Promoting the Integration of Universal Design into University Curricula (UDUC)
Howard Kramer, M.A., University of Colorado-Boulder & AHEAD
Earlier this year, CU-Boulder, in collaboration with AHEAD, received a grant from the National Endowment for the Arts (NEA) for Promoting the Integration of Universal Design into University Curricula (UDUC). Through collaboration with national and international programs and institutions, UDUC will create and disseminate curricula resources, provide training and forums, and expand strategic outreach to promote institutional change at post-secondary institutions nationally in order to increase the quality and number of courses addressing UD in university curricula.
Retaining Deaf and Hard of Hearing Students of Color in Higher Education
Danielle Thompson-Ochoa, Ph.D., Gallaudet University
Moving from access to success for students who are Deaf and Hard of Hearing in higher education became manageable and improved over the years. Deaf/Hard of Hearing Students of Color have been left behind. This presentation will discuss how colleges can support Deaf and Hard of Hearing Students of Color to graduate successfully.
A DSS Office’s Journey Down the Documentation Review Highway
Mary Barrows, M.Ed., Northeastern University
Jennifer Newton, M.S., Northeastern University
Travel with a DS office as it develops a clear, consistent, and limitation-based process for documentation review for students with LD, ADHD and other disabilities. Presenters will showcase their current model, developed through a series of forms and templates which supports a broad review of documentation.
Vital Junctures: Exploring the Intersection of students’ disability status, race, and gender
Katherine Aquino, Ph.D., New Jersey City University
Eunyoung Kim, Ph.D., Seton Hall University
This study examines the intersection of disability, race, and gender of students’ perceived sense of belonging within the higher education environment. Using data from Higher Education Research Institute’s (HERI) Diverse Learning Environment (DLE) survey, a factorial analysis of variance (ANOVA) was performed to identify significant interactions of race and gender with perceived sense of belonging for students with disabilities. Findings indicate a statistically significant interaction between race and gender for students’ with disabilities sense of belonging within the postsecondary environment.
Working with Campus Partners to Implement Audio Description
Elizabeth (Liz) Thomson, M.A., University of Illinois at Chicago
This poster will communicate my efforts to implement audio description (AD) at the University of Illinois at Chicago in a sustainable and collaborative model to increase accessibility for those who are blind or low vision.
The Board Room: Administrator Training and Workshops Made Easy
Lyla Crawford, M.S., DO-IT, University of Washington
The Board Room houses comprehensive training materials and resources for postsecondary student service providers and administrators in order to better prepare them to fully include students with disabilities in academic programs on their campuses. Student services addressed include admissions, registration, advising, career services, learning centers, libraries, distance learning programs, and computer centers.
Access to Higher Education: It Takes a Campus
Lyla Crawford, M.S., DO-IT, University of Washington
It takes an entire campus, from administration to architecture to academics, to create a welcoming and inclusive environment. We need to be prepared to work with students with very different backgrounds, experiences, abilities...and disabilities. But where do you start? Stop by our poster session for ideas and guidelines for making a postsecondary institution welcoming and accessible to everyone.
Correlates and Consequences of Alcohol and Other Drug Use by College Students with Disabilities
Steven West, Ph.D., University of Memphis
This presentation provides an overview of the rates, correlates, and consequences of drug use by college students with disabilities (SWDs). Based on findings from a survey of 2,440 SWDs from 122 US colleges, we examine the impact such use has on SWDs and discuss how disability support professionals can identify and assist students at risk.
An Examination of Student Mental Health Services and Supports in Institutions of Higher Education
Deborah Tull, Ph.D., Los Angeles Community College District
This poster will present the results of a nation-wide research study funded by the National Council on Disability that examined mental health services and policies in institutions of higher education. The study identified policies and practices that enhance the ability of students with mental health disabilities to access services and graduate from postsecondary institutions. Presenters will facilitate a conversation about their findings involving policy, practice, and access.
A New Definition of Dance: Cross-campus partnerships for Large Scale Awareness
Deborah McCarthy, M.S., Univesity of South Florida
Jennifer Sabo, M.A., University of South Florida
Mary Lynn Morris, M.F.A, University of South Florida
A New Definition of Dance is the result of partnerships between VSA Florida, the University of South Florida’s School of Theater and Dance, and Students with Disabilities Services. The program is a successful model for a large-scale disability awareness event. This presentation will describe the partnerships, process and outcomes.
Key Components of Effective Communication
Tia Ivanko, M.S., National Deaf Center on Postsecondary Outcomes
Kathy Schwabeland, M.A., National Deaf Center on Postsecondary Outcomes
This poster will encourage an interactive, practical discussion about meeting the communication needs of students who utilize sign language interpreters. Using the guidelines of “effective communication” as outlined by the DOJ as a frame, the presenters will offer information, discussion, and resources to support an interactive collaboration that results in effective and equitable services.
Promising practices to support survivors of sexual assault
Deborah Tull, Ph.D., Los Angeles Community College District
RTI presents preliminary results and solicits feedback on a study, funded by the National Council on Disability, examining how students with disabilities are served in regards to sexual assault prevention and support and needed policy and system reforms. Findings are based upon interviews with approximately 30 policy experts and practitioners and surveys from over 200 students and practitioners.
Together, We are Stronger: The Innovative development of a peer mentor training
Beth Roland, M.A., University of Florida
Amanda Brown, LMHC, University of Florida
This poster describes how an innovative and collaborative Supervisor/Intern working group was formed, and how they utilized their “funds of knowledge” to create a successful Peer-Mentor program to support the transition of first-year students with disabilities into the university environment. The presenters will provide an outline and materials for other DS staff to create effective Peer-Mentor training sessions as part of Peer-Mentor programs.
Re-Thinking the Disability Paradigm: A Conversation with Faculty Randall Ward, M.A., Purdue University
DS professional staff spends much of their time thinking about individual accommodations and the traditional role of Disability Services. There are often requests from faculty and staff to educate those groups on the work of the DRC. This poster will suggest that we make a choice to lead the discussion on our campuses in thinking differently about disability and reframe it to one of diversity, with its tenets of social justice and civil rights.
Virtual Tutoring for College Students with Learning Disabilities: The Time is Now!
Sharon Fleischer, M.S., Fairleigh Dickinson University
This poster focuses on the effectiveness of on-line, face-to-face virtual tutoring for the college student with learning disabilities. Information will enable participants to understand the necessary components of a course-specific tutoring session and how this positively impacts the college student's confidence, motivation, and independence.
Mindfulness and Health and Accessibility Resources: a Unique Campus Collaboration
Sue Mann Dolce, Ph.D., University at Buffalo
Mindfulness? Health? Social Justice? Disability Studies? Universal Design? How do these concepts intersect and what does it have to do with our work as professionals? This session will present a collaborative conference, Mindfulness and Health, presented by the Wellness Education Services and Accessibility Resources offices, and the Schools of Medicine, Nursing, Public Health, and Architecture and Planning.
SEED, An Excellently Inclusive Higher Education Program, Promoting Equity
Michell Mitchell, M.Ed., Lehigh Carbon Community College
HEOA 2008 has opened the door for ALL individuals interested in college. Postsecondary institutions, now, are racing to find ways to excellently provide equitable programming for students with all types of abilities, leading to wonderful collaborations and universally designed curriculum. Join us to explore one such journey as a community college and center for independent living partner with other human service agencies, to plant and harvest SEED [Success, Engagement, Education, Determination].
Accessibility 101: Using your learning management system to create accessible courses
Christa Hardy, Ph.D., Client Enablement
Accessibility plays a key role in helping college and university students maximize their learning potential, but it is not always easy to create courses that reach a diverse group of students. Using the Brightspace platform as an example, this session will highlight how educators can use their learning management system (LMS) to help create dynamic, user-friendly courses. Participants will be able to explore design approaches like Quality Matters for making courses more accessible for online learners.
The Future of Accessible Math: Create it easily with EquatIO
John McGowan, M.A., Texthelp
Creating accessible math and bringing it into the 21st century has been difficult over the years. EquatIO (formerly known as g(Math)) tackles both of these issues and makes creating accessible math easy, intuitive, and delightful. Come to this poster to see how to create accessible math, how to consume it, and how EquatIO is making math digital.
Developing an inclusive learning environment for students with visual impairment in higher education
Rachel Hewett, M.Sc., VICTAR
Drawing on findings from a longitudinal qualitative study, we present the experiences of 32 young people with visual impairment in higher education in the UK to explore how well they were able to participate in their courses. To interpret these findings we propose a Bioecological Model of Inclusive Higher Education.
Autonomous door system
Connor McLeod, Brigham Young University
Sam Lew, Brigham Young University
Information Systems and Industrial Design students share a new system to make doors accessible to all. Appropriate for all campuses.
Measuring self-advocacy skills among student veterans with disabilities: Implications for postsecondary success
Adam Kinney, M.S., Colorado State University
Aaron M. Eakman, Ph.D., Colorado State University
This study investigated the self-advocacy skills and academic performance of student veterans with disabilities. Psychometric properties of an assessment of self-advocacy skills (SV-SASA) were evaluated. The SV-SASA demonstrated good psychometric properties and explained a substantial amount of variance in GPA. Results inform our understanding of self-advocacy skills and academic performance in student veterans, with implications for service providers and researchers.
Beyond Physical Accessibility: Creating a proactive campus climate through multimedia
Catherine E. Johnson, J.D., M.A., University of Kansas
Kit Cole, M.A., University of Kansas
This poster display activities, lessons learned, and best practices in the creation of multi-media resources to assist individuals with disabilities in navigating a geographically challenging campus. It will highlight cross-departmental collaboration, utilization of a diverse user group, and demonstration of the media.
Are you Missing Ways to Increase Disability Awareness and Effective Collaboration on Your Campus?
Michelle Shaw, M.Ed., Florida Atlantic University
Stuart Buckley, B.A., Florida Atlantic University
One of the greatest challenges for a disability services office is creating widespread campus awareness of disability that not only informs people about the office, but facilitates the building of strong collaborations that are beneficial to both the office and the staff and faculty.
Disability Documentation for College Students with ADHD: Current shortcomings and recommendations for improvement
Robert Weis, Ph.D., Denison University
Christina Till, Duquesne University
Celeste Erickson, Tufts University
We reviewed the disability documentation of college students with ADHD. Most lacked objective evidence meeting DSM-5 criteria for the disorder. Lack of evidence might limit students’ access to accommodations in college and on high-stakes exams. Clinicians should provide such evidence to help students access important services.
Equity of Access to Higher Education for Deaf Students with Multiple Disabilities
Patricia Tesar, Ph.D., Gallaudet University
Jeffrey Shaumeyer, Ph.D., Gallaudet University
Gallaudet University is a bilingual institution where instruction is presented through American Sign Language and written English; Deaf students are accommodated by default. Studying our DSS students for the past decade, retention rates and 6-year graduation rates for seven cohorts demonstrate the value of equal access for students with disabilities.
Campus Collaborations for Student Success and Equality
Natacha Pierre, D.N.P., University of Illinois
Daniela Uy, University of Illinois
Ovi Zdremtan, University of Illinois
Georlinne Mabulay, University of Illinois
Access and equity from a Universal Design for Learning (UDL) perspective has not always been a priority when designing and implementing courses. This poster will discuss a partnership of three colleges at the University of Illinois created to share UDL with faculty.
The DO-IT Knowledge Base: Share Your Expertise or Find an Answer
Lyla Crawford, M.S., Do-IT, University of Washington
The DO-IT Knowledge Base is a growing collection of hundreds of articles related to accessibility of technology, college, graduate school, and careers for individuals with disabilities. The collection contains questions and answers, case studies, and promising practices, contributed by DO-IT partners nationwide, that can be used to increase the capacity of postsecondary institutions to fully include individuals with disabilities.
Using technology to combat limited staff and resources Tina Likovetz, Ed.D., University of West Florida Michelle Hayes, University of West Florida
The purpose of this poster session is to demonstrate how the disability resource center at the University of West Florida has used technology to combat the issue of having limited staff. The number of students enrolling for accommodation services has increased each year, yet the amount of staff has not grown. The center has used several different forms of technology to help manage accommodation needs.
Disability Support Services Professionals: A Role and Function Study Steven West, Ph.D., University of Memphis Noel Ysasi, University of Kentucky
Little information is available to provide insight into the role and functions of Disability Support Services (DSS) professionals in higher education. We surveyed DSS professionals at 2 and 4-year colleges nationwide. The results indicated knowledge in the areas of Disability Assessment, Accommodations, Case Management, Vocational Counseling, and Disability/Rehabilitation Consultation are essential to successfully perform in the role of a DSS professional.
Going Beyond Inclusion by Leveraging Diversity to Enhance Learning
Chris Ostrowski, M.A., University of Calgary
Students with exceptionalities often make sense of the world in unique ways. Inclusion as a means to standardizing learning experiences can limit learning opportunities for all students. I present a framework that values students’ unique meaning-making approaches as necessary for enriching all students’ learning.
Doing More With Less: Using Technology and Innovative Strategies as Efficient Solutions to Modern Problems
Maria Bohn, B.A., Bergen Community College
Jennifer Flynn, Bergen Community College
Tracy Rand, Bergen Community College
Disability service coordinators can easily become inundated with accommodations requests from students in an age when staff:student ratios are at an all time low. This poster will be a “show and show how-to” session for implementing solutions to streamline workflow to provide optimal success. Various free online platforms will be demonstrated that have resulted in an efficient work flow, increased accessibility and availability of staff.
Graph Accessibility and Comprehension in the Blind: Using the past and present to promote equity and excellence
Ashley Nashleanas, M.S., Iowa State University
Students who are blind or visually impaired (BVI) encounter a myriad of barriers when accessing and comprehending graphical information. The appropriate combination of technology and teaching methods allows for success in this realm. I will outline my experiences to frame a discussion of technological and pedagogical supports that provide opportunities for the BVI to succeed in understanding graphical information.
Can a CAT in a CAR drive your alternate format production?
Candace Philpott, B.A., University of Arkansas- Fayetteville
Maria Watters, M.R.C, Central Washington University
Wendy Holden, Ph.D., Central Washington University
Is the idea of making and using accessible formats stressing you and your department out? Well, good news! Central Washington University (CWU) has developed three game-changing applications: Central Access Reader (CAR), CAR-Check, and Central Access Toolbar (CAT). Come and learn how these applications have made major differences on the CWU and University of Arkansas campuses.
Access to Higher Education: Learning in the Natural Environment
Wanda Routier, Ed.D., Concordia University Wisconsin
Carol Burns, M.S., Bethesda College at Concordia University
Students with intellectual and other significant disabilities have more opportunities to attend college than ever before, giving them access to higher education which was off-limits in the past. This poster will discuss a postsecondary college program, explore surprises, challenges, lessons learned, and describe how access to college by students with disabilities has positively changed the campus community.
Is Emergency Preparedness Different for People with Disabilities?
Cari Rose-Tomo, M.S., Molloy College
Nicole Tencic, Molloy College, Psychology major
Erica Lengefeld, Molloy College, Nursing major
Kaitlin Batik, Molloy College, Education major
Students from Molloy College will explain how a community examined its emergency response after Super Storm Sandy, 2012. The focus of the examination was on individuals with disabilities and the importance of personal preparedness. (Building Back Better Sandy Relief Fund, foundation grant from a consortium of regional funders)
NDC | Explore: Online Classes to Improve Postsecondary Outcomes for Deaf Students
Tia Ivanko, National Deaf Center on Postsecondary Outcomes
The National Deaf Center on Postsecondary Outcomes will be launching new online training resources for professionals that are designed to increase knowledge and skills towards the goal of improving postsecondary outcomes for deaf students across the nation. This poster will describe practices, strategies, and tools available in the first of several online courses with NDC | explore, to launch in August 2017.