2019 TASH Conference has ended
Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for the millions of individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others.  This year’s conference theme, Building Diverse and Inclusive Communities, reminds us that equity, opportunity, and inclusion relies on the input of broad perspectives and experiences.
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Friday, December 6 • 5:15pm - 6:30pm
Enrollment of Students with Intellectual Disability in High School Courses

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This poster presentation will focus on findings from a recent quantitative research study. The purpose of the study was to identify the courses in which students with intellectual disability (ID) are enrolled, the locations where students receive instruction, the frequency in which students attend courses, and the types of supports they receive. Further, this study investigated the relation between student characteristics (i.e., disability support needs, AAC usage) and geographic location (urban, rural) and a variety of variables that may contribute to course enrollment decisions (i.e., types of courses, location of courses, frequency attended, supports received). Data were collected via an online questionnaire from high school special education teachers in one state who (a) are certified to teach students with disabilities under their state's licensure, (b) have at least one student with ID on their caseload between the ages of 14 and 18, and (c) have one or more students on their caseload who took their state's alternate assessment. This study connects to the theme of building diverse and inclusive communities because it will help to enhance understanding of the types of curriculum students receive and the context in which it is given. Results will be used to examine the opportunities that are currently available for students with ID to enroll in classes alongside peers.

avatar for Stacy Dymond

Stacy Dymond

Professor, University of Illinois at Urbana-Champaign
Stacy Dymond is professor of special education at the University of Illinois at Urbana-Champaign. Her research focuses on curriculum issues related to educating secondary and transition-age students with severe intellectual disabilities in inclusive school and community settings... Read More →
avatar for Julia Snider

Julia Snider

Doctoral Student, University of Illinois at Urbana-Champaign
Prior to entering the doctoral program, Julia worked in the Chicago Public Schools for 8 years as a special education teacher and an inclusion facilitator. Julia’s passion is in promoting the meaningful inclusion of students with severe disabilities within the general education... Read More →

Friday December 6, 2019 5:15pm - 6:30pm MST
Akimel Ballroom 3

Attendees (5)