The AHEAD 2017 Virtual Conference Program


Overall Schedule

Monday, July 17 and Tuesday, July 18

9:00 am – 5:30 pm both days (Eastern Time): Preconference #6

Wednesday, July 19

9:00 – 10:30 am (Eastern Time): Opening Plenary
11:00 am – 12:30 pm (Eastern Time): Concurrent Block 1
2:00 – 3:00 pm (Eastern Time): Concurrent Block 2
3:30 – 5:30 pm (Eastern Time): Concurrent Block A

Thursday, July 20

11:00 am – 12:30 pm (Eastern Time): Concurrent Block 3
2:00 – 3:00 pm (Eastern Time): Concurrent Block 4
4:00 – 5:30 pm (Eastern Time): Concurrent Block 5

Friday, July 21

9:00 – 10:00 am (Eastern Time): Concurrent Block 6
11:30 am– 12:30 pm (Eastern Time): Concurrent Block 7
2:00 – 3:30 pm (Eastern Time): Concurrent Block B
4:00 – 5:30 pm (Eastern Time): Concurrent Block 8

Preconference Institute

Monday, July 17 AND Tuesday, July 18, 9:00 am – 5:30 pm on both days (Eastern Time)

#PC 6 Accessibility 101

Terrill Thompson, B.S., DO-IT, University of Washington
Gaier Dietrich, B.A., High Tech Center Training Unit

This two-day pre-conference is designed for anyone involved with ensuring their institution's technology is accessible but feeling a bit overwhelmed by or uncertain about that responsibility. The session will cover technology-related accessibility issues in easy-to-understand ways. No question is too simple or too small! We will also bring attendees together to explore strategies and promising practices for addressing these issues campus-wide. Topics to be covered will include:

1. Applicable laws and standards: Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 both prohibit discrimination against persons with disabilities. Section 508 of the Rehabilitation Act, as amended in 1998, requires that federal agencies ensure accessibility of information technology, and its standards have been adopted by some states. How do these laws apply to higher education institutions, and what are the requirements related to information technology? We will explore these questions, and learn about the standards that are often used to measure accessibility of websites and other information technology, the W3C Web Content Accessibility Guidelines (WCAG) 2.0.

2. Assistive Technology: Many of the problems encountered by students with disabilities in higher education concern instructional materials and information technologies that are not accessible to their assistive technologies (AT). In order to understand this, it is important to have a basic knowledge of the types of AT commonly used by individuals with disabilities. This session will provide discussion, demonstration, and hands-on activities for learning more about AT.

3. Alternate Format Conversion: Many individuals with disabilities, including those with blindness, visual impairments, and learning disabilities such as dyslexia, are unable to read traditional print and require that it be converted into alternate formats such as Braille, HTML, Microsoft Word, tagged PDF, and ePUB3. This session will explore a variety of tools, methods, and strategies for effectively and efficiently finding or converting instructional materials into alternate formats.

4. Web Accessibility: WCAG 2.0 has 62 specific success criteria for measuring whether websites are accessible. This session will bring these success criteria down to earth and explore a variety of web accessibility problems and solutions in a way that is fun, interactive, and easy for non-developers to grasp.

5. Information Technology Accessibility: Information technology (IT) accessibility is about more than websites. Students face challenges with all sorts of IT, including digital documents, videos, classroom technologies, and software. This session will explore a variety of strategies and promising practices for addressing accessibility of IT. How can we test products and services for accessibility? How can accessibility be addressed within the procurement process?

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Opening Plenary

Wednesday, July 19, 9:00 am –10:30 am (Eastern Time)

“you are SO brave:” a performance + talk at the margins of disability, trans, & racial justice

Kay Ulanday Barrett

This performance and keynote harnesses political poetic storytelling with elements of spoken word and theatre. Informed by hip-hop and the jazz aesthetic, Kay intimately strips down pretense, and engages love and an examination of the world. As a cultural worker, Kay aims to question notions of desirability, single-issue identity, ableism, and what exactly is mainstream normal. Themes explored during this performance keynote include intersecting identities in struggle with racism, misogyny, cissexism, migration, death/loss, queer love, migration, and disability. Paying homage to audre lorde: “I do not believe in single-issue politics, because we do not live single-issue lives,” avenues of critical intersections as brown, poor, trans, im/migrant, disabled, and “other” are explored. How do competition and respectability politics impose oppression in our actions, our lives? How do we embrace a politic that doesn’t isolate or accommodate, but engages everyday movements to show up for those who are affected & not talked about? This keynote will relay tangible perspectives on ableism as it relates to other isms on a nationwide level from K’s perspectives in Disability Justice..

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Concurrent Block 1

Wednesday, July 19, 11:00 am –12:30 am (Eastern Time)

1.5 Accommodating Online Learning: Much More Than Captions

Linda Sullivan, M.A., Harvard University

Nearly all students engage in virtual learning experiences. Disability service provision for students enrolled in courses with online components needs careful consideration. This session we will examine challenges students face within each online framework. We will examine models of virtual design and student accommodations.

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Concurrent Block 2

Wednesday, July 19, 2:00 – 3:00 pm (Eastern Time)

2.5 Shattering the Stigma of Mental Illness Disabilities on College Campuses

Kathleen Maxson, M.S., Cabrini University
Jennifer Uber, M.A., Delaware Community College

Mental Health disabilities have been increasing exponentially across our campuses, but little has changed about how colleges, universities, and the world views these illnesses. Join us to discover the myths about mental health illnesses, the common mental health illnesses on college campuses today, and ways to best support and appropriately accommodate these students on your campus. There will be time for Q&A at the end of the presentation as well.

Includes research or data-based content

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Concurrent Block A

Wednesday, July 19, 3:30 – 5:30 pm (Eastern Time)

A.1: Legal Year in Review, Version 2.0*

*This session will not be available for viewing after the event

Paul Grossman, J.D., Hastings College of Law
Jo Anne Simon, J.D., New York State Assembly

Taking a new approach by covering fewer cases but in greater depth, AHEAD’s legal experts will focus on ten legal developments in post-secondary disability law in the past year – ones that every disability services professional should be aware of to fulfill their professional responsibilities. This presentation will include consideration of whether any new legal trends are emerging, including trends that reflect the change in leadership in Washington. A full 30-minutes will be devoted to answering audience questions following the presentation of the cases.

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Concurrent Block 3

Thursday, July 20, 11:00 am – 12:30 pm (Eastern Time)

3.10 Behavior, Conduct, Title IX, and Students with Autism

Jane Thierfeld Brown, Ed.D., Yale/College Autism Spectrum
Lisa King, M.Ed., St. Catherine University

The majority of students on the autism spectrum contribute to our communities in many positive ways. However, a small number of students have behaviors which challenge our campuses and our conduct boards. In this session, we will address how to best work with students on the spectrum who may present these challenges. Issues for classrooms, residence halls, students, and parents will be discussed.

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Concurrent Block 4

Thursday, July 20, 2:00 pm – 3:00 pm (Eastern Time)

4.6 Professional Development of Faculty: Social justice, self-concept, and aligning the responsibility to accommodate

Carey Busch, Ph.D., Ohio University

The presenter will share an approach to professional development for faculty designed to promote a culture of increased willingness to accommodate students with disabilities. Background and research will be provided, with primary focus on the objectives and essential elements of professional development. Initial outcomes and feedback from faculty will be discussed.

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Concurrent Block 5

Thursday, July 20, 4:00 – 5:30 pm (Eastern Time)

5.12 Ways to Increase Student Retention and Expand the Use of UDL on Campus

Jeffrey Lewinson, M.B.A., TextHelp
Brad Held, B.S., University of Central Florida

Through a review of work at the University of Central Florida, and on other campuses, the presenters will describe AT tools which directly impact student retention and increase the opportunity for the expansion of universal design for learning on campus.

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Concurrent Block 6

Friday, July 21, 9:00 – 10:00 am (Eastern Time)

6.6 "Like Bunnies": Coping with the explosion of emotional support animals on campus

Laura Warde, M.A., Oklahoma State University

Universities in the U.S. have seen a drastic increase in requests for emotional support animals. This panel will explore how disability support professionals from diverse campus settings address increases in requests and approvals, determine their processes, and communicate with other campus offices.

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Concurrent Block 7

Friday, July 21, 11:30 am – 12:30 pm (Eastern Time)

7.2 Revamping your policies and procedures: A coordinated commitment to leading practice

Moderator: Lisa Meeks, Ph.D., University of California, San Francisco
Zoe Brown-Wiessmann, M.Ed., University of Central Florida School of Medicine
Allison Kommer, M.Ed., University of Central Florida School of Medicine
Christine Low, M.S.W., Icahn School of Medicine at Mount Sinai
Marie Ferro-Lusk, M.B.A., Rush University-Rush Medical College

Over the last several years, multiple schools have revamped their policies and procedures to align with leading practices informed by the Coalition and the University of California, San Francisco (UCSF). UCSF’s commitment is to provide the most progressive and inclusive disability support in the country. We embrace the letter and the spirit of the law! This panel will share the UCSF Model and Disability Services Handbook and review key points from this approach to accommodating learners. Panelists from schools who have adopted these standards will discuss that process and how you can adopt these practices on your campus.

Focus on access to education in the health sciences in collaboration with the Coalition for Disability Access in Health Sciences

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Concurrent Block B

Friday, July 21, 2:00 pm – 3:30 pm (Eastern Time)

B.2. Being There

Jamie Axelrod, M.S., Northern Arizona University
Jane Jarrow, Ph.D., Disability Access Info Support

When the barrier a student experiences is related to actually getting to class or completing assignments in accordance with the syllabus, what approaches are available to us? While it seems reasonable to assume that attendance is an important part of learning, important is not the same as essential. And that raises questions that need to be explored as you consider individual requests. We will discuss student circumstances that may require modification of attendance or due dates, the importance of understanding the individual design of a course, and how those elements interact to inform the level of modification that may be appropriate. Flexibility with exam and assignment dates, online work, synchronous and asynchronous activities, and group work will be discussed.

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Concurrent Block 8

Friday, July 21, 4:00 pm – 5:30 pm (Eastern Time)

8.11 Does Your Accommodation Letter Remove Barriers or Create Obstacles?

Adam Meyer, Ph.D., University of Central Florida
Margaret Camp, M.Ed., Clemson Univesity

Creating course access requires consideration of the student (disability), barriers within the environment, essential course elements, and reasonable accommodations that logically recognize each of these. However, the disability office's initial assessment processes and subsequent communication through the accommodation letter may not acknowledge all of these variables, which may subsequently create barriers. In this session, we will explore considerations for framing accommodation letter communication.

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