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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Saturday, December 7 • 1:10pm - 2:00pm
Functional Skills in the 21st Century: A Conversation Seating Available

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Limited Capacity seats available

In 2035, today’s kindergarteners will be 21 and entering adulthood. What type of future should we prepare our students to enter? In this structured conversation, we will begin by tracing the history of curriculum development for students with significant support needs from 1976 to the present. Building on the lessons from the past, we propose a framework for future curriculum decision making based on ethics, evidence, and an acknowledgement that the adult world students of today will eventually encounter will require an unknown set of academic, daily living, community, social, self-determination, and vocational skills. As we consider the path forward in curriculum development, we ask: 1. Why do so many students with significant support needs continue to access curriculum that focuses on narrow life skills, and what types of curriculum decisions could ensure more expansive outcomes? 2. What is the relationship between academics and functional outcomes, and why has “functional” become a dirty word? What do we mean when we say we can blend, balance, or reconcile functional and academic outcomes? (Timberlake; McDonnell) 3. What are the core principles of curriculum development that should remain central decision making? What are our non-negotiables? 4. How do we make sense of the relationship between the form and the function of a particular outcome?

avatar for Andrea Ruppar

Andrea Ruppar

University of Wisconsin-Madison
avatar for Jennifer Kurth

Jennifer Kurth

Associate Professor, University of Kansas
Inclusive Education
avatar for Sarah Bubash

Sarah Bubash

Graduate and Research Assistant, University Of Wisconsin-Madison
I am a second year special education doctoral student at the University of Wisconsin-Madison. Previous to deciding to return to graduate school I was a public school special education teacher for 10 years. I am passionate about inclusion for our students with the most significant... Read More →

Saturday December 7, 2019 1:10pm - 2:00pm MST
Meeting Room: Kave Ballroom 1 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226