Identifying and Removing Barriers to Access: Using a Framework to Guide Considerations of Complex Requests
Thursday, February 13, 3:00-4:30 EASTERN
Jamie Axelrod, M.S., Northern Arizona University
Adam Meyer, Ed.D., University of Central Florida
When complex requests, such as extending deadlines for assignments, are presented to us, it can be difficult to know how to assess their reasonableness. Much time can be spent analyzing how to proceed. In the end, how do we know if the accommodation would actually address a barrier and provide access? In this webinar, we will explore this question and propose a framework for considering challenging requests. We will model the proposed framework through the example of extended time for deadlines to provide a concrete example of its use. While the framework is not meant to be a checklist that would turn complex requests into routine decisions, having a structured approach to considering requests can increase confidence in decision-making.
Strategic Outreach: Spreading Accessibility throughout Campus
Tuesday, February 18, 3:00-4:00 EASTERN
Dawn Hunziker, M.A., University of Arizona
Barbie Lopez, University of Arizona
Disability resource personnel are committed to designing campuses that are fully accessible. From our offices, often seen primarily as student services, how do we ensure equitable experiences for everyone across the campus? Participants will learn to identify opportunities for engagement and strategies for achieving routine inclusion in campus projects related to digital accessibility, with a minimum of technical expertise. The University of Arizona’s current DRC staff structure and our involvement with procurement, IT initiatives, campus-wide and individual department outreach and collaborative presentations/workshops will be demonstrated as use-case examples to take back to your institution.
Accessibility Requirements in Internships and Externships
Thursday, March 5, 3:00-4:30 EASTERN Time
William D. Goren, Esq., of William D. Goren, J.D., LL.M. LLC
Liz Brown, M.S.S.W., Abilene Christian University
Many academic programs, especially at the graduate level, include internship and externship requirements. Colleges and universities have a clear obligation to ensure access to those academic experiences for students with disabilities, but the process of identifying what is reasonable and the need to involve so many more players can complicate achieving it. Join us for a refresher on your institution’s obligation, a review of pertinent cases, and a summary of implications for your work with students, faculty, and site supervisors.
Expanding Accessible / Assistive Technology (AT) Options at Your Institution
Tuesday, March 10, 3:00-4:00 EASTERN
Brad Held, University of North Carolina Chapel Hill
Simon Bloor, University of North Carolina Chapel Hill
Have you identified what is stopping your campus from growing an accessible/assistive technology (AT) program? The barrier might be an overdependence on accommodations or budget limitations. Our presenters will help you address and conquer those barriers and identify other challenges that may be at play. We will share best practices and strategic opportunities that will support your campus in expanding AT acquisition and use by everyone at your institution.
A Disabled American in Paris. Or Was It Nairobi? Reasonable Accommodations for Students with Disabilities who Study Abroad
Thursday, April 2, 3:00-4:30 EASTERN
Justin Harford, M.A., Mobility International USA
Monica Malhotra, M.A., Mobility International USA
Sooner or later, your students will want to study or intern abroad through one of your college's many international exchange offerings. While the law technically doesn't require you to provide reasonable accommodations outside of U.S. soil, that doesn't mean that you should not go for extra credit. It is possible and affordable to make study abroad experiences accessible for students with disabilities abroad with preparation. In this webinar, staff from MIUSA's National Clearinghouse on Disability and Exchange will equip you with the tools to be an advocate for access to all of your institution's programs by understanding the legal nuances and acting as the campus go-to expert on all things disability and exchange.
Methods and Strategies for Implementing Assistive Technology with Students
Tuesday, April 7, 3:00-4:00 EASTERN
Rachel Kruzel, ATP, University of St. Thomas in St. Paul
With the plethora of assistive technology tools on the market today and the fact that each student is unique, finding the most effective assistive technology can be challenging. However, it is also the essential part of using technology to achieve access. Finding a tool that best fits a student can lead to increased student use and better support for students both in and outside of the classroom. Through discussion of the assistive technology implementation process, as well as methods and strategies, participants will learn effective means of assistive technology tool discovery, integration, and follow-up.
The Legal Year in Review
Thursday, April 23, 3:00-4:30 EASTERN
Paul Grossman, J.D., Hastings College of Law
A tradition begun just last year, AHEAD is excited to host its second Legal Year webinar with Paul Grossman, retired OCR Chief Regional Attorney, again this spring. Bringing his extensive knowledge, unique perspective, and ability to present legal concepts in easily understandable terms, Paul will highlight current and upcoming issues that inform higher education disability services, including judicial decisions and settlements concerning self-injurious students, alternative media production, website access, and campus transit. He will also share insights concerning ESAs on campus. This update of key illustrative sources that will impact your mission, your college, and the students and stakeholders you serve is not to be missed.
Assistive Technology for Students with Mental Health Conditions
Tuesday, April 28, 3:00-4:00 EASTERN
Michelle Mullen, M.S., University of Massachusetts Medical School
Students with mental health conditions face unique challenges which may require support through skill-building, resource acquisition, accommodations and assistive technology. Assistive technology (AT) is any device, software, or equipment that supports a student to work with specific barriers. Schools are more adept at offering AT to students with disabilities in recent years but may find supporting students with mental health conditions challenging. AT and other accommodations may not be advertised to students with mental health conditions due to a lack of perceived legitimacy of functional implications associated with psychiatric conditions in higher education. In addition, students with mental health conditions may not believe that they deserve to receive or use AT. This webinar will explore the potential functional implications of mental health conditions in the post-secondary learning environment and detail the assistive technologies that can support student persistence and success.
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