2003 AHEAD Conference

Hyatt Regency, Dallas, Texas

July 8 - 12, 2003

AHEAD 2003 Conference Notes
This page contains the descriptions for each of the concurrent sessions held during the AHEAD 2003 Conference along with downloadable notes for each session.

The notes presented here were taken by volunteer note-taker attendees at the Conference who used AlphaSmart 3000’s generously donated by the AlphaSmart company to take the notes. Please note that AHEAD takes no responsibility for content, format, or availability of these materials.

To make finding specific notes easier, you may want to use the "Find on this page" function in your web browser. This is usually under the EDIT menu. You can then search for session names, phrases within the descriptions, or by presenter.

A Showcase of Services and Resources for Students who are Deaf or Hard of Hearing (Word doc, 32KB)
Marcia Kolvitz, PhD; Postsecondary Education Consortium
Pat Billies, MS; Northeast Technical Assistance Center
Debra Wilcox Hsu; Midwest Center for Postsecondary Outreach
Sharaine Rawlinson; Western Region Outreach Ctr. & Consortia

Providing services to students who are deaf or hard of hearing presents unique challenges as we strive to understand their needs as well as educate faculty, staff, and students in an appropriate manner. This session will provide an overview of training packages, outreach services, videos, reports, CD-ROMs, on-line resources, and more developed by the four PEPNet Regional Centers that can be used for these purposes.

A Strategies Toolbox for Students with LD: Reading with Audio Books (Word doc, 35KB)
Manju Banerjee, MS; Recording for the Blind & Dyslexic
Loring Brinckerhoff, PhD; Recording for the Blind & Dyslexic and Educational Testing Service
Shari Washburn, MA; Recording for the Blind & Dyslexic
Christy Lendman, PhD; Recording for the Blind & Dyslexic

Reading with audio books is more effective when accompanied by active listening strategies. This presentation describes the comparative advantages, applications, and uses of a variety of listening strategies for the newest digital audio books at the secondary and postsecondary levels. Students, learning specialists and teachers will be able to use several of these strategies as described in the handouts and demonstrated by presenters.

A Successful Transition from College to Work: Preparing with Work-based Learning (Word doc, 32KB)
Sara Lopez; DO-IT University of Washington
Virginia Stern, MA; American Association for the Advancement of Science

Participation in work experience can provide students with motivation, career clarification, increase self-esteem, stronger self-advocacy skills, and an opportunity to prove their abilities to potential employers. Learn about key strategies to develop the campus collaboration necessary to prepare students with disabilities for transition to the workplace. Gain an understanding about how DO-IT and ENTRY POINT!/ACCESS programs can assist.

The ABC's of DSS (Word doc, 37KB)
Rosemary Coffman, PhD; Lee College
Jean Ashmore, MA; Rice University

For the beginner, this workshop will explore the fundamental aspects of the DSS Office. From office structure to policies and procedures, the workshop will invite an open dialog regarding your role on campus and how to successfully meet the needs of students with disabilities. For those not so new to disability services, this workshop will provide some organizational ideas on running the DSS Office more effectively.

Access to Design Professions - The Harvard Experience (Word doc, 34KB)
Valerie Fletcher, MTS; Adaptive Environments
Christopher Hart; Adaptive Environments
Laura Snowden; Harvard School of Design
Nathan Bishop; Harvard School of Design

Adaptive Environment's Access to Design Professions is an international project intended to increase the number of people with disabilities who enter and succeed in design careers. This session will describe the experience of one student with a significant disability in the intensive summer program at the Harvard School of Design and the collaboration that made it work.

Access to Technology: OCR on Section 504 and One School's Approach (Word doc, 37KB)
James Bailey, MS; University of Oregon
Paul Grossman, JD; Office for Civil Rights, US Department of Education

An OCR lawyer discusses requirements for technology access under Section 504 and Title II of the ADA. A front line Assistive Technology specialist will describe how the University of Oregon is meeting the need for access to information technology, campus wide and beyond.

Accommodation, Modification, & Waiver of Requirements: Guckenberg & Beyond (Word doc, 25KB)
Wendy Wilkinson, JD; Disability Law Resource Project
Bill Newroe; New Mexico Technical Assistance Project
Curtis Edmonds; Southeast DBTAC
Sheryl Burgstahler, PhD; DO-IT

Disability Student Services offices have to contend with increasing frustration of faculty and staff with their enhanced role in delivering compliant services to students with disabilities. This lecture will focus on identifying requirements that should drive compliant policy and practices: testing accommodations, use of calculators, issues regarding waiver of requirements, accessible technology requirements, and effective communications, etc.

Applying Universal Design Principles to the Assessment of Student Learning (Word doc, 33KB)
Sue Kroeger, EdD; University of Arizona
Carol Funckes, MS; University of Arizona
Nicole Ofiesh, PhD; University of Arizona
Elizabeth G. Harrison, PhD; University of Arizona

Assessment of student learning for some students with disabilities is often a challenge for instructors, disability service providers and students who need accommodations. Assuring that exam integrity is maintained under non-standard exam administration, when reasonable accommodations are in place, can be difficult. By applying the principles of Universal Design in Instruction (UDI), the presenters and participants will explore new ways of approaching student assessment. The far-reaching discussion will also highlight the opportunities that UDI provides for collaborating with faculty in order to improve instruction and assessment strategies for all students and to minimize the need to treat disabled students differently.

Assistive Technology Evaluations for College Students with Learning Disabilities (Word doc, 37KB)
Brian Bryant, PhD; Psycho-Educational Services
Michael Gerhardt, MSW; University of Texas - Austin

Participants will be given an overview of assistive technology considerations for college students with learning disabilities. They will then work through a series of case studies and, by watching videos of simulated evaluations, will conduct their own evaluations using the Functional Evaluation for Assistive Technology. Extensive handouts will be provided.

"Back to the Future": Understanding our History to Refine our Vision of Higher Education & Disability (Word doc, 33KB)
Colleen Lewis, MS; Borough of Manhattan Community College
Christopher Rosa, PhD; Queens College

To refine our vision of disability services in the new millennium, it is important to acknowledge that our vision of disability has been consistently redefined throughout the course of U.S. higher education history. This presentation offers a brief overview of the history of students with disabilities in U.S. higher education. It demonstrates how we can use an understanding of our history to refine our vision of disability and to chart the course of disability services in higher education for the future.

The Best of Kurzweil 3000 for Higher Education (Word doc, 23KB)
Jackie Wheeler, Kurzweil Educational Systems

Hands-on with the reading and writing basics and new features of Version 7. Special emphasis on Test Taking Tools. Discussion will include examples of the use of Kurzweil 3000 in higher education.

Better Easier Braille; Better Easier Graphics: a Tiger Tutorial (Word doc, 40KB)
John Gardner, PhD; Oregon State University

The Tiger Embosser can emboss standard Braille, but it also permits one to use the new DotsPlus Braille paradigm. This tutorial leads you through use of both. Blind students find DotsPlus Braille particularly useful for math and scientific literature. DotsPlus Braille materials are being created at several universities by student workers who know computers but don't know Braille.

Beyond Assistive Technology: Creating Accessible Curriculum Using Principles of Universal Design (Word doc, 40KB)
Mary Moriarty, MEd; Springfield Technical Community College
Maureen Bourbeau; Springfield Technical Community College

With funding from the National Science Foundation, disability service professionals at Springfield Technical Community College have been working with faculty to incorporate universal design strategies into science and math curriculum to enhance accessibility. This interactive presentation will demonstrate high and low-tech examples of "universal design" utilized by our faculty including 3-D biology models, Flash animated math lessons, and Mimio- an electronic whiteboard technology.

Blindness 101: What You Should Know, What Students Should Know (Word doc, 28KB)
Dan Burke, MS; University of Montana
Jim Kessler, MA; University of North Carolina-Chapel Hill

Blind/Low Vision students, though few, bring specific skills, accommodation requirements, and divergent levels of preparedness to college. Discusses blindness essentials, accommodations for and responsibilities of blind/low vision students, including independent travel, access to print and technology, notetaking strategies and test accommodations, in an attempt to better define the line between "reasonable" and "paternal," in providing appropriate accommodations.

Building Access to Information Technology from the Ground Up: A Case Study (Word doc, 29KB)
Roberta Cordano, JD; University of Minnesota

Creating and ensuring access in information technology environments is the new frontier for disability services offices. This session will provide a case study of how the University of Minnesota used allies in information technology departments (including web designers), policy and planning offices and colleges to develop and implement a system-wide policy.

Campus Administrators: What Do They Know? How Can We Work Together? (Word doc, 43KB)
Lucinda Aborn, PhD; El Camino College
Mari Guillermo, PhD; San Diego State University

This presentation will provide the results of a study conducted of campus "key" administrators (Presidents, Vice Presidents and Deans) in California community colleges to determine their knowledge of services for students with disabilities. Activities of a federally funded project will be shared along with the data results and recommendations.

The Challenge of Asperger's Syndrome (Word doc, 31KB)
Jane Thierfeld Brown; University of Connecticut School of Law
Lorraine Wolf, PhD; Boston University
Ruth Bork, MEd; Northeastern University

Asperger's Syndrome, an Autism Spectrum Disorder, has been seen in increasing numbers of students on campus. Students in this population present unique challenges for faculty, staff, other students and service providers. This disorder manifests itself in pervasive difficulties for the student throughout their higher education experience. Our panel will address how students are effected on campus and in class, accommodations, and models to train other campus staff.

Challenges Facing Disability Services Worldwide (Word doc, 33KB)
Ruth Warick, MA; University of British Columbia

Disability service provision in postsecondary institutions has much in common yet there are differences in policies and practices depending on type of institution, locality and culture. Much can be learned from colleagues around the world about their experiences and unique challenges. This session will explore these issues using an interactive approach. Opportunities for dialogue will be provided.

Collaborating to Make a Difference: Building Alliances on Your Campuses (Word doc, 35KB)
Melanie Thornton, MA; University of Arkansas at Little Rock
Susan Queller, MEd; University of Arkansas at Little Rock
Aimee Dixon, MA; University of Arkansas at Little Rock
Heidi Lefebure, MS; University of Arkansas at Little Rock
Karen Russ, MLS; University of Arkansas at Little Rock

If we are to make a difference for students with disabilities, we must go beyond the provision of accommodations and implement changes that impact the campus culture. Panelists will discuss their approach to establishing alliances and initiating programs and practices that improve the campus climate for students with disabilities. Alliances with instructional technology, the library and faculty will be emphasized.

Collaborations to Prepare Disability Services Provided in Advising Student about Study Abroad (Word doc, 30KB)
Michelle Scheib; NCDE Manager, Mobility International USA

Representatives from institutional partnerships who have worked together to prepare for students with disabilities to participate in education abroad will highlight lessons learned through collaborations between campus offices, institutions, and community organizations. Discover how on- and off-campus partnerships provide resources for students to participate in study abroad, international internships and other opportunities.

College Success Class: A Promising Practice for Developing Students' Self-Advocacy Skills (Word doc, 19KB)
Peg Lamb, PhD; Holt Schools/ Lansing Community College

Students with disabilities are entering postsecondary education in greater numbers but with little success due to limited self-advocacy skills. The National Science Foundation Bridges Project has created a class specifically to develop these skills. Participants will learn about course components including sample lessons on self-advocacy. Student outcomes and the implications for the role of the disabilities counselor will be discussed.

The Continuum of Documentation: Professional Judgment Does Have A Place (Word doc, 32KB)
L. Scott Lissner, MA; The Ohio State University
Sam Goodin, MA; University of Michigan
Micki Bryant, MA; Calif. Poly Univ. - Pomona
Jane Jarrow, PhD; Disability, Access, Info & Support

Must rules regarding documentation be applied consistently across students and across disability categories to assure that the institution is protected legally? Is there any room for professional judgment and discretion to be used in making determinations of eligibility/accommodation? This session will explore these complicated questions through an informal debate format among experienced professionals who, themselves, hold very different views.

Dealing with Inadequate Documentation on Campus and for High Stakes Tests (Word doc, 28KB)
Loring Brinckerhoff, PhD; Educational Testing Service
Manju Banerjee, MS; Recording for the Blind & Dyslexic

Disability service providers and testing agency personnel are often caught in the unenviable position of receiving disability documentation that is limited in scope and content. This session provides suggestions for balancing the realities of inadequate documentation while seeking to uphold documentation standards and assist students in receiving the requested accommodations.

Developing a Student Organization for Students with Disabilities (Word doc, 33KB)
Kristie Orr, MEd; Texas A&M University

Networks, a recognized student organization at Texas A&M University, will provide a panel presentation concerning the development of their organization and tips on developing similar organizations on your campus. The panel will consist of student members and the advisor.

Developing a Support System for Students with AD/HD in Japanese Universities (Word doc, 30KB)
Tomone Takahashi, PhD; Shinshu University
Haruo Shinoda, PhD; Ibaraki University
Naoko Shinoda, MA; University of Tsukuba

Currently there is no educational support for students with AD/HD in Japanese universities. Results of our screening test showed that some students do have attention problems, and some of them have experienced academic and psychological difficulties. In this presentation, supports in K - 12 and current University situation is introduced first. In light of the research results, participants are encouraged to share their ideas on developing a support system for Japanese universities.

Disability in Education (Word doc, 26KB)
Jennifer Gibson, PhD; University of California, Irvine

Disability in Education is a graduate prep course designed specifically for Student Affairs professionals and DSS providers. This course examines disability from culturally competent sociological, historical, philosophical, psychological, legal, educational and medical perspectives. The goal of the Disability in Education is to challenge current and future DSS providers' stereotypic beliefs regarding disability, as they explore how they can enhance their student's college experience.

Documentation: In Statute, In Court, In Policy, In Practice (Word doc, 33KB)
Jane Jarrow, PhD; Disability Access Information & Support
Michael Masinter, JD; Nova Southeastern University
L. Scott Lissner, MA; The Ohio State University

Disability service providers often discuss what documentation, presented by whom, in what format, we should consider to be adequate for our purposes. Rarely, however, do we look outside the narrow viewpoint of what WE want and what WE need, to consider what may/may not be mandated or forbidden by statute and proscribed by policy. This session will provide that perspective.

Educational Consulting to Students with Learning Disabilities in the Office of Advising Resources at Harvard Medical School (Word doc, 43KB)
Loring Brinckerhoff, PhD; Educational Consultant

This session will highlight several issues of relevance to medical and dental students with learning disabilities during their training, gained from experience as an educational consultant in an office that provides assistance to students with a wide variety of performance difficulties. The presenter will use two composite case studies to illustrate the variety of ways that students with learning disabilities can be supported in a highly competitive medical or dental school setting.

Effective Learning and Organizational Strategies for Students with Learning Disabilities or AD/HD (Word doc, 43KB)
Leeann DiAndreth-Elkins; TECHniques Center, Texas Tech University

This session will cover several cross-content organizational and learning strategies that can be use to promote the academic achievement and independence of college students with learning disabilities or AD/HD. The presentation will also include how one comprehensive program, the TECHniques Center, has developed ready-to-use resources to help its peer-tutors incorporate such learning and organization skills into all tutoring sessions.

Equally Effective Communication & the ADA: Providing Clarity Instead of the Nebulous (Word doc, 24KB)
J. Aaron McCullough, JD; Disability Law Resource Project
Wendy Wilkinson, JD; Disability Law Resource Project
Bill Newroe; New Mexico Technical Assistance Project

One of the least clear, and most feared, requirements under the ADA is the mandate for providing Equally Effective Communication (EEC). In the postsecondary environment, this mandate is particularly complicated. This presentation will focus on clearly defining the legal requirements for EEC, reviewing the impact of these requirements in providing translation, accessible course materials and technology, and in identifying successful policy.

Evaluating the Effectiveness of Our Programs (Word doc, 31KB)
Diane Perreira, EdD; University of Arizona

Measuring program outcomes has taken on increasing significance in recent years. A program's ability to demonstrate effectiveness contributes to its acceptance on campus and can be critical in times of fiscal constraint. This session will discuss several techniques for evaluating program effectiveness to enhance program support.

Extended Time for Postsecondary Students with LD: Speed, Fluency, and Time Use (Word doc, 33KB)
Nicole Ofiesh, PhD; University of Arizona
Glenda Rourke, MA; University of Arizona

This presentation is a continuation of research on the relationship between specific tests of processing speed, academic fluency, and extended test time. This year, Phase 2 of the study will be shared which focuses on the relationship between tests from the Woodcock-Johnson III, the Wechsler Adult Intelligence Scale III and time use on actual classroom tests at a large university.

Factors Associated with Degree Completion and Post-School Success of Students with Disabilities (Word doc, 27KB)
John Gugerty, MS; University of Wisconsin - Madison
Joy Mordica, MS; University of Wisconsin - Madison
George F. Thompson, MS; University of Georgia
Karen Kalivoda; University of Georgia

This presentation describes a project that was designed to extend knowledge about the influences of disability support services on post-school outcomes of former university students with disabilities. The presentation will illustrate how existing data on academic performance and support services received while in school were used to examine possible influences on post-school outcomes at five universities across the country.

Foreign Languages and College Students with LD: Guidelines for Weighing Decisions (Word doc, 35KB)
Elaine Manglitz, PhD; University of Georgia
Nicole Palazzo, MEd; University of Georgia
Sally Scott, PhD; University of Connecticut

The session will provide and describe a framework for making decisions related to foreign language course substitution requests by college students with learning disabilities. In addition, the presenters will identify and discuss lessons learned and preliminary descriptive data gained from using the decision-making process with approximately 100 students over the last four years. Handouts to facilitate the decision-making process will be provided.

Garnering Institutional Support for Disability Support Services (Word doc, 30KB)
Steven Sligar, EdD; Center for Sight & Hearing
Tom Thompson, MA; William R. Harper College

This interactive presentation describes a study of how Deaf & Hard of Hearing Services at William R. Harper College in Palatine, IL were developed and maintained over 28-years. The results demonstrate how the services are a fit within current practices as well as describe the unique institutional characteristics that support these services. Participants will apply these results to identify institutional supports in their home setting and devise strategies to build capacity for change upon their return to work.

How To Incorporate Accessibility Into Training (Word doc, 31KB)
Rhonda Blackburn, PhD; Texas A&M University

How do we bring faculty in for training and incorporate the need for accessibility? Through workshops and one-on-one assistance, I help faculty incorporate technology into their course(s). In this session I will share the techniques that I use to bring awareness of accessibility issues into the training and how to couch this as universal design and not a disability issue.

I Have a Staff of 3,000: A Decentralized, Facilitative DSS Model (Word doc, 26KB)
Richard Harris, MA; Ball State University

This presentation will discuss a model for a DSS organization that has two distinct advantages. This model, which spreads the ownership throughout campus, gives the DSS personnel some relief from "doing it all" and gives students with disabilities a much better opportunity to gain independence and self-empowerment skills. The presentation will give practical ideas on how to get the entire university on board. By doing a lot of work up front, a lot of effort will be saved in the years to come. Remembering that federal disability legislation confers "institutional" responsibility for access issues makes this model a logical approach.

I'd Like To Tell Those Politicians A Thing Or Two... An Interactive Session On Getting Your Message Across (Word doc, 35KB)
Jo Anne Simon, JD; Law Office of Jo Anne Simon
Emily Silberberg, MA; Baltimore, Maryland

In order to advance the status of our profession and its members as well as increase access for people with disabilities, we will address attendees about the legislative process and how we can take our legislative and policy ideas (local, state, and Federal) and put them into action. We will discuss how legislative policy affects many aspects of the role of a DSS professional. However, service providers need to take a greater role in how they can help shape these policy changes. This session will provide a primer and practical advice on how to communicate and interact with your elected officials at all three levels of government.

Implementing Universal Design in College Courses (Word doc, 26KB)
Robert Shaw, PhD; Brown University
Louise Russell, MA; Harvard University

Through a Federal project, professors at five selective institutions have implemented principles of universal design in a wide variety of courses. This session will review principles of universal design in college-level instruction and give examples in several different types of courses.

Increasing Academic Department's Recognition of and Collaboration with the DSO: A Matter of Education (Word doc, 33KB)
Beth Price, MS; Utah State University
Charles Salzberg, PhD; Utah State University
Diane Hardman, MS; Utah State University
Mark Nelson; Utah State University

This presentation addresses the role of the DSO in educating academic faculty and graduate teaching assistants about their joint responsibility to students with disabilities. It describes a flexible, customizable live workshop and web-based training program that is being used at over twenty universities and colleges.

Increasing the Accessibility of E-learning for Students with Disabilities (Word doc, 30KB)
Norman Coombs, PhD; CEO EASI (Equal Access to Software and Information)
Richard Banks, CTO EASI (Equal Access to Software and Information)

This lab presentation will provide hands-on experience in several ways to make PowerPoint presentations more accessible both for stand-alone presentations and for web PowerPoint. More and more faculty are using PowerPoint in presenting course content. They need help in knowing how to provide this content in formats accessible to users with disabilities. The presentation will also demonstrate accessible, synchronous - (live) - presentations utilizing shared web pages with both voice and text chat. Online teachers use both synchronous and asynchronous formats to deliver content. Faculty need help in knowing how to increase the accessibility of these new, popular conferencing systems.

Kurzweil 3000-PC and Mac-User Forum (Word doc, 30KB)
Jackie Wheeler; Kurzweil Educational Systems

Do you have questions about using the Kurzweil 3000 software for students who struggle to read and write? Do you have really nifty ideas for content integration that you would like to share with others? This is the place for you! This session will showcase a panel of experienced Higher Ed Providers and Users of the Kurzweil 3000 software to lead and moderate a large group discussion on topics including: lesson planning, the Kurzweil 3000 as a test taking accommodation, scanning hints, other tips and tricks, user profiles, the latest update of the Mac version, and more. All attendees who are currently using the Kurzweil 3000 are invited to share their experiences. For those of you who are in the process of considering the Kurzweil 3000, this will be a great forum to learn more about the Kurzweil 3000 from others' perspective and experience with the program. At the end of the session, you will be able to join a network of Kurzweil 3000 Users and Providers to continue sharing information and experiences. A copy of the Kurzweil 3000 Study Skills Guide will be provided for each participant.

Leading Practices from the Need Assessment Project: Exploring Barriers and Opportunities for College Students with Psychological Disabilities (Word doc, 27KB)
Betty Benson, MEd; University of Minnesota
Barbara Blacklock; University of Minnesota

As a result of the benefits from treatment and equal rights protection, students with psychiatric disabilities are entering colleges and universities in unprecedented numbers. These students face both opportunities and barriers in postsecondary institutions. This presentation will focus on Leading Practices for identifying, welcoming and accommodating college students with psychiatric disabilities to our campuses. These Leading Practices have emerged from conducting 39 focus groups on college campuses across the country.

Learning from the Experts: Service Providers' Views of Universal Design for Instruction (UDI) (Word doc, 45KB)
Pam Embry, MA; University of Connecticut
David Parker, MA; University of Connecticut
Sally Scott, PhD; University of Connecticut
Joan McGuire, PhD; University of Connecticut

Disability service providers play a central role in determining the profession's future. This session will share perspectives from a diverse group of service providers who articulated their vision of how Universal Design for Instruction can transform campus access. Their expertise as institutional change agents emerged as a critical skill for promoting new alliances between students, faculty members, and disability professionals.

Legal Developments in Disability Law (Word doc, 29KB)
Wendy Wilkinson, JD; Disability Law Resource Project
Bill Newroe; New Mexico Technical Assistance Project
Curtis Edmonds; Southeast DBTAC
Sheryl Burgstahler, PhD; AccessIT / DO-IT

Disability Services Coordinators confront a number of complex issues meeting the needs of students with disabilities. An understanding of the often-confusing legal decisions and regulatory guidance is essential for developing good policy, and compliant practices. This panel will provide updates and overviews of the law with an additional focus on the requirements for accessible educational information technology.

Listening to Student Voices: Best Practices in Disability Services (Word doc, 32KB)
Rebecca Cory, MEd; Syracuse University

How do students with disabilities conceive of best practices in disability services? Based on a qualitative study of students with disabilities, presenter will discuss the best practices in disability service provision. The session presents findings from interviews with a diverse group of students. Hear how students with disabilities would design disabled student services, and what they find to be effective practices.

Maximizing the Potential of Ebooks (Word doc, 38KB)
Alison Lingane; Benetech
Jesse Fahnestock; Benetech

Developments in the world of ebooks and etext demand an evolving understanding of the promises and pitfalls of various formats and technologies. Participants will leave the session better able to determine how to approach ebooks in a way that will deliver results for their students, and more aware of efforts in the field to maximize the potential of ebooks.

OCR in Review
Paul Grossman, JD; Office for Civil Rights, US Department of Education
Susan Mattison, JD; Office for Civil Rights, US Department of Education
Eileen Hanrahan, JD; Office for Civil Rights, US Department of Education

OCR will continue the tradition of presenting approximately a dozen selected postsecondary disability letters that it has issued in the past year. Letters will be used to share information, model solutions, and to develop audience discussion. We will be discussing a broad range of topics. We anticipate including discussion of the options available to a campus when it responds to an OCR complaint, grievance procedures, services to deaf/HH students, service animals, students with developmental delays, and OCR initiatives to inform parents and students about differences between college and high school concerning disability rights and responsibilities. This will be a back-to-back session, with time for questions. So gather up your most challenging questions and bring them to this session. Even if OCR doesn't have the answer, someone in the audience will!

Partnering with TRIO in Higher Education to Maximize Services (Word doc, 25KB)
Rhonda Rapp, PhD; University of the Incarnate Word and Director of TRIO Training Programs, AHEAD

At many institutions across the nation TRIO Student Support Services (SSS) and McNair Scholars Programs co-exist with offices that provide support services for students with disabilities. While the mission of Support Services for Students with Disabilities (access) is different than the TRIO mission (success) a cooperative relationship between the two programs greatly increases the chances that the TRIO student with a disability will complete his/her postsecondary educational goals. This session focuses on how Support Services for Students with Disabilities and TRIO college programs can establish and maintain a successful working partnership that will maximize services for the institution's TRIO students with disabilities.

Policy Development: An Integral Aspect of Disability Service Provision (Zip file, 24KB)
Leah Monaghan, MA; The Ohio State University
Patricia Carlton, MA; The Ohio State University
L. Scott Lissner, MA; The Ohio State University

As never before, clearly written and well disseminated policies and procedures are critical to offices providing disability services. The presenters will discuss the importance of policy and the legal aspects of writing policy and procedure. The intent of the session is to provide participants with a packet of sample policies for use at their institution.

Postcards from Virginia: Results of a Comprehensive Assessment of Community College Disability Programs (Word doc, 32KB)
Sue R. Rice, MS; Tidewater Community College

Results of a comprehensive eighteen-month assessment of the disability programs of thirty-nine campuses within the Virginia Community College System will be shared. Data gathered from preliminary surveys completed by providers, surveys of websites, surveys of college catalogues, face-to-face provider interviews, and face-to-face student interviews will be presented. Anecdotal information and suggestions for future assessment models will be offered.

Promising Practices for Students with Significant Disabilities Transitioning from School to College (Word doc, 34KB)
Andrew Christensen; Institute for Community Inclusion/University of Massachusetts Boston
Maria Douroudis; Institute for Community Inclusion/University of Massachusetts Boston

This program will highlight examples from a federally-funded demonstration project assisting persons between the ages of 18 and 22 with significant disabilities in transition to college options. The project goal was to build support systems and strategies for students, beginning in high school, to develop self-determination and academic skills. Access was developed for a non-traditional population.

Promoting Access for Deaf and Hard of Hearing Students in Postsecondary Education (Word doc, 32KB)
Susan Foster, PhD; Rochester Institute of Technology
Gary Long, PhD; Rochester Institute of Technology
Rosemary Saur, PhD; Rochester Institute of Technology

Presenters will share experiential activities and materials designed for instructors who have deaf and hard of hearing students in their classes. The focus is specifically on pedagogy, and the ways in which teaching practices enhance or impede access for these learners. Hands-on demonstration of materials will be a feature of this presentation, and feedback will be solicited from attendees.

Promoting Universal Design in College Instruction: Changing Roles, Responsibilities, and Relationships with Faculty (Word doc, 32KB)
Sally Scott, PhD; University of Connecticut
Joan McGuire, PhD; University of Connecticut

As Universal Design for Instruction (UDI) emerges as a new paradigm to ensure equal access to college instruction, opportunities for collaborative relationships between Disability Services professionals and faculty hold great promise. This session will address the concept of UDI and faculty observations about its usefulness, and highlight a web site resource on UDI as an instructional tool for faculty.

Rearranging the Pieces: A UDL Approach to Online Learning for All (Word doc, 25KB)
Mary Brady, PhD; Center for Social Development and Education, University of Massachusetts Boston
Charlotte Corbett; Manager of Information Services and Web Master, AHEAD

The Online Learning for All Project applies principles of Universal Design for Learning to an online learning management system. Continuing where access to technology stops, focus is on the usability of online materials and methods as well as the concepts presented in those materials. This project focuses on using UDL to create usable web-based learning environment for all learners, including those with organization and print challenges. We will discuss our findings and the steps you can take at your institutions.

Reasonable and Appropriate Accommodations for Students who are Deaf/HOH (Word doc, 30KB)
Barb Borich, MA, CI/CT; University of Arizona

Are there black and white criteria used for determining whether a student will receive CART, Typewell, C-print or interpreters in the classroom? What *do* we as service providers consider when determining reasonable accommodations for students who are deaf or hard of hearing? It is the hope that through this session, a workgroup may be created to investigate guidelines for providing appropriate and reasonable accommodations.

Reflective Practice in Disability Services: Enhancing Our Understanding and Implementation of the Law (Word doc, 28KB)
Wendy Harbour, MA; Harvard Graduate School of Education
Richard Allegra, MS; University of Illinois at Chicago

Reflection can be a useful tool for disability service providers, enhancing our understanding of the law and best practices for service delivery. It can be as simple as asking occasional questions of ourselves, or as involved as group activities for departmental staff. In this session, participants have an opportunity to explore, discuss and engage in reflection as a professional development activity.

So I Have Autism; Now What? (Word doc, 28KB)
Dena Gassner; The Center for Understanding

Participants will go beyond identification of high functioning autism spectrum disorders to learn about living and learning differently with autism. In this very interactive, engaging presentation, participants will learn how educators, friends and families can support a different kind of success sought by people with ASDs. Especially interesting is the fact that the presenter lives with autism herself.

Strategies and Techniques for Distance Learning Accessibility (Word doc, 42KB)
Curtis Edmonds, JD; Georgia Institute of Technology
Wendy Wilkinson, JD; Disability Law Resource Project
Jon Preston, MA; IDET Communications

This program will discuss effective strategies for making distance learning accessible for everyone, including students with disabilities. The focus will be on technology solutions that faculty members can use to ensure that online courses are available for students with disabilities.

Strategies for Success in Learning, Test-Taking and Forms Completion (Word doc, 26KB)
Bonnie Hill, Freedom Scientific Learning Systems Group

This presentation will highlight WYNN software accommodation tool that enables all struggling individuals to succeed with college level curriculum, test taking, completion of forms and applications. Emphasis will be on bi-modal approach to print material, the Internet, study tools, and writing.

Text Help - Read & Write Gold: A Real Solution for Reading and Writing Difficulties… in the Real World (Word doc, 22KB)
Alan Duddy; North American Account Manager textHELP! Systems Ltd.

This session will introduce how the features of Read & Write Gold can be used to help students with reading, writing and literacy difficulties. It will involve hands-on exercises on each of the features including speech, spelling, word prediction, scanning, etc. and how they can be used to the maximum benefit on the classroom.

Thirteen Years On-Where Are We, Where Are We Going-Student Perspectives (Word doc, 40KB)
Julie Preece, PhD; Brigham Young University
Maureen Rice, PhD: Brigham Young University
March Beecher, PhD; Brigham Young University
Norman Roberts, PhD; Brigham Young University
Linda Stevens; Brigham Young University

Thirteen years post ADA, colleagues across disciplines joined forces to survey students with disabilities. Selections of students with disabilities in colleges across a western state were interviewed to assess their current concerns, blocks to success, and perceptions of effectiveness of Disability Services. Results and implications for providers will be presented. Participant discussion will be encouraged.

Transition Training; A Statewide Initiative (Word doc, 33KB)
Julia Edwards, MS; Ozarks Technical Community College
Suelaine Matthews, MS; St. Louis Community College
Claudia Felsen, MEd; St. Louis Community College

This session features a highly successful training workshop designed to better equip secondary special education teachers as they prepare their students for opportunities in higher education.

Transitions Issues - Redefining Our Vision Involving Parents and Students (Word doc, 20KB)
Justin Mosby; Radford University

As we realize our vision on college campuses, one area for advancing services to students with disabilities is recognizing the unique transition issues facing the students. A significant predictor of success in college is how well students transition into college life. This presentation will help participants learn new ideas about effectively providing support to individuals with disabilities. A panel discussion with students and parents will conclude the session.

Using MSWord As An Accommodation Tool For Students With Spelling Deficits (Word doc, 34KB)
Tracy Smith, MEd; Auburn University Montgomery

This is a hands-on training session on how to use MS Word and low-tech devices as accommodation tools. Participants will learn to use MS features such as AutoCorrect, AutoText, Spelling Check and Grammar Check. Participants will also be shown how to make a handout that can be used by individuals with spelling deficits.

ViewPlus Advanced Braille Math with Tactile Graphics (Word doc, 20KB)
Rob Sanders; Marketing Director, ViewPlus Technologies

This workshop will continue to explore the work of Dr. John Gardner's efforts to bring students of science and math with visual impairments into the mainstream classroom. Attendees will learn leading techniques of creating Braille math and mixing with graphs, charts, and mathematical figures using popular mainstream and adaptive software.

What Tools Are in Your Communication Bag? (Word doc, 31KB)
Richard Harris, MA; Ball State University
Larry Markle, MA; Ball State University

DSS providers must possess a total communication package to effectively perform their various roles on campus as well as to build and maintain credibility. The presenters will share numerous "tools" for communicating with administrators, students, parents, faculty, etc. that have helped them run a decentralized, facilitative-based program. Participants will gain ideas for improving lines of communication which are much more effective than quoting the law.

Who Are Viable Disability Partners on Campus? Don't Go It Alone! (Word doc, 23KB)
Cindy Donahue, MA; University of Colorado at Boulder

This session will look at valuable partnerships developed at the University of Colorado at Boulder between Disability Services and other campus units, beyond the obvious. Types of partnerships, benefits experienced, and various collaborative projects will be presented. In addition, some advantages in connecting with allies for students, staff, faculty, disability service providers, and the community beyond will be discussed.