and discuss examples of the application of UD across Student Affairs to positively impact engagement and retention of multiple students. 

#4.4 Multi-Campus Community College Perspectives: Effective Practices for all Campuses

Tom L. Thompson–Higher Education Consultant 
Sandra Patton–Lone Star College System
Deborah Larew–Valencia Community College

Two multi-campus community colleges (Florida and Texas) have Disability Services Directors who oversee accommodations and resources on multiple campuses. Their role is largely focused on resource development/allocation, consistency of practice and enhancement of their campus environment. This session, facilitated by a seasoned Disability Services Director, will focus on practices that can be learned and implemented on any community college campus. 

#4.5 Adventures and Pitfalls of Going Digital to Streamline Services-Tales of Three Universities

Bree Callahan–University of Washington 
Chad Price–Arizona State University 
Heidi Scher–University of Arkansas 
Jon McGough–University of Washington 

Student and service requests are rising, paperwork is overflowing and DR/S offices need more efficient workflows and data collection for their institutions- there MUST be a better way! Presenters from three DR/S offices across the nation will share their journeys towards a better solution to manage services, data and overall operations through a customizable, web-based management system - Accessible Information Management. 

#4.6 Here Come The Visually Impaired Students: What Do They Really Need/Want?

Enjie Hall–The Ohio State University 
Christopher Turner–North Platte Community College 
Keith Bundy–Dakota State University

This session will inform participants from a blind/visually impaired/print disabled student’s prospective what is necessary for success in a college setting. The session will provide information from personal narratives by students on a panel. Topics covered will include assistive technology, accessible course materials, mobility and orientation, and life outside the classroom.

#4.7 McDaniel Step Ahead: A Transitional College Summer Program Specifically for Students with Disabilities

Dana Lawson–McDaniel College 

Entering college can be an overwhelming experience, especially when the student has a disability. This presentation provides an overview of a summer bridge program designed to help students with disabilities transition to college successfully. The program includes academic workshops, social activities, and allows students the opportunity to begin adjusting to campus life prior to the arrival of other students. 

#4.8 Disability Director's Roundtable: A Discussion on Best Practice's Challenges and Successes

Lois Harris–The Ohio State University 
Annazette Houston–University of Tennessee 
Kathryn Lutes Ebel–Chattanooga Community College 

Panel discussion of disability services Director’s from the University of Tennessee, The Ohio State University, Maryville College and Chattanooga State Community College will provide perspectives on best practices, challenges and successes. This will be an interactive session that will address emerging issues for Disability professionals in the higher education environment. This session will offer an opportunity for informal dialogue and information sharing. 

#4.9 Developing A Student Trainer Program to Enhance Campus Outreach

Susan A. Aase–University of Minnesota 
Donna Johnson–University of Minnesota 

Through lecture and interactive/experiential demonstrations, this session will provide participants with strategies and materials for the conceptualization, development, implementation, and evaluation of a Student Trainer Program designed to enhance campus outreach and specifically engage faculty regarding accessible instruction, course, and program content. Participants will acquire a tool kit for the creation of a Student Trainer Program on their respective campuses. 

#4.10 Strategic Planning for the Small DS Office

Gavin Steiger–University of Houston-Clear Lake ​
Mark Pousson–Fontbonne University ​
Dorothy Schmitt–St. John’s University ​
Heather Stout–Saint Louis University 

This session will examine how small Disability Services offices can create a strategic plan for their office that fosters collaboration with other offices on campus and colleagues within Disability Services, as well as promotes engagement and retention of students with disabilities. The session will include examples of how to create measurable learning outcomes and methods of assessment. 

#4.11 An Introduction to PROJECT ACCESS: Effective Classroom Strategies to Improve Access to Learning for Deaf and Hard of Hearing Students

Stefanie Ellis-Gonzales–Ohlone College, CA 
Judith Gonzales–Ohlone College, CA 
Erika Shadburne–Austin Community College, TX 
Paul Bernella–Austin Community College, TX

In this interactive session, you will be introduced to the DeafTEC Project Access training project. You will explore valuable strategies and resources available to faculty and service coordinators for improving access to learning and helping mainstream faculty work more effectively with deaf and hard-of-hearing students. These resources, available through a grant from the National Science Foundation, focus on STEM majors.

#4.12 Creating an Inclusive College Experience: Access Beyond the Classroom for Deaf/Hard of Hearing Students

Lauren Kinast–University of Texas, Austin
Bambi Riehl–University of Wisconsin - Milwaukee

Are you providing equal communication access to Deaf/hh students in their college experiences outside the classroom (student organizations, fraternity/sorority, or happy hour with cohorts)? Policies/procedures for these requests vary among institutions and are often difficult for students to navigate. Participants will be exposed to various budget, policy and request-process models, and group conversations to review their college’s procedures for feedback. 

#4.13 Online Mathematics Video Resources for Deaf and Hard of Hearing Students

Gary Blatto-Vallee–National Technical Institute for the Deaf, Rochester, NY

Attendees will get an in-depth view of the newly created online video mathematics tutorials aimed specifically at deaf and hard of hearing students. Participants will be able to utilize and discuss appropriate uses of this new resource for anyone with any ties to deaf students taking mathematics. Incorporating additional tools including Khan Academy will be discussed. 

#4.14 Effective and Innovative Strategies for Managing Interpreting Services

Barbara Borich–University of Arizona ​
Catherine Mazzola–University of Arizona ​ 

Intended for all disability resource professionals who have a role in providing interpreting services, from service coordinators to DS directors, this panel discussion will provide the opportunity to explore interpreting policies, scheduling issues, the dynamics of the interpreter/student/DS relationship, funding, etc. Panelists will include both interpreter and non-interpreter coordinators. There will be ample opportunity for discussion. 

#4.15 Maximize your AHEAD Regional Affiliate: A World of Network Opportunities

Terra Beethe–Bellevue University ​
Kim Ochsenbein–Tennessee Technological University 

The presenters will address universal components of the AHEAD regional affiliate program, including affiliation benefits with National AHEAD, regional membership structures and activities, and the benefits and challenges of regional level membership. This interactive session will lead audience members to understand and synthesize new ideas, and then to apply these new ideas to strengthen their own regional affiliate organization. AHEAD members without a regional/state affiliate organization are also encouraged attend to learn about the benefits of regional affiliate membership. ​

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Block 5

#5.1 Student Conduct and Students on the Autism Spectrum

Jane Thierfeld Brown–UConn Law School; College Autism Spectrum 

Student behavior and conduct issues get increasingly complicated when students with disabilities are involved. Students on the autism spectrum are especially complex as their lack of social understanding can necessitate accommodations while keeping the integrity of conduct codes. This session will address classroom behavior, residence hall and room mate interactions and campus awareness in the area of behavior, conduct and autism. 

#5.2 What is the Future of Learning Support Services in DS Growth Focused on Change in the Classroom Environment?

Patricia Diaz del Castillo–McGill University 
Frederic Fovet–McGill University 

With the social model becoming increasingly translated in DS practices through the implementation and promotion of UDL, the notion of individual “support” is becoming less attractive as a concept. Yet many of our DS units have a learning support component and these services are in constant growth. This presentation will review the impact UDL has on the notion and learning support and its future in the growth of DS units. 

#5.3 Multiple Dimensions: Using LGBT Identity Theory as a Model for Progressive Disability Professionals

Jen Dugger–Portland State University 
Amanda Kraus–Arizona State University 

Educating on the importance and implementation of Universal Design and the Social Model of Disability on our campuses is incredibly important. However, these are not fix-all solutions; there will always be a need to provide guidance and support to our students who are in the process of developing and fine-tuning their identities as individuals with disabilities. A model framework for facilitating the development of LGBTQ students is used by student affairs professionals of all disciplines. Come learn about this and the various theories that exist regarding disability identity development and we’ll discuss ways in which we can infuse this into our work and the work of our colleagues. 

#5.4 Don't Fan the Flames. Turn Angry Faculty Emails into Positive Outcomes

Jamie Axelrod–Northern Arizona University 
Adam Meyer–University of Central Florida 

No matter what approach you use in communicating with faculty, there will always be those individuals who are not happy with the accommodation process, with the idea of working with students with disabilities and/or working with your office. Many times, these frustrations will be communicated to you by email. Based on tips from a few communication resources and professional experiences, the presenters for this session will offer ideas to give you greater confidence in writing and communicating an effective reply that puts the “fire” out and perhaps wins you an office ally. 

#5.5 Using Mobile Technology to Promote Independence for Students with ADHD/LD

Jamie Coccarreli–North Carolina State University
Rebecca Sitton–North Carolina State University 

This session will demonstrate how mainstream technology can assist all Disability Services offices who work with students diagnosed with ADHD and LD in managing the transition demands of higher education.This session will focus on how students can use technology to take notes, increase focus while reading and writing, and use mobile apps and software to organize a busy semester. 

#5.6 Improving Your Assistive Technology Service Delivery

Janet Peters–Great Lakes ADA Center
Bryan Ayres–EasterSeals of Arkansas
Gayl Bowser– Assistive Technology Collaborations 

This session will introduce you to a free tool to improve your assistive technology service delivery model. The Quality Indicators for Assistive Technology in Post Secondary Education (QIAT-PS) project offers tools and resources on quality implementation of assistive technology in the post-secondary educational environments, including a fully accessible Campus Self-Evaluation Matrix Tool, which will be demonstrated. 

#5.7 Equal Opportunities, Unique Experiences: Individualized and Universal Approaches to Inclusive Study Abroad

Ashley Holben–Mobility International USA (MIUSA)
Joanna Boval–University of California San Diego 
Jake Robinson–UC San Diego​

Diversifying international exchange opportunities to include students with disabilities involves teamwork and exciting adventures, but sometimes also means problem-solving perceived roadblocks or unforeseen challenges. This session will present two approaches to inclusive study abroad planning: first, an individualized planning approach that focuses on the individual student; and second, a universal design approach that focuses on programs that are inclusive from the beginning. 

#5.8 Promoting Retention Through Support Services: African American Students with Mental Health Concerns

Gregory Moorehead–The University of Chicago 
Vivian Barnette–North Carolina A&T University 

The session discusses some of the cultural and institutional barriers to accessing mental health support services among African American college students; and practices institutions can employ to promote greater utilization of campus services within this population. Time will be allotted for group work and role plays that promote advocacy for students with mental health concerns. 

#5.9 The Seven Barriers to Using Academic Accommodations - From Our Students' Perspective

Michael Brooks–Brigham Young University 
Michael Lyman–University of Maine - Counseling Center 
Mark Beecher–Brigham Young University 
Derek Griner–Brigham Young University 

Students with disabilities (SWD) face many barriers in college, but little is known regarding barriers to exercising approved academic accommodations. This lecture will review the results of a study of SWD who were approved for accommodations but did not utilize them. Seven themes for not utilizing accommodations emerged, and these will be discussed, along with approaches to encourage accommodation use. 

#5.10 Disabilities Portrayal in Contemporary Fiction: An Ongoing Discussion

Julianne Albiero-Walton–East Stroudsburg University 
Edith Miller–Delta Alpha Pi Honor Society 

This presentation is the third in a series that reviews contemporary fiction and the portrayal of disability. Previous presentations reviewed fiction for portrayals of characters with disabilities as examples of evil and others as non-stereotypical. This is presentation will be a group discussion of selected books from different genres which portray characters with disabilities as non-stereotypical and positive. 

#5.11 Interpreting is Expensive! Reframing How we Talk About and Provide Interpreting Services

Chad Price–Arizona State University 

Interpreting and CART services are expensive! How are we as DS professionals talking about the services being provided? The presenter will lead a discussion with participants about ideas of how we can re-frame our language and approach to providing accommodations to students who are deaf and hard of hearing. The discussion will include ideas about possible funding sources for services we provide. 

#5.12 Building an Online Community for Deaf and Hard of Hearing STEM Students

Lisa Elliot–Rochester Institute of Technology 

This presentation will describe the challenges and strategies faced in creating a virtual academic community for postsecondary students who are deaf or hard of hearing (D/HH) and who are majoring in science, technology, engineering, and math (STEM) fields, their faculty, and mentors. 

#5.13 When Languages Collide: Mathematics and ASL-Ensuring a Good Fit

Paul Glaser-Edmonds Community College ​

The language of mathematics challenges many interpreters who work with students who are deaf or hard of hearing. Potential ramifications of invented signs, lack of standardization and interpreters content knowledge impact the ability to provide ‘access for all.’ This session will examine the factors that best support institutions ability to provide that level playing field in teaching and interpreting mathematics. 

#5.14 Is the Use of Multiple Classroom Technologies Problematic for Deaf/Hard-of-Hearing Students?

Joseph Stanislow–Rochester Institute of Technology,​ New York
Gary Behm–Rochester Institute of Technology, ​New York 

This presentation will focus on how to increase students’ effective learning in the classroom. Different educational technologies are examined as to how they are applied in the classroom and whether they meet deaf students’ needs and learning style. Recommendations will be made for short-term accommodations and suggestions for further research. 

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Block 6

#6.1 Alternate Media and Copyright - A Blockbuster Court Decision: The Authors Guild, inc. v Hathi Trust, SD NY (2012)

Gaeir Dietrich–HTCTU, California Community Colleges 

DSS Directors and alternate media providers are often unsure of how copyright law applies to their responsibility to provide alternate media to various populations of students—blind students, students with “print disabilities,” students with learning disabilities, etc. This confusion reflects the fact that the law in this area is built on complex compromises among competing interests and is not consistent with current scientific knowledge about why persons with disabilities cannot read.

It is in this caldron of confusion that, in The Authors Guild, Inc. v. Hathi Trust, S.D. N.Y (2012), the National Federation for the Blind (NFB) and other groups addressed the claim of the Authors Guild that permitting Google to digitize thousands of books contained in the libraries of five major universities was an obvious violation of the Copyright Act. The blockbuster outcome, issued by Judge Baer, supported the production of alternate media for certain purposes, such as making materials accessible to persons with print disabilities, under the “fair use” exception to copyright. This decision, if applied nationally, will bring considerable clarity to this topic and greatly expand the application of the “fair use” exception to creating alternate media for persons with disabilities. 

#6.2 A Culture Shift: Moving Beyond Compliance to Full Membership in Higher Education

Katherine Betts–The Ohio State University
Enjie Hall–The Ohio State University

Is it possible that attitudinal barriers prevent us from being truly inclusive? There is often a lack of intentionality about including disability as a part of the broader diversity conversation. As a result, microaggressions and environmental factors that create systemic barriers go unnoticed. This results in marginalization and disconnectedness for the disability community. Presenters will help participants recognize bias, create structures for change, and develop allies through an action plan. 

#6.3 Guiding Faculty toward Access: Ways to Facilitate Change

Beth Harrison – University of Dayton

Our aim in working with faculty is often to move them to change the way they do things in order to provide access always and in all ways. Why don’t workshop participants and others we talk with readily adopt the disability-related thinking we suggest? That kind of change is difficult because it involves changing our conceptions about the world. In this session we will explore several theories of change to help DS professionals plan approaches that can bring lasting rather than temporary change—for faculty, students, and ourselves! 

#6.4 Career Advancement Strategies for Disability Resource/Service Staff

Melanie Tucker–Northern Illinois University 
Bea Awoniyi–Santa Fe College 

In recent years, disability administrators have challenged the historical notion that working within disability services does not provide a pathway to upper administration within higher education (e.g. Deans, Assistant Vice Presidents, and Chief Diversity Officers). Two AHEAD Board members will share the skills that prepared them and strategies they used to successfully move into upper administration. 

#6.5 Transitioning to Postsecondary Education: An E-College Mentoring Program Collaborative

Georgia Robillard–Lake Superior College
Steve Schoenbauer–Northern Lights Special Education Coop
Emily Norenberg–University of Minnesota Duluth
Melissa Watschke–The College of St. Scholastica 

E-College is an 8 week program pairs college students with disabilities as mentors to offer high school students with disabilities a successful transition to post-secondary education. A panel of three post-secondary disability coordinators and a 9 - 12 special education representative will offer the curriculum, strategy for partnerships, lessons learned and the tools to implement the program. 

#6.6 Model for Successfully Launching an Accessibility Initiative at Your University

Allen Sheffield–Temple University
Paul Paire–Temple University 

Looking to begin a conversation at your university? Struggling to identify partners or where to even begin? This presentation will highlight how the role of Disability Services in an initiative should evolve and how the partnership is resulting in lasting changes. An analysis of evolution of accessible information and technology at Temple University will provide important takeaways for other universities. 

#6.7 Passport to the WORLD: Navigating (Dis)Ability in Global learning Initiatives

April N. Thompson–Bucks County Community College
Paula Hentz–Stetson University-WORLD/Study Abroad 

In higher education, we need to recognize the spectrum of ability in high impact practices such as engaged global learning. Collaboration with campus & International partners, while navigating international laws and cultural views regarding ability, is critical. Our session will discuss the importance of pre-planning and partnership for long-term inclusion and representation for students with disabilities in education abroad. 

#6.8 Transitioning from College to Career for Students on the Autism Spectrum

Lisa King–St. Catherine University; College Autism Spectrum 
Jane Thierfeld Brown–UConn Law School; College Autism Spectrum 

In this session we will provide DS providers understanding of the challenges that students with Asperger Syndrome face when transitioning from college to employment settings and strategies for supporting the student and campus constituencies. Ideas for assisting the student find and secure internship opportunities will be discussed. In addition, ways in which to engage key departmental staff, career services and work study offices will be provided. We will equip attendees with strategies and and tools to facilitate a smoother transition to internships, part-time jobs while still on campus and career employment beyond college. 

#6.9 The College Model: Strategic Partnerships that Enhance Faculty Engagement and Access within Academic Health Center Programs

Barbara Blacklock–University of Minnesota 
Tim Kamenar–Univesity of Minnesota 

Creating allies, partnerships and access for all, in Academic Health Center Programs can be both challenging and stimulating. The University of Minnesota has created a “College Model” to successfully facilitate access and strong faculty engagement within these programs. This interactive session will provide participants with the tools and strategies needed to increase access and enhance faculty engagement on their campuses. 

#6.10 Creating A Peer Mentor Program to Promote Self-Determination and Leadership

Cheryl Ashcroft–Lehigh University ​
Lisa Ruebeck–Lehigh University 

The Peer Mentor Program at Lehigh University was initiated in 1997 to assist first year students with Learning Disabilities and ADHD with the transition from high school to college. This workshop will explore the evolution of this student driven peer mentor program, including funding, recruitment, leadership development and training, programming, and assessment. 

#6.11 Interdisciplinary Transition Team initiative (ITTI): A Comprehensive Planing Approach for Transition-Age Young Adults who are Deaf-Blind

Amy Parker–National Center on Deaf-Blindness

A new initiative, the Interdisciplinary Transition Team Initiative (ITTI) was piloted during the 2012-2013 academic year with 11 transition teams in New York State. This session will highlight the accomplishments and lessons learned as they relate to transition planning for young adults who are deaf-blind. 

#6.12 Speech-to-Text Services: A Technology &Training Roadmap

Kate Ervin–Typewell 
Rebecca Berger–West Virginia University 
Brynn Elliott–University of Wyoming 
Valerie Sturm–Brigham Young University - Idaho 

Three service coordinators will present their experiences, each illustrating a phase in the speech-to-text program lifecycle: from start-up, to transition, to long-term sustainability. Through interactive discussion, participants will establish a foundation of shared experience that supports forward-thinking planning, innovative technology and budgeting solutions, and continuing success for speech-to-text service programs. Need a roadmap to get from “here” to “better”? Join us! 

#6.13 Video Remote Interpretation: Establishing Access to PostSecondary Environments for Deaf Students

Erica Alley–Gallaudet University, Washington, D.C. 

Video Remote Interpretation (VRI) in post-secondary environments opens the doors to dynamic academic interactions for Deaf students through creating an environment that fosters language access. This presentation is an introduction to VRI in academic settings and offers a guide to collaborating with video remote interpreters in order to establish an inclusive and equitable post-secondary experience for Deaf students. 

#6.14 Exploring the Connection Between Services, Support and Persistence of Deaf and Hard of Hearing Students

Kerri B . Holferty–Whatcom Community College, Washington 

Deaf and Hard of Hearing students are a minority population on many college campuses and may require communication access services that are costly but vital for their academic success. This session will discuss the results of an assessment done to inform what factors contribute to the educational success and the effect support services play in that success for D/HH students at Whatcom Community College. 

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Block 7

#7.1 OCR Year in Review

Panel: Chief Attorneys–U.S. Department of Education, Office for Civil Rights, Regional Offices ​

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 and compliance reviews and providing technical assistance. This session reviews illustrative decisions over the last year which may help you in formulating policy and practice on your own campus. 

#7.2 The Journey Continues: Exploring the Process of Rethnking the Role of Documentation

Adam Meyer–University of Central Florida 

It has been a little over two years since AHEAD released its Documentation Guidance information. This session will be a panel discussion with various disability office representatives who are working on processes that reflect the concepts outlined in the Documentation Guidance. The panelists are at various stages in the journey and are experiencing various successes, questions and internal hesitations. Audience members will have ample opportunities to ask questions. The goal of the session is to not solve anything, per say, but to discuss the on-going process of thinking about documentation differently. 

#7.3 Emerging Practices for Working with Graduate Students: Relationships, Structure, Appropriate Accommodations

Barb Hammer–University of Missouri 
Neera Jain–University of California, San Francisco 
Jane Thierfeld Brown–University of Connecticut 

As more students with disabilities pursue graduate degrees, disability services professionals need to know how to guide and support those students as they make that transition by being creative and flexible and thinking “out of the box” about what constitutes access. Presenters will share emerging practices for supporting both students and graduate programs when confronted with unique challenges. 

#7.4 Community College Open Access: Challenges and Opportunities for Student Development

Deborah Larew–Valencia College 

Open Access admission in the two year college brings opportunity and challenge for disability services personnel to facilitate student transition and development. Valencia College follows a model of proactive advising and a developmental Life Map advising model to help students develop and take the lead in their education. We share our developmental and proactive advising model and offer take-aways which participants can adapt for their own use, no matter the size of their office. 

#7.5 Campus Partners Working Together to Create Accessible Online Learning Environments

Karen Pettus–University of South Carolina

Today’s world is a competitive and ever-changing atmosphere. While the benefits of a college education are well-documented, many students need the flexibility online courses offer to complete their degree. A panel of faculty and staff from South Carolina will share their cooperative efforts to ensure our Distributed Learning courses are effectively designed and accessible to students with recognized disabilities. 

#7.6 Partnering with the Instructional Design and Development Team to Promote Accessible Instruction

Candida Darling–Salt Lake Community College 
Robert Lindsay–Salt Lake Community College 
Paula Michniewicz–Salt Lake Community College

How can Disability Services providers reach a large number of faculty and make a campus-wide impact on accessible instruction? Developing strategic partnerships with the Instructional Design and Development team can be a great place to start. In this session we will discuss a successful partnership at a metropolitan community college between the Disability Resource Center and the Instructional Design and Development team that has helped promote principles of Universal Design for Learning campus-wide. We will offer the unique perspectives of both the instructional designers and the Disability Resource Center. 

#7.7 Enhancing Access to Students with Non-Apparent Disabilities in International Exchange

Ashley Holben–Mobility International USA (MIUSA) 
Teresa Spoulos–San Diego State University 
Alexandra Hatcher–Student
Jack Godwin–Student​

With the increased participation of students with non-apparent disabilities in international exchange programs, study abroad professionals are reaching out to disability services and counseling staff to understand issues surrounding accommodations, health insurance, traveling with medications and more. Gain an overview of these issues and how to advocate for a study abroad model that incorporates principles of universal design. 

#7.8 A Case Study on the Professional Identity Development of Disability Service Providers

Shelley Ducatt–Texas Tech University 

Disability professionals enter the field with a variety of backgrounds and experiences. While graduate preparation programs train new professionals with a bag of general skills and competencies, how do we begin to understand the skills and competencies used in our daily work and the impact of these on professional identity development? This lecture presents the finding of a qualitative study. 

#7.9 Culturally Responsive Evaluation: A Tool for Assessing Faculty Understanding of Serving Students with Disabilities

Donna Johnson–University of Minnesota - Twin Cities 
Susan Aase–University of Minnesota - Twin Cities 

Faculty are key stakeholders for disability services. However, many disability services offices do not explore faculty understanding of the needs of students with disabilities nor do they discover what faculty need from disability services to understand their role in the interactive process. Culturally Responsive Evaluation is one approach to evaluating stakeholder experiences through the lens of strengths of the communities served. 

#7.10 Alternate Format Textbook Strategies for the Small Disability Services Office

Rebecca Sitton–North Carolina State University 

This session will focus on how a disability service office can provide the accommodation of textbooks in an accessible format utilizing available services, tools, and technology. Information provided will assist Disability Service Providers in navigating the maze of available digital formats, provide resources to track the process of providing this accommodation, and resources to teach students how to locate and purchase accessible reading materials that may already be available to them. 

#7.11 Deaf Self-Advocacy-Perceptions, Abilities and Tools-Effective Practies & Curriculum

Presenters TBA 

This presentation, offers an overview of the Deaf Self-Advocacy Curriculum and its many uses. Attendees will gain greater understanding of the perceptions of deaf consumers, deaf leaders and vocational rehabilitation counselors regarding self-advocacy; and a greater understanding of how to obtain the curriculum, locate consumer trainings in their local community, and/or provide consumer trainings within their own communities.

#7.12 Creative Teaming with Limited Resources

Valerie Sturm–Brigham Young University - Idaho 
Laura Paulsen–Brigham Young University - Idaho 

There just are not enough quality service providers to go around, especially in rural areas. By utilizing technology to craft some creative teaming solutions, deaf and hard of hearing students can get their needs meet, coordinators can relax, and service providers can end a semester with their bodies, hands, and minds intact. 

#7.13 Incorporating Technology and Universal Design for Deaf and Hard of Hearing Students in Higher Education

Arlene Gunderson–Austin Community College, TX ​
Erika Domatti Shadburne–Austin Community College, TX ​
Paul Bernella–Austin Community College, TX ​

Find out how to empower Deaf and Hard of Hearing students in higher education. A bilingual team from ACC ASL-ESOL Deaf Program will share strategies, curriculum, and tools used to develop and evaluate students’ work based on the content of the information, grammar, registers, and video editing. Participants will have an opportunity to do activities with rubric and feedback. 

#7.14 Beyond Deafness-Creating Access for Individuals with Dual Sensory Loss

Kathy Schwabeland–pepnet 2 
Heather Holmes–pepnet 2 

Dual sensory disability impacts a broad spectrum of individuals including veterans, non- traditional adult students and young adults. By understanding the impact of dual sensory loss on an individual, institutions can develop more effective, equal access. We will discuss the common causes of dual sensory loss, assistive technology, communication techniques and examine other resources to use when working with this population. 

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Block 8

#8.1 Technology and Online Access: Recent Decisions Guide PRACTICE, Not Just Policy

Jane Jarrow–Disability Access Information & Support 
Kelly Hermann–Empire State University 

Court decisions and settlement agreements shine a spotlight on issues of access for a range of issues including media conversion, acquisition and use of new technology, accessible websites, and accessible online curriculum. You may know how to use legal happenings to promote institutional change. Are you as familiar with how they guide/support the day-to-day work of your office? 

#8.2 Beyond the ADA: Inclusive Policy and Practice for Higher Education

Mary Lee Vance–Purdue University Calumet 
Neal Lipsitz–College of the Holy Cross 
Kaela Parks–Portland Community College 
Paul Grossman–Hastings College of the Law; Retired Chief Regional Attorney, OCR, San Francisco

Participants will gain an enhanced understanding of Universal Design principles, and why Student Affairs professionals need to know about them in order to be more effective in their jobs. Participants will recognize that merely meeting minimal ADA compliance is not nearly enough if institutions want to be competitive with institution-wide recruitment, retention and graduation. 

#8.3 Students' ACCESS Campaign 2014: Print & Social Media Strategies for Campus ACCESS

Susan Mann Dolce–University at Buffalo 

This Interactive session will demonstrate a student generated print and social media “Awareness and ACCESS Campaign.” The 2011 “Voices of the ADA Generation Project”, the 2013 “Voices 2.0 Project” and a campus event on Disability and the Media (videos included) resulted in a campus and beyond ACCESS campaign. Learn how to create an Awareness and ACCESS Campaign for your campus. 

#8.4 Strategically Managing your Office and Planning for the Future

Emily Lucio–Catholic University of America 

Managing a disability services program is similar to running a small business. Effectively managing issues are critical to a manager’s achievement. Developing effective policies and procedures will ensure a program’s goals and objectives are realized. Program development is accomplished through thoughtful assessment, strategic planning, developing learning outcomes and evaluation. The goal of this session is to provide newcomers a foundation of information and best practices in managing a disability services program. 

#8.5 Interactions with the AT "Experts"

Teresa Haven–Northern Arizona University​ 
Ron Stewart–Alt Format Solutions
Sean Keegan–Stanford University
Terrill Thompson–University of Washington
Heidi Scher– University of Arkansas

This extended session will provide participants with the opportunity to engage in a discussion with several of the leading experts in Access to Technology and Assistive working in today’s higher education environment. 

#8.6 If You're Gonna do it, do it Right: Modified Attendance Accommodations

Jamie Axelrod–Northern Arizona University
Adam Meyer–University of Central Florida 

Disability Resource offices are getting more requests to modify classroom attendance policies. If you are considering these requests and providing this accommodation, you want to be sure that your process is sound. That means understanding when this is reasonable and how to implement the accommodation without making the student responsible for your compliance obligations. A little hint: It’s hard work! 

#8.7 Leading The Way To Access: Keys to Success for a One-Person Office

Kathy McGillivray–Hamline University 

Through lecture and small group exercises, this session will address some of the unique challenges faced by professionals who manage a disability resources office on their own and offer keys to increasing access at smaller colleges and universities. Topics covered will include budget management, assessing campus culture and politics, building alliances, policy development, minimizing burnout, and negotiating with administrators for increased resources. ample time for questions will be provided. 

#8.8 Find New Enthusiasm and Skill for Growing Your Career

Linda Fitzpatrick–The College Of Staten Island, CUNY 
John Little–Fine Arts & Graphic Design, UK 
Suzanne Colbert–Macquarie University, New South Wales AU

Many people think that preparing a resume is the primary step in a job search but really it’s only one of many steps. Learn how to identify and describe your strengths and how to expand the vision of your career path. Prepare to be energized toward a rewarding next phase of your career journey. 

#8.9 Developing Individualized Math Success Plans for LD, TBI, ADD and WW Students

Paul Nolting–State College of Florida 

There is help for students failing math. Students can be taught effective math study skills and an understanding of the affects of processing deficits on math learning. Appropriate provision of math classroom and testing accommodations completes the equation for student success. Participants will also be taught how to develop individualized student math success plans and how to process course substitutions. 

#8.10 Service Provision for Students with Mental Health Conditions: The DS Perspective

Anna Barrafato–Concordia University​
Gordon Dionne–Concordia University 

This session will provide DS providers with practical strategies on how to support students with mental health conditions on campus. The common symptoms and characteristics associated with the most prevalent mental health conditions will be reviewed, as well as how these conditions appear in classrooms and in DS offices. Strategies for barrier reduction will be addressed. 

#8.11 I Have a Deaf/Hard of Hearing Student Enrolling

Tia Ivanko–pepnet 2 ​ 
Lisa Caringer–pepnet 2 

A synopsis of the pre-conference, this session is geared toward those professionals who may be new to working with individuals who are deaf or hard of hearing. Aspects such as diversity of communication preferences, transition issues, and strategies for determining appropriate accommodations will be covered. Through cultural competence training, with an introduction to Deaf culture and examples of adaptive technology, we will learn strategies for ensuring D/HH students have equitable access on your campus. 

#8.12 "Can't 'Hear' and Can't 'Speak'"

Heather Holmes–pepnet 2 ​
Kathy Schwabeland–pepnet 2 

As the number of Deaf and Hard of Hearing individuals enrolled in medical programs increases so do the questions about how to accommodate them effectively. Some programs utilize language that discourages the participation of Deaf and Hard of Hearing students by insisting candidates are able to speak and hear to apply. We will address common barriers such as: How programs can assure they are more inclusive, how admissions/standards can use language that focuses on ability rather than inability, and what accommodations are available to assist Deaf and Hard of Hearing students and professionals in the medical profession. Join us as we explore five case studies of individuals who have made this journey. 

#8.13 Mental Health Services for Individuals who are Deaf and Hard of Hearing

Cindy Camp–pepnet 2, Jacksonville State University ​

Young adults transitioning out of high school face many stressors which can lead to depression, substance abuse, and other mental health issues. When an existing disability is added to the mix the stakes are even higher. For individuals who are deaf and hard of hearing (D/HH) culturally and linguistically appropriate mental health services are very difficult to access. This workshop will look at the unique needs of the D/HH population in relation to mental health services. Participants will learn what the research has to say and what resources are available.  

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