The AHEAD 2011 Preconference Institutes provide opportunities for attendees to participate in intensive, topic-specific, workshop-style events taught by notable and well-respected experts in their field. Ranging from 3 1/2 hours to two full days, the Institutes are an outstanding chance for Conference attendees to receive in-depth professional development.
Preconference Institutes do require advance registration by July 1, 2011 and an additional tuition fee (separate from the Conference registration fee). On-site registration for Preconference Institutes is not available. Registration for Preconference Institutes includes all instruction materials and refreshment breaks. Meals, housing and travel are not included unless noted. Please see the registration form for applicable tuition charges.
Two-Day Preconference Institutes
Monday July 11, and Tuesday July 12, 2011
9:00 am-5:30 pm each day
#PC 1 Introduction to Disability Law for DS Professionals
L. Scott Lissner, The Ohio State University
Paul Grossman, Hastings College of the Law
(Throughout this Conference, Mr. Grossman is participating in his private capacity. The views expressed in his presentations will be the result of his independent research and do not necessarily represent the views of the US Department of Education or government.)
This presentation will give DS professionals a comprehensive introduction to postsecondary disability law and establish a framework for answering the questions they encounter on a daily basis. What accommodations are, or are not, required in the college and university setting? What must be done to make facilities and programs accessible to persons with disabilities? This institute will begin with a review of the history of discrimination against individuals with disabilities and the emergence of the disability rights movement culminating in the adoption of disability laws. We will learn what legal traditions and concepts all antidiscrimination laws share and then what is unique to disability law. We will provide an exploration of the practical implications of the ADAAA. Topics unique to higher education, such as admissions, discipline, academic accommodations, internships, residence halls service animals on campus, and others will be covered. We will cover procedures to ensure compliance, common pitfalls to avoid, handling internal complaints of discrimination, cooperation and noncooperation by faculty, the scope of the duty to provide accessible websites, alternative media, and assistive technology.
#PC 2 Learning Disabilities & Psychoeducational Assessment: From Theory, to Understanding, to Practice
Rhonda Rapp, St. Mary’s University, Texas
It is a well known fact that students with learning disabilities are one of the largest populations of students with disabilities on college campuses today. Most colleges and universities benefit from having recent, comprehensive psychoeducational evaluations of students with learning disabilities in order to best shape the students’ academic accommodations. However, many postsecondary disability services professionals come to their positions with little or no up-to-date or formal training in the complexities of learning disabilities and the administration and/or interpretation of psychoeducational evaluations; even though they are required to request assessment documentation and review it in order to assess the most appropriate academic accommodations for students. The goal of this institute is to provide a thorough and in-depth understanding of learning disabilities, and to make psychoeducational reports accessible and meaningful to professionals working with postsecondary students with learning disabilities. This Institute will provide information focusing on the assessment of learning disabilities from a psychoeducational perspective as well as how to use the information gleaned during a learning disability assessment. The focus will be on students in all types of postsecondary education settings. Topics will include learning processes, psychoeducational evaluation methods, and characteristics of learning disability subtypes. Accommodation strategies will be directly linked to psychoeducational test results and the functional impact of specific learning disabilities. This two-day institute will be highly interactive and hands-on; designed to provide ample time for specific questions, examples, case-studies, and discussion.
Audience: Novice to Intermediate
Full Day Preconference Institute
Monday July 11, 2011 9:00 am-5:30 pm
#PC 3 Advanced Topics in Curricular Accessibility:
Accessible Video: Techniques, Tools, Strategies, and Solutions
Jayme Johnson, Web Accessibility Instructor, High Tech Training Center Unit, California Community Colleges
Sean Keegan, Associate Director, Assistive Technology, Stanford University
Ken Petri, Program Director, OSU Web Accessibility Center, The Ohio State University
Terrill Thompson, Technology Accessibility Specialist, DO-IT, University of Washington
Creating accessible video is often viewed as a difficult, hands-on process, requiring specific skills and technologies. By identifying the proper tools and refining video production processes, it is possible to integrate accessibility into media presentations. As video becomes an ever increasing delivery format, it is necessary that institutions are familiar with the appropriate technologies available to address captioning and audio descriptions for their video productions.
The goal of this institute is to provide a thorough review of video accessibility, including the process of captioning video for Web pages, YouTube content, and VHS/DVD media, as well as portable media devices, including the iPhone and iPad. This institute will also review the creation and use of audio descriptions, which audio/video players support accessibility features, and examples of institutional models facilitating the creation of accessible media content.
This one-day session will be highly interactive, with numerous hands-on activities for participants to focus on the creation of accessible video content. Participants will have the opportunity to learn about: accessibility issues of audio/video content; different tools and techniques for captioning and providing audio descriptions; media playback platforms supporting accessibility; and, campus models supporting the creating and delivery of accessible media presentations.
Full-Day Preconference Institutes
Tuesday July 12, 2011 9:00 am-5:30 pm
#PC 4 Universal Design Made Easy for Faculty
Kirsten Behling, Suffolk University
Universal Course Design is not rocket-science. But in order to effectively learn what it is, how to add it to a college course and most importantly, how to bring it to a college campus so that it is sustainable you need to attend this workshop. Participants will have the opportunity to practice UCD as it relates to their individual colleges.
Participants will walk away with extensive knowledge of Universal Course Design, the ability to replicate the presentation and a plan for creating a sustainable UCD Core Team on their campuses.
#PC 5 Paradigm Shift: Transformational Change in Disability Service Delivery
Melanie Thornton, University of Arkansas at Little Rock
Gladys Loewen, Consultant
Carol Funckes, University of Arizona
Sue Kroeger, University of Arizona
Disability service providers often overlook the relevance of disability studies and the importance of design as they relate to our own practices. Trainers and participants from a federally-funded grant, Project ShIFT, will explore how social justice relates to disability and how disability content in the academy can shift perspectives. We will provide examples of the role of good design and disability scholarship in transforming the dominant campus narrative. Finally, we will discuss the power of language as a tool in challenging assumptions about disability and accommodations and setting the stage for new relationships. If a goal of your office is to foster the development of more inclusive, usable and sustainable environments on campus, come join us for this highly interactive preconference session.
#PC6 Foundations in Disability Services for New and Newer Professionals
Mike Shuttic, Oklahoma State University
Anne Reber, Texas A&M University
Disability Service managers come to the job from a variety of backgrounds. This presentation is designed to establish a common foundation and framework from which to build and promote disability resources on a college campus. Two long-time professionals will present on philosophical and practical matters that influence our profession. Attendees will encounter the history of disability and its impact on individuals and society, the legal and social complexities that impact our field, the practical to-do’s necessary for effectiveness, and how to nurture a team approach on your campus for good decision making.
Participants will gain essential management skills, acquire knowledge or fill knowledge gaps on effective service delivery, affirm best practices in documentation in light of ADAAA, review and discuss program and professional standards, explore critical thinking skills and use of a decision-making model, recognize personal biases and potential impact on professional philosophy.
Half-Day Preconference Institutes-Morning
Tuesday July 12, 2011 9:00 am-12:30 pm
#PC 7 Postsecondary Education for Students with Intellectual Disabilities: The Role for Disability Services
Cate Weir, University of Massachusetts Boston
Debra Hart, University of Massachusetts Boston
Meg Grigal, University of Massachusetts Boston
Disability Services providers are faced with serving a number of emerging populations, including students with intellectual disabilities. This half-day session will focus on the recent changes to the Higher Education Opportunity Act of 2008 and new federal funding for colleges and universities to develop initiatives that provide postsecondary education to students with intellectual disabilities. Experienced Disability Service Providers will share their perspectives about the role disability services offices play in serving students with intellectual disabilities.
#PC 8 Creating a Parent Education & Involvement Program from Design to Reality
Martha Bledsoe, Carroll University
Kay Kimball Gruder, SuccessfulCollegeParenting.com?
Parents who are educated about first-year transitions are better able to guide their student toward success. Learn about an innovative partnership between disability services and parent coaching and gain exposure to technology that includes video email, social networking, Internet-based courses, and webinars. Through discussions and hands-on activities you will begin to design your outline for parent education and involvement.
#PC 9 Rethinking Brain Injury: Research, Accommodations
Julianne Albiero-Walton, East Stroudsburg
University of Pennsylvania
Edith Miller, East Stroudsburg University of Pennsylvania
The number of individuals with post-concussive syndrome, mTBI (Mild Traumatic Brain Injury), and TBI (traumatic brain injury) in post-secondary institutions will continue to increase due to research that has redefined brain injury as a chronic on-going process. This session will address functional issues of individuals with brain trauma based on new research, the impact on learning, accommodations and available support.
#PC 10 Reclaiming Universal Design: Application to Our (New) Digital Environment
Jane Jarrow, DCCOL
Kelly Hermann, Empire State College
It’s time for Universal Design to return to its roots in architecture! We must pursue universal design of the virtual world where students and postsecondary institutions will be living tomorrow (today?!?). This isn’t (just) about access to/through technology. This is about usability of the new, built environment. A focus on “use” versus “access” means a broader basis for partnership/cooperation.
This workshop will help participants gain understanding of both the importance and practicality of designing online learning/living opportunities for the full universe of lifetime learners who await our efforts. The seven principles of Universal Design will be explored and demonstrated to be useful in the context of online learning.
#PC 11 Tools and Techniques for Managing Disability Services In Challenging Times
Karen Pettus, University of South Carolina
Emily Singer, Catholic University of America
Tom Thompson, Wm. Rainey Harper Community College (retired)
American higher education is experiencing a period of significant change driven by forces of economic, political, demographic and technological pressures. To face these challenges, disability services managers must master the three major tasks of management; efficiency, effectiveness, and economic performance. The presenters, from three different types of higher education institutions, will discuss the steps of strategic planning, assessment, and budget management. This workshop will provide you with tools and techniques essential to successfully manage disability services in times of change.
Audience: Intermediate – Advanced
#PC12 Advanced Topics in Curricular Accessibility: Strategies for Math and Science Accessibility
Sean Keegan, Stanford University
Ron Stewart, Chair AHEAD Instructional Materials Accessibility Group
While it is possible to create and present mathematical expressions in a digital format, there are few methods for ensuring the accessibility of science, technology, and math (STEM) content for students using alternate formats or assistive computer technologies. Authoring math and science content into formats usable by students with disabilities requires knowledge of different math authoring tools, the limitations of conversion, and the capabilities of student to use different formats in conjunction with assistive computer technology.
The goal of this institute is to review various alternate media workflows that support the creation of accessible STEM content as well as the tools available to students in which to interact with such material. This institute will also review the use of different math authoring applications, including the Infty Editor and Reader tools, MathType and MathDAISY, and plug-ins for MS Word supporting the creation of DAISY materials.
This half-day session will be highly interactive, with numerous hands-on activities for participants to focus on the creation of accessible STEM content. Participants in this session will have an opportunity to: interact with the Infty applications, MathType and MathDAISY; learn how to export STEM documents for the Web; review the workflow process for creating Nemeth and DAISY formatted documents; and ask questions as to how assistive computer technologies interact with STEM content.
Half-Day Preconference Institutes-Afternoon
Tuesday July 12, 2011 2:00 pm-5:30 pm
#PC 13 New ADA Access Standards: Key Changes for Now and the Future
Irene Bowen, ADA One, LLC
James Bostrom, US Department of Justice
John H. Catlin, LCM Architects, LLC
The first new accessibility standards under the Americans with Disabilities Act since 1991 are (finally) out! Join two architects -- one a DOJ deputy chief, and the other a nationally known access expert -- and a former DOJ official as they cover key changes that will affect your campus’s existing, new, and altered facilities, including housing, assembly areas, and recreation facilities.
Attendees will obtain a general understanding of the impact of the changes to ADA accessibility standards, explore real life examples of what works and what might work, and prepare for the impact of the regulations in higher education, both on a substantive and procedural level.
#PC 14 Exploring Personal Stereotypes and Biases Toward People with Mental Illnesses
Julie Alexandrin, University of Southern Maine
Ilana Lyn Schreiber, Hidden Disability Network
This interactive workshop will have participants exploring and gaining understanding of their own personal stereotypes and biases, conscious and unconscious, about people with Mental Illnesses. The effects of these stereotypes and biases when working with people with Mental Illnesses will be explored. The workshop will explore how to make changes to decrease the influence of stereotypes and biases.
#PC 15 Building Sustainable Campus Alliances: Case-By-Case Partnership Development to Minimize Conflict
Louise Russell, Consultant
Every access request is unique. Creating a customized “team” with whom to collaborate requires pre-planning to include students’ interests, law, institutional policies, pedagogical input, and DSS expertise in conflict minimization. This interactive session features techniques to anticipate conflict, heighten collaboration, and analyze outcomes to fortify subsequent efforts to remain focused on effective problem-solving.
Through interactive lecture, discussion, handouts and role-play, participants will understand and utilize the principles of conflict management to plan strategies on behalf of their students, while strengthening alliances with faculty and staff who are apt to implement the outcomes.
#PC 16 Rolling Out Incremental Universal Design - The Role of Disability Student Services Providers
Aura Hirschman, University of Wisconsin - Milwaukee
Roger O. Smith, R2D2 Center, University of Wisconsin -Milwaukee
Disability Student Services Providers have an ideal position to be emissaries for promoting accessible instruction through universal design approaches. Though seemingly this is one more task amidst an increasingly demanding job environment, the presenters will demonstrate how DSS providers can promote campus accessibility by encouraging instructors to incrementally roll individualized accommodations for students with disabilities into regular teaching practice for the benefit of all students. Participants will learn a viable approach to promoting universally designed and accessible instruction by applying knowledge and skill of accommodations.
#PC 17 BVI 101: The Basics of Blindness and Visual Impairment for DS Providers
Annemarie Cooke, RFB&D
Kathy McGillivray, Bethel University
Feeling a little nervous about the arrival of the first (or second) blind or visually impaired student on your campus? Blindness continues to be a low-incidence disability, representing but a fraction of a percentage of all people with disabilities. It’s no wonder that many disability service providers never have served a blind or visually impaired student over a span of many years. This presentation will get you started in understanding blindness and vision loss, determining appropriate accommodations and where to find them as well as why some myths about blindness are just myths.
#PC 18 Advanced Topics in Curricular Accessibility: Singing a Different Tune: Supporting Blind and Low Vision Musicians from Audition through Graduation
Bill McCann, Founder and President, Dancing Dots
Cathy L. Shankman, Disability Accommodations Coordinator, University of Pennsylvania
A talented blind musician has just been accepted to your school on the strength of a dazzling audition. Your mission: build a team of professionals that can find him accessible materials, resources and training to get him through. But wait! Has anybody asked the student how he plans to handle reading and writing music? Does the student have the literacy skills required to participate fully in music courses? Is further preparation needed before admission is granted? What *is* braille music anyway? Can we magnify print music for him? Who are the people within and outside of your school who can form a team to support the student? What have others done in the past that has worked for them? Come to get answers to these and other questions related to including blind and low vision students in your school’s music courses.