Free Webinar Recordings for AHEAD Members

The AHEAD Professional Competencies: Supporting Excellence in Disability Resource Practice

Presented June 13, 2024 by: 

Mary L. Gerard, B.S., M.Ed., Director of Accessibility Resources at Bellingham Technical College 
Enjie Hall, MRC, Director of the Disability Resource Center on the Twin Cities Campus and ADA Coordinator for the University of Minnesota 
Spencer Scruggs, M.S., Director of the Center for Accessible Education at UCLA 
  
Professional Competencies (formerly Professional Standards) developed by AHEAD serve as a guiding document for professionals in the disability resources field. The Professional Competencies are aligned with, and informed by, the Council for the Advancement of Standards (CAS) Standards and Guidelines for Disability Resources and Services (Council for the Advancement of Standards, 2023) as well as the AHEAD Program Domains, Standards, and Performance Indicators. The Professional Competencies were revised in 2022 by an institutionally and demographically diverse task force appointed by the AHEAD Board of Directors. 
 
Join the authors of Revisiting AHEAD’s Professional Standards: Exploring Their Transformation into Competencies and Application to 21st Century Disability Resources Practice and learn how and why the Standards became Competencies along with exploring the practical implications for Disability Resource Professionals. The authors will also explore how changes in the Disability Resources field provided impetus for this change and break down the nine competencies to five themes that provide a roadmap for individual and team professional development. 


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    AHEAD Governmental Advocacy 101

    Presented June 11, 2024 by: 

    Terri Lakowski and Jason Marmon, AHEAD’s Government Affairs Representatives  

    Learn more about the basics of what governmental advocacy entails, how AHEAD does advocacy, the advocacy work that AHEAD is doing, and what role you might play, and ask your questions and provide feedback. Additionally, an update will be provided on AHEAD’s advocacy efforts toward encouraging the release of the updated 504 regulations.


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      The AHEAD Program Domains, Standards, and Performance Indicators

      Presented March 13, 2024 by: 

      Sally Scott, Ph.D: Director of Research, AHEAD
      Lyman Dukes III: Professor, Exceptional Student Education, University of South Florida
      Joseph Madaus, Ph.D: Professor, Neag School of Education, University of Connecticut
      Kirsten Behling: Associate Dean of Student Accessibility & Academic Resources (StAAR), Tufts University

      The AHEAD Program Domains, Standards, and Performance Indicators provide fundamental guidance about the daily work and practice of disability resource offices (DROs). The inaugural version of the Standards, released in 1999, were updated in 2004 to reflect a maturing field of practice. The latest updates to the Standards, approved by the AHEAD Board of Directors in 2021, marked a significant shift in our understanding of equity and inclusion of disabled students that is reflected in the daily work of the DRO.
       
      Whether you are new to the field or an experienced colleague, an understanding of this professional document and the framework for equity that it promotes is an essential aspect of DRO management. Come join us to hear about the evolution of the Standards, the processes used to involve the AHEAD membership in revisions and updates, highlights of new and important features, and practical strategies for using the Standards particularly in the areas of DRO data collection and program evaluation.

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      Navigating the Diverse Spectrum of Visual Disabilities: Strategies for Supporting Low Vision Student

      Hosted by the Blind and Low Vision Knowledge and Practice Community

      Presented January 30, 2024 by: 

      Kathleen (Kat) DeNicola, Western Washington University 
      Dr. Hunter Duncan, Clemson University
      Dr. Brandi Levingston, SAEO, Virginia Commonwealth University
      Lee Huffman, American Printing House for the Blind
      Lori Scharff, APH ConnectCenter
      Richard Rueda, APH ConnectCenter 
      Robert Beach, Kansas City Kansas Community College

      When we discuss working with students with vision loss, the focus often gravitates towards those with complete blindness. However, the realm of visual disabilities encompasses a wide spectrum, ranging from profound vision loss to milder conditions that significantly impact how individuals perceive the world. This diversity underscores the importance of acquiring a foundational understanding of various visual conditions to effectively engage with students and address the unique challenges they face in their academic journey.
       
      This webinar, brought to you by the AHEAD Blind and Low Vision Knowledge and Practice Community in partnership with The American Printing House for the Blind, delves into the intricacies of low vision, exploring the prevalent causes and employing visual simulations to provide insights into the lived experiences of individuals with these conditions. We will examine the nuances of initial meetings with low vision students, guiding participants in formulating pertinent questions and exploring accommodation strategies that can foster success in the classroom, testing environments, and campus life. 

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      Strengthening Student Practitioner Relationships: The Benefits of Coaching as an Equity Practice

      Hosted by the Coaching Knowledge & Practice Community

      Presented April 20, 2023 by: 

      Rachel Adams, M.Ed., University of Massachusetts, Amherst 
      Joy West Gardner, ACC, Evoking Change Coaching and Consulting 

      An important role disability resource practitioners have is to connect and empower students with access to supports for more equitable educational experiences. But with little time in schedules and high volumes of caseloads, student interactions can feel more transactional than empowering.  In this webinar, Joy Gardner, ICF Board Certified Coach and Educator, and Rachel Adams, M.Ed. and Assistant Director of UMass Disability Services will share strategies for how to incorporate an equity approach through coaching to strengthen practitioner-student relationships. This session explores the benefits this approach has for both students and practitioners and will help practitioners looking to gain a deeper understanding of how to be more inclusive in their student interactions. 


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        A Guiding Framework for Decision Making: A 3-Question Process for LD and ADHD Related Accommodation

        Hosted by Learning Disabilities and ADHD Knowledge and Practice Community

        Presented October 17, 2022 by:

        Emily J. Helft, M.Ed., Ed.S., Assistant Director of Professional Development, Landmark College Institute for Research and Training


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          Students with Long COVID on Campus: The Elephant in the Room!

          Presented August 8, 2023 by: 

          Adam Meyer, University of Central Florida
          Jane Jarrow, Disability Access Information and Support (DAIS)
          Kimberly Bassi-Cook, Seton Hill University
          Robin Goodall, Vermont Technical College
          Katherine Aquino, St. John's University
          Lisa Vance, North Iowa Area Community College
          Stepahnie Batcheleder, Rhodes State College

          The CDC defines Long COVID as a wide range of new, returning, or ongoing health problems experienced by those who had COVID-19. The Dept of Education and Department of Justice (DOJ) acknowledge that those experiencing significant Long COVID symptomology are people with disabilities and are protected, as such, under federal law. Approximately one in five people who have had COVID will experience significant Long COVID symptoms, regardless of the severity of their COVID-19 illness. All that suggests that dozens of students on your campus are likely struggling with Long COVID. Yet, few disability service programs have seen many such students come forward and ask for support.

          The irony is that if we could find these students, we already know how to help them. It doesn’t matter whether their struggles are a result of their Long COVID syndrome or some other disability. We assign accommodations based on the functional limitations they are experiencing, not the diagnosis or cause. But before we can provide appropriate support, we have to find them (help them to know help is available)!

          Historically, disability service programs have stood ready to provide access and support to students with disabilities who reach out to us for support. We have not sought out students to be served, but instead waited for them to request our help. That will not be enough for this population of students with disabilities. Many may not know/understand fully that what they are experiencing may make them eligible for support, or from whom (and how) to seek support. And when they do, it may be too late to salvage their semester and GPA. 

          During this 90-minute webinar, we will explore: (1) how Long COVID symptoms may impact college students; (2) how to foster awareness of students with Long COVID on your campus; (3) what is happening for/with students with Long COVID on campuses across the country; and (4) what you can do to help students with Long COVID.


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            Students with Intellectual Disabilities: Establishing Inclusive Campus Initiatives that Thrive

            Presented June 29. 2023 by: 

            Sally Scott, AHEAD, moderator
            Bea Awoniyi, Santa Fe College
            Craig Levins, Broward College
            Adam Meyer, University of Central Florida
            Michelle Mitchell, Lehigh Carbon Community College
            Cate Weir, ThinkCollege, UMass Boston

            Historically, students with intellectual disability (ID) have not been intentionally included in college level education. Over the last decade, as more institutions begin to realize that programs that serve students with ID fit in with their mission and vision, the number of dedicated, structured programs offered nationwide have substantially grown. Think College, a national initiative dedicated to developing, expanding, and improving research and practice in inclusive higher education for students with ID, estimates there are 300+ dedicated programs nationwide for students with ID. The mission and structures of these programs vary. Some are well-established, and some are still fairly new. Some support students with ID at open-enrollment institutions whereas other programs support students at public or private institutions. This webinar brings together a panel of disability service practitioners and administrators who have experience with different types of ID-focused programs on their campuses. Join the panel to hear about programs and learn how students with ID are meaningfully included in the different types of college campuses and cultures.


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              How To Develop a Faculty Training About Disability Accommodations and Inclusive Course Design

              Presented June 28, 2023 by: 

              Donna Johnson, Project Manager, Office for Equity and Diversity, University of Minnesota, Twin Cities
              Enjie Hall, Director, Disability Resource Center and ADA Coordinator, University of Minnesota, Twin Cities
              Khaled Musaa, Academic Technologist, University of Minnesota, Twin Cities 

              Over the past five years, colleges and universities across the country have experienced significant increases in students seeking accommodations for disability. To address this increase, the University of Minnesota governance recommended, and the University agreed, to implement a required, online, professional development course for all faculty and instructors on disability accommodations and inclusive course design on all five campuses.

              The course, Fundamentals of Disability Accommodations and Inclusive Course Design, was created to provide faculty and instructors with foundational knowledge on reducing barriers in learning environments. This course introduces strategies to streamline the reasonable accommodation and inclusive design processes and support access and learning for students. The one-hour, interactive, highly accessible, course is required for instructors and faculty and is open to all University of Minnesota staff and students. Colleagues from other colleges and universities may access the course as well. 

              Webinar presenters will discuss the University of Minnesota’s shared governance process to gain University and Faculty Senate endorsement for the course, the importance of widespread consultation in course development and the critical nature of working with campus partners in launching the course. Presenters will share how participants may view the course as well as share links to course resources. Presenters will share how accessibility was built into the course, as well as next steps for supporting instructors. 


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                “The Life You Lead is the Lesson You Teach”

                An AHEAD/CAPED Memorial and Teach-In in Honor of the Life of Judy Heumann

                Hosted by the Disability Identity Studies & Culture KPC and the LGBTQA KPC

                Presented March 30, 2023 

                Judy Heumann, the iconic “mother” of the disability rights movement has passed. A leader of the famous 504 Sit-In, she leaves behind a legacy of values, insights, and practices that shows us all the path to achieving disability justice. You, as well as your students and colleagues, are invited to join this memorial webinar to hear from Judy’s collaborators and mentees about the most important events and accomplishments of her life and the lessons to be learned. Paul Grossman, Executive Counsel of AHEAD and direct witness to the 504 Sit-In, will lead with a short history of Judy’s role in establishing disability rights in the U.S. This presentation will be followed by a panel of speakers who knew, loved, and collaborated with Judy - all disability rights and justice leaders in their own right - with personal recollections of Judy, including: Catherine Campisi, Amanda Kraus, Anthony Tusler, and John Wodatch.


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                  Improving Digital Accessibility: Quality Indicators for Guiding Systems Change in Higher Ed

                  Presented April 26, 2022 by: 

                  Cynthia Curry, Project Director, National Center on Accessible Educational Materials (AEM Center) at CAST
                  Alison Driscoll, Higher Ed Specialist, AEM Center
                  Mark Nichols, Senior Director, Universal Design & Accessible Technologies, Virginia Tech
                  Joanne Benica, Director, Disability Services Center, University of Southern Maine

                  While multiple indicators show a positive trend in the number of students with disabilities enrolling in higher education programs, disparities in educational and employment outcomes between students with and without disabilities persist. A range of complex institutional and societal factors contribute to students with disabilities being less likely to enroll full time, complete their programs, and find employment. Based on the volume of related civil rights complaints brought forth by disabled students and disability advocates over the past decade, inaccessible course content and instructional technologies are undeniably among those factors. And recent reports indicate that the ongoing disruptions caused by COVID-19 point to an urgent need to close accessibility gaps that disproportionately impact students with disabilities. As a result of this awareness, higher ed institutions need and want to do more to serve and retain students with disabilities and are looking for a roadmap to follow. The National AEM Center’s Quality Indicators assist institutions with planning, implementing, and evaluating systems for providing accessible materials and technologies. In this interactive webinar, participants will engage with the Quality Indicators and learn how Virginia Tech and the University of Maine System are using them to improve systemic accessibility. Consider inviting one or more colleagues from your institution to join you!

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                    The New AHEAD Code of Ethics: Guidance for Professional Behavior and Decision Making

                    Presented November 4, 2021 by: 

                    Adam Lalor, Landmark College
                    Lyman Dukes, University of South Florida
                    Lourdes Quiñones, University of South Florida

                    In September 2021, AHEAD released a revised and updated version of the AHEAD Code of Ethics. Last reviewed in 1997, Adam Lalor (Landmark College), Lyman Dukes III (University of South Florida), Sally Scott (AHEAD), Lourdes Quinones (University of South Florida), and Joseph Madaus (University of Connecticut) were charged with revising and updating the Code of Ethics for consideration by the AHEAD Board of Directors. The process that the team engaged in to revise and update the Code of Ethics was extensive and included many members of AHEAD. Key features of the new AHEAD Code of Ethics include:

                    • Organizing the Code of Ethics by four broad themes (i.e., Equity and Inclusion, Respect and Acknowledgement, Professional Competence, Laws and Standards of Practice).
                    • Altering the Code of Ethics to be applicable to all Association members (i.e., disability resource professionals AND affiliated professionals).
                    • Expanding the listing of ethical principles to better reflect the needs of today’s AHEAD membership, students with disabilities, and postsecondary institutions.

                    This presentation by three of the team members who worked on the update will introduce the Code, highlight new features, cover how it was developed, and offer suggestions for use. Come hear how this new version of AHEAD’s foundational document can support Association members in guiding professional behavior and decision making as we seek to serve people with disabilities in higher education.

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                      What Does Disability Identity Have to do With It?

                      Presented November 18, 2020 by: 

                      Hosted by the Disability Identity Studies & Culture KPC and the LGBTQA KPC

                      Eli Clare, University at Buffalo

                      AHEAD’s Disability Identity Studies & Culture KPC, in partnership with the LGBTQA KPC, is pleased to present a free webinar with Eli Clare, renowned writer, speaker, activist, teacher and poet!

                      As staff at disability services offices work hard to provide accommodations for disabled students, issues around disability identity often fall to the wayside. In this webinar, we will explore the ways in which fostering disability identities among the students we work with serves to create more inclusive and accessible campuses. The webinar will include captioning and interpreters.

                      Goals:

                      • Gain understanding of what disability identity is
                      • Gain understanding of how fostering disability identities among disabled students is essential to creating access and ending ableism on campuses
                      • Reflect on what work is being done in disability service offices to foster disability identities
                      • Identify barriers to doing that work


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