AHEAD to You! Webinars Spring 2017
- Registration & Costs
- Speakers’ Bios
- Fall 2016 Webinars Still Available
- Past AHEAD Webinars Available ON DEMAND
Once again AHEAD is pleased to bring high quality, low cost professional development opportunities directly to your desktop, staff meeting, or gathering with campus colleagues.
We’re excited by this spring's topics and the expertise of our presenters. With AHEAD to YOU! webinars you can listen live and participate in the conversation through chat or phone line OR listen to the fully recorded and captioned Adobe Connect session whenever it’s convenient for you. Use the webinars as professional development for yourself and your staff or to foster dialogue and interest in accessibility on your campus by listening with colleagues.
All AHEAD to You! webinars are scheduled on Thursdays at 3:00 – 4:30 pm Eastern Time.
Complete instructions for participating and presentation slides are sent via email prior to each webinar. All webinars are captioned in real-time, with audio supported via an operator-assisted phone line. Links to the recordings will be sent to registrants who make a request after each session. See upcoming fall webinar information below.
The full recordings of Fall 2016 webinars are still available. You can purchase the link to these professional development resources by clicking here to watch with colleagues at a time convenient to you.
Spring 2017 AHEAD To You! Webinars
Title II and Title III Regulations to Implement ADA Amendments Act of 2008: What should you know?
April 20, 2017
Presenter: Paul D. Grossman, J.D.; Office of Civil Rights, Chief Regional Civil Rights Attorney S.F, retired
In September of last year, the Department of Justice issued the final rule to amend the American’s with Disabilities Act regulations and to incorporate the statutory changes to the ADA resulting from the Amendments Act of 2008. Congress enacted the ADA Amendments Act to restore understanding that the definition of “disability” should be broadly construed and applied without extensive analysis. Since the passage of the Act in 2008, AHEAD has provided guidance to higher education professionals regarding changes in practices designed to best align with the expanded definition of disability. Now that the final rule has been issued, we are thrilled that Paul Grossman has offered to walk us through the document, clarifying its language and intent and supporting us in applying it on our campuses.
Previous Spring 2017 AHEAD To You! Webinars
Helicopters, Blackhawks and Snowplows: Parents of Students with Disabilities
February 16, 2017
Presenter: Jane Thierfeld Brown, Ed.D., College Autism Spectrum
Parents of college students have never been so involved with the education of their offspring as they are today. For students with disabilities this level of involvement often goes well beyond role modeling and caring to advocacy and demands of an unreasonable nature. This level of engagement is understandable given the fact that many students with disabilities have achieved success in the K-12 system in large part because of their parents’ active involvement. However, it can also be disruptive to the disability resource office staff, faculty, and other campus personnel and, most importantly, can negatively impact student maturity and independence. How do we set boundaries for parents while encouraging growth in their students? This sensitive topic will be broached in presentation and participant sharing and discussion.
Extended Time: What Faculty Needs to Know
March 23, 2017
Presenter: Nicole Ofiesh, Ph.D., Sr. Research Scientist, CAST
Extended time is the most commonly requested and received test accommodation for students with disabilities in higher education. Nevertheless, there is a contingent of faculty who resists or resents this accommodation for a variety of reasons, including “fairness,” and concerns for misuse.
Using findings from research, we will take a critical look at common misperceptions faculty have about extended time, including the beliefs that everyone would do better with more time, that the need for more time suggests a lack of content mastery, and that faster means better and smarter. Participants will learn strategies for working with resistant faculty by sharing research that challenges common concerns, learning the difference between a power test and a speed test, and understanding how time ameliorates a variety of conditions. Participants will learn what to look for in documentation to support the decision for more time and to determine how much time is appropriate. Finally, the trend toward universally designed assessments based on the neuroscience of the brain will be discussed.
Audience level: Intermediate; participants will benefit from having some experience in determining testing accommodations and working with faculty
Disability Studies 102: Next steps in building practices based on disability studies theoretical concepts
April 6, 2017
Presenters: Susan Mann Dolce, Ph.D., University at Buffalo, and Karen Pettus, Ph.D., University of South Carolina
As disability studies scholarship takes its deserved place among other identity disciplines and disability service offices emphasize not only individual accommodations but equitable campus environments, we often hear colleagues talk about designing their offices based on “the social model.” But what does that mean? How can we use concepts from disability studies as guiding principles and theories to create resources that value the disability experience and model equity? Building on these conversations and scholarship, we will explore how disability studies can inform disability resource offices’ staffing, organization structure, position descriptions, student processes, faculty communication, outreach programming, and assessment strategies. We will highlight offices and professionals who are doing this work on their campuses, providing models for focusing our work on social justice and disability studies concepts. Examples from offices that have “walked the talk,” including a checklist to guide your process, will be provided.
Audience: All disability service and higher education professionals for all types of campuses are welcome
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Contact AHEAD at firstname.lastname@example.org or 704.947.7779 with any registration questions
Jane Thierfeld Brown, Ed.D.
Jane is Assistant Clinical Professor at Yale Child Study, Yale Medical School; Director of College Autism Spectrum; and former Director of Student Services at the University of Connecticut School of Law. She has worked in Disability Services for 37 years. She holds a doctorate from Columbia University, Teachers College. Dr. Brown consults with many families, students, school districts and institutions of higher education. Dr. Brown has appeared on Good Morning America, CBS News and NPR. She has co- authored “Student with Asperger’s: A Guide for College Professionals,” (2009); “The Parent’s Guide to College for Students on the Autism Spectrum,” (2012); and “Behavior Management and Self-Regulation,” (2012) along with many textbook chapters and articles. Dr. Brown is married and has three children, the youngest being a 24-year old son with Autism.
Paul Grossman, J.D. served as a civil rights attorney for the U.S. Department of Education, Office for Civil Rights (OCR), serving as its Chief Regional Attorney in San Francisco for 30 years. He is currently an Adjunct Professor of Disability Law at Hasting College of Law, University of California, and a member of the AHEAD Board of Directors, the Public Policy Committee of the Association for Children and Adults with AD/HD (CHADD), and the Disability Rights Advocates (DRA) Expert Advisory Board. Dr. Grossman has worked on every type of education discrimination and investigated, written decisions, and settled hundreds of disability discrimination cases, often developing new approaches to protecting students with disabilities. He is the coauthor of The Law of Disability Discrimination (8th Edition) and its companion publication, Law of Disability Discrimination Handbook: Statues and Regulatory Guidance.
Susan (Sue) Mann Dolce, Ph.D. is the Associate Director of the University at Buffalo (UB) Accessibility Resource office. Sue’s terminal degree in rehabilitation science and clinical background in occupational therapy support the Participation Consultation Model she developed and uses in her work with UB students with disabilities. Her research and program evaluation interests include participation, disability studies, collaborative programming, and universal design and programming, including Universal Design Yoga for which she received the 2014 SUNY award in student programming. Sue is Co-Chair of AHEAD’s Special Interest Group on Disability Studies, a member of the Society of Disability Studies (SDS), a member of the Association of Yoga Therapists (IAYT) and a regular presenter at AHEAD’s annual conference. She seeks out multiple opportunities for exploration of mindfulness, disability, wellness, and participation.
Nicole Ofiesh, Ph.D. has held faculty and leadership positions at Penn State University, Providence College, University of Arizona, Notre Dame de Namur University, and Stanford University. She is a consultant on learning and instruction and recently worked as an expert on college students with learning disorders and test accommodations for the U.S. Department of Justice, Office of Civil Rights. Dr. Ofiesh has worked in disability services in higher education, published extensively in the area of time extension in testing, and has been a featured presenter at both national and international conferences. She is the coauthor of Teaching for the Lifespan: Successfully Transitioning Students with Learning Differences to Adulthood.
Karen Pettus, Ph. D. is the Director of Student Disability Services at the University of South Carolina. Karen’s Ph. D. is in Educational Psychology Research, and her master’s degree in Adult Education, both from the University of South Carolina. She has worked with individuals with disabilities in residential treatment facilities, the K-12 system, and, for the last 20 years, in higher education. Karen has conducted program evaluations for public schools in South Carolina and for disability resource offices in higher education. She teaches courses in disability studies, educational psychology, and special education. Karen is published in the area of event accessibility and is interested in continuing research on making environments accessible for everyone. Karen is the Co-Chair of AHEAD’s Special Interest Group on Disability Studies, a member of the Society of Disability Studies (SDS), and a regular presenter at AHEAD, NASPA, ACPA, SRLA (Sport and Recreation Law Association), and SEVT (Sports, Entertainment and Venues Tomorrow).